1.Ong’s lawyer Eddie Koh will be making representations to the court. The case will next be mentioned in December. 2. The incident was captured in a two-minute video and uploaded on YouTube. 3. The man who pushed an old woman down a bus along Upper Thomson Road has been charged in court. 4. Ong is said to have used his right hand to push the old woman on her back, causing her to fall on the steps of the bus. 5. Twenty-five-year-old Ong Kok Hao is accused of hurting 76-year-old Hwang Li Lian Nee Lye on bus service number 167 at about 3pm on June 5 this year. 6. A shouting match then ensued and during the heated spat, Ong threatened to slap the woman, before pushing her down the bus. 7. The video shows Ong suddenly flying into a rage at Madam Hwang for pressing the bell at the last-minute along Upper Thomson Road. Sumber: https://luthfan.com Arrange the sentences above based on the appropriate procedural text….

3 – 5 – 4 – 2 – 7 – 6 – 1

3 – 4 – 5 – 2 – 7 – 6 – 1

3 – 4 – 5 – 2 – 7 – 1 – 6

3 – 5 – 4 – 2 – 7 – 1 – 6

5 – 3 – 4 – 2 – 7 – 1 – 6

Luis Lionel Andres Messi, born June 24th, 1987, is an Argentinian football player for F.C Barcelona. He is not very tall, mainly, due to the growing problem he had when he was younger. His eyes are brown. He never has short hair. Lionel Messi started playing football at a very early age in his hometown’s Newell’s Old Boys. From the age of 11, he suffered from a hormone deficiency and as Lionel’s parents were unable to pay for the treatment in Argentina, they decided to move to Barcelona, Spain. In the 2003-2004 season, when he was still only 16 years old, Messi made his first team debut in a friendly with Porto that marked the opening of the new Dragao stadium. The following championship-winning season, Messi made his first appearance in an official match on October 16th, 2004, in Barcelona’s derby win against Espanyol at the Olympic Stadium (0-1). And now, in 2010, 2011, and 2012 he is best player in the world. According to the text, Messi’s parents moved to Barcelona ....

because they were very poor in Argentina

because they wanted Messi to be successful in soccer

so that Messi could learn in the best soccer club

to get Messi’s health problem cured

to find the best treatment to cure Messi’s health problem

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts. The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions. Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important roles in integrating sensory information from various parts of our body , knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight. Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures. Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories. A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres. What is the main idea of the passage?

The overview about the structure and function of the human brain.

The description of surface carry signals between nerve cells in other parts of the brain and body .

The explanation about A bundle of axons, called the corpus callosum, connects the two hemispheres.

The findings of the important roles of parietal lobe in integrating sensory information from various parts of our body.

The argument of the perception and recognition of auditory stimuli in human brain.

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts. The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions. Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important roles in integrating sensory information from various parts of our body , knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight. Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures. Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories. A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres. The sentence ‘The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation’ In paragraph 5 can best be restated as

The location of parietal lobe is at the upper rear of our brain, and controls our complex behaviors, that is, senses such as vision, touch, body awareness and spatial orientation.

The parietal lobe can be in at the upper rear of our brain, and controls our complex behaviors, excluding senses such as vision, touch, body awareness and spatial orientation.

The parietal lobe is located near the upper rear of our brain, and controls our complex behaviors, senses such as vision, touch, body awareness and spatial orientation.

The parietal lobe is located far from the upper rear of our brain, and controls our complex behaviors, a part of senses such as vision, touch, body awareness and spatial orientation.

The upper rear of our brain is at the pariental lob, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation.

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts. The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions. Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important roles in integrating sensory information from various parts of our body , knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight. Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures. Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories. A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres. It can be concluded from the passage that …

Three main parts of human brain, the forebrain, midbrain and hindbrain, each with multiple parts, have significant roles in controlling human activity.

The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to visual recognition, such as visual recognition, visual attention, spatial analy sis.

The right hemisphere is considered our creative side, and the left hemisphere is considered human mental activity .

A deep furrow has functions to comprehend spoken language, verbal memory , visual memory and language production.

Frontal lobes are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement.

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts. The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions. Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important roles in integrating sensory information from various parts of our body , knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight. Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures. Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories. A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres. What most likely motivates the writer in writing the passage?

Not many people have much information about the functions of parts of human brain.

There is a my stery about what functions of human brain.

People’s information about human brain is suffecient.

Many people have known about the functions of the brain.

The information about functions about human brain is not available.

Hawaii’s Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of nature’s destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as the ongoing eruption captures headlines, a question might occur to the readers: What’s the difference between magma and lava? The distinction between magma and lava is all about location. When geologists refer to magma, they’re talking about molten rock that’s still trapped underground. If this molten rock makes it to the surface and keeps flowing like a liquid, it’s called lava. Lava is molten rock generated by geothermal energy and expelled through fractures in planetary crust or in an eruption, usually at temperatures from 700 to 1,200 °C (1,292 to 2,192 °F). The structures resulting from subsequent solidification and cooling are also sometimes described as lava. The molten rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material located below the crust is referred to by other terms. Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust that forms the ocean floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63 percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk—which is to say not well at all. They’re also cooler than mafic magmas. Rhyolite, an especially silica-rich type of lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit. When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within them come out of solution and form bubbles. And just like opening a shaken-up can of soda, the resulting rush of vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount Pinatubo, are loaded with silicic magmas. Hawaii’s volcanoes, on the other hand, contain especially low-silica magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter, creating shield volcanoes—gently sloped formations that have become the islands’ signature geologic silhouette. What is the appropriate title of the text above?

The Distinction of Magma and Lava

The Explosive power of a volcano

The Characteristic of Magma and Lava

The Pressure of Silicic Magmas as a Compostion of a Volcano

the Composition of Magma and Lava Based on a Volcano Structure

Hawaii’s Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of nature’s destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as the ongoing eruption captures headlines, a question might occur to the readers: What’s the difference between magma and lava? The distinction between magma and lava is all about location. When geologists refer to magma, they’re talking about molten rock that’s still trapped underground. If this molten rock makes it to the surface and keeps flowing like a liquid, it’s called lava. Lava is molten rock generated by geothermal energy and expelled through fractures in planetary crust or in an eruption, usually at temperatures from 700 to 1,200 °C (1,292 to 2,192 °F). The structures resulting from subsequent solidification and cooling are also sometimes described as lava. The molten rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material located below the crust is referred to by other terms. Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust that forms the ocean floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63 percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk—which is to say not well at all. They’re also cooler than mafic magmas. Rhyolite, an especially silica-rich type of lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit. When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within them come out of solution and form bubbles. And just like opening a shaken-up can of soda, the resulting rush of vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount Pinatubo, are loaded with silicic magmas. Hawaii’s volcanoes, on the other hand, contain especially low-silica magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter, creating shield volcanoes—gently sloped formations that have become the islands’ signature geologic silhouette. What is the motive of the writer to present the passage?

To straigthen people’s misconception about the difference of magma and lava

To raise people awareness about the danger of volcanoe eruption

To persuade the readers not to live nearby the area of volcano eruption

To describe the danger of volcanoe eruption through the composition of magmas

To expose people’s lack of understanding about the terms of lava and magma

Hawaii’s Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of nature’s destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as the ongoing eruption captures headlines, a question might occur to the readers: What’s the difference between magma and lava? The distinction between magma and lava is all about location. When geologists refer to magma, they’re talking about molten rock that’s still trapped underground. If this molten rock makes it to the surface and keeps flowing like a liquid, it’s called lava. Lava is molten rock generated by geothermal energy and expelled through fractures in planetary crust or in an eruption, usually at temperatures from 700 to 1,200 °C (1,292 to 2,192 °F). The structures resulting from subsequent solidification and cooling are also sometimes described as lava. The molten rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material located below the crust is referred to by other terms. Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust that forms the ocean floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63 percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk—which is to say not well at all. They’re also cooler than mafic magmas. Rhyolite, an especially silica-rich type of lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit. When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within them come out of solution and form bubbles. And just like opening a shaken-up can of soda, the resulting rush of vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount Pinatubo, are loaded with silicic magmas. Hawaii’s volcanoes, on the other hand, contain especially low-silica magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter, creating shield volcanoes—gently sloped formations that have become the islands’ signature geologic silhouette. Magmas vary in their chemical composition,..’ The sentence can be best restated with…

the composition of magma can be differentiated through their chemical compound

the chemical structure of magma is different based on their compostion

the component of magma is made of chemical element

the basic structure of magma can be seen from their chemical component

the nature of chemical compostion is based on magma variation

Hawaii’s Kilauea volcano keeps erupting with syrupy lava flows, serving as a fiery reminder of nature’s destructive power. There are two contents flow out as molten rock and they both have to do with volcanoes. But as the ongoing eruption captures headlines, a question might occur to the readers: What’s the difference between magma and lava? The distinction between magma and lava is all about location. When geologists refer to magma, they’re talking about molten rock that’s still trapped underground. If this molten rock makes it to the surface and keeps flowing like a liquid, it’s called lava. Lava is molten rock generated by geothermal energy and expelled through fractures in planetary crust or in an eruption, usually at temperatures from 700 to 1,200 °C (1,292 to 2,192 °F). The structures resulting from subsequent solidification and cooling are also sometimes described as lava. The molten rock is formed in the interior of some planets, including Earth, and some of their satellites, though such material located below the crust is referred to by other terms. Magmas vary in their chemical composition, which gives them—and the volcanoes that contain them—different properties. Mafic magmas like those in Hawaii tend to form when the heavier crust that forms the ocean floor melts. They contain between 47 to 63 percent silica, the mineral that makes up glass and quartz. Silicic magmas, on the other hand, tend to form when the lighter continental crust melts. These magmas are more than 63 percent silica, which makes them more viscous: At their runniest, silicic magmas flow about as well as lard orcaulk—which is to say not well at all. They’re also cooler than mafic magmas. Rhyolite, an especially silica-rich type of lava, hits temperatures between only 1,200 degrees to 1,500 degrees Fahrenheit. When silicic magmas are no longer confined under sufficiently high pressure, the gases dissolved within them come out of solution and form bubbles. And just like opening a shaken-up can of soda, the resulting rush of vapor triggers an explosive eruption. Iconic cone-shaped volcanoes called stratovolcanoes, such as Mount Pinatubo, are loaded with silicic magmas. Hawaii’s volcanoes, on the other hand, contain especially low-silica magmas made of basalt, which means they have much less explosive oomph. Instead, they ooze and spatter, creating shield volcanoes—gently sloped formations that have become the islands’ signature geologic silhouette. What is the difference of volcanoes in Hawaii from that of Mount Pinatubo?

Volcanoes in Hawaii are less explosive power than that of Pinatubo

Mount Pinatubo is more destructive than Hawaii

Hawaii’s volcanoes are highly explosive than those of Mount Pinatubo

Hawaii’s volcanones are loaded with silicic magmas.

Mount Pinatubo is the islands who has signature geologic silhouette

Human brain structure is composed of three main parts: the forebrain, midbrain and hindbrain, each with multiple parts. The Cerebrum: Also known as the cerebral cortex, the cerebrum is the largest part of the human brain, and it is associated with higher brain function such as thought and action. Nerve cells make up the gray surface, which is a little thicker than our thumb. White nerve fibers beneath the surface carry signals between nerve cells in other parts of the brain and body . Its wrinkled surface increases the surface area, and is a six-lay ered structure found in mammals, called the neocortex. It is divided into four sections, called “lobes”. They are; the frontal lobe, the parietal lobe, the occipital lobe and the temporal lobe. Frontal Lobe – The frontal lobe lies just beneath our forehead and is associated with our brain’s ability to reason, organize, plan, speak, move, make facial expressions, serial task, problem solve, control inhibition, spontaneity , initiate and self-regulate behaviors, pay attention, remember and control emotions. Parietal Lobe – The parietal lobe is located at the upper rear of our brain, and controls our complex behaviors, including senses such as vision, touch, body awareness and spatial orientation. It play s important roles in integrating sensory information from various parts of our body , knowledge of numbers and their relations, and in the manipulation of objects. Portions are involved with our visuospatial processing, language comprehension, the ability to construct, body positioning and movement, neglect/inattention, left-right differentiation and self-awareness/insight. Occipital Lobe – The occipital lobe is located at the back of our brain, and is associated with our visual processing, such as visual recognition, visual attention, spatial analy sis (moving in a 3-D world) and visual perception of body language; such as postures, expressions and gestures. Temporal Lobe – The temporal lobe is located near our ears, and is associated with processing our perception and recognition of auditory stimuli (including our ability to focus on one sound among many , like listening to one voice among many at a party ), comprehending spoken language, verbal memory , visual memory and language production (including fluency and word-finding), general knowledge and autobiographical memories. A deep furrow divides the cerebrum into two halves, known as the left and right hemispheres. And, while the two hemispheres look almost sy mmetrical, each side seems to function differently . The right hemisphere is considered our creative side, and the left hemisphere is considered our logical side. A bundle of axons, called the corpus callosum, connects the two hemispheres. What is the main idea of the passage?

The overview about the structure and function of the human brain.

The description of surface carry signals between nerve cells in other parts of the brain and body

The explanation about A bundle of axons, called the corpus callosum, connects the two hemispheres.

The findings of the important roles of parietal lobe in integrating sensory information from various parts of our body.

The argument of the perception and recognition of auditory stimuli in human brain.

New research out of Notre Dame is digging into why social media isn’t always good for us, especially if you’re young and female. Working as an educator, Carmen Papaluca observed a worrying trend with her students. In particular, social media was having a significant negative impacton her students’ mental health.For anyone who is a regular user of social media which is most of us these days, this won’t come as a surprise. With everyone sharing their ‘highlight reels’, Carmen observed, young women find it particularly hard to see their own lives or even their own bodies as good enough. Wanting to understand more about the issue and what could be done, Carmen began a Ph.D. at the University of Notre Dame. The focus of her research is Instagram use among young women aged 18 to 25. One of the key findings of her work so far is that younger female Instagram users in her study, late teens and early 20s, found that images on the app made them feel most badly about their bodies. However, women who were slightly older (mid-20s) felt the inadequacy around their work and lifestyle. In comparison to the images of the apparently fabulous social lives and careers of others on Instagram, they felt that their own lives “lacked meaning”. The blame of the perceived problems with new technologies gets put entirely on those new technologies. But if we want to find a real solution to these problems, we need to dig a bit deeper. In other words, it’s not just Instagram that is the problem. It’s the social pressures put on young women that have been part of our culture for many years that are now becoming amplified by social media. Adapted from https://phys.org/news/2018-01-instagram-affecting- mental-h What is the main idea of the passage?

How social media destruct females’ life.

Technology merely bears bad sides in a human’s social life.

Social media impacts negatively on young women’s mental health.

The use of social media apparently decreases people’s standard behavior.

A study about the relationship between social media impact and students’ achievement.

latihan unbk 1

Authored by Ike Melani berlian dari

English

12th Grade

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

At 55 I have just gone to Bali for the first time with my husband. We stayed in Seminyak and had a wonderful time. We took Jetstar in economy over and were in 2nd last row and even then by time off plane purchasing VOA and Immigration took about 1 hour - wasn't too bad. Departing last night, Jetstar was late by one hour but we had paid to go Business class so it was not that bad. We sat in Premier Lounge - not a great selection of food or wine (wine is my thing) but it was enjoyable anyway. Of course, new airport is underway and things may be different once that is up and running. We didn't get sick or robbed or bitten. Yes, footpaths are broken and or missing and some smells but that didn't 16deter us. People were friendly and so polite. The weather was just fantastic. When asked to take what looked like post cards we politely said "no thank you " and that was the last of it. Bintang beer mostly $2.50 very cheap and was the food and we ate in good restaurants - La Lucciola, Breeze, Sardine, Sarong and Metis. As we had breakfast supplied at The Samaya we didn't need lunch and we were given fruit salad by the pool and afternoon tea so only dinner was required. We enjoyed Sarong in particular. We used hand sanitizer and luckily for us we didn't get the dreaded dire - rear. A driver took us to Ubud and Jimbaran Bay and through Kuta. Mostly this was a relaxing one week there. Manicures, pedicures, hair, massage were so cheap - roughly $8 - we had these done at Body Works in Seminyak. I also had Wendy the dressmaker come to our hotel and made me skirts which I was very happy with. This morning in Sydney airport, it took us just 30 minutes to be off the plane and into a taxi. Jetstar made up time flying home - only 5 hours and 10 minutes. It was all a breeze. Bali had never been on my to do list, but I will be going back that is for sure.

What happened when they were about to leave for Bali?

They needed to cancel their trip.

They needed to put their trip off.

The plane crashed.

The adverse weather prompted the plane to delay.

The plane was late for an hour.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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Enter your credit or debit card (optional). After entering your personal information, you'll be prompted to enter your credit or debit card. You can enter this now or later, but you'll need to at some point if you want to verify your PayPal account.
· If you don't want to enter your card information now, click "I'd rather link my bank first".
Enter your bank account information (optional). You'll need a bank account linked if you plan on receiving money and want to be able to transfer it to your bank. You don't have to do this now if you don't want to. Just click "I'll link my bank later" to skip it for now. You'll be prompted to confirm that you want to skip the process.
Apply for PayPal credit (optional). Before you're taken to your account's Summary page, PayPal will prompt you to sign up for a line of credit. This is optional, and you should read all of the terms carefully before applying. If you'd rather not apply for credit, click "No thanks".

What is the purpose of the text above?

To describe what the PayPal website is

. To explain how to register a new bank account

To give a brief hint how to use PayPal credit

To explain how to verify your PayPal account

To explain how to create a PayPal account

MULTIPLE CHOICE QUESTION

1 min • 1 pt

HOW TO CREATE A PAYPAL ACCOUNT
Visit the PayPal website or open the PayPal app. You can create an account from the PayPal homepage or from the app. You can install the app for free from your device's app store. The account creation process is largely the same for both the website and the app.
Click "Sign Up for Free" or tap "Sign Up". This will begin the account creation process.
· For business accounts, there are two different options, each of which has different cost structures and benefits. Standard accounts are free, but customers must route through PayPal in order to check out. Pro accounts cost $30 per month, but you get to full control over how you want to design the checkout process.
· The Standard free business account is the same as the old PayPal Premier account. This account is best suited for users who do lots of buying and selling on eBay.
Enter your email address and create a password. Make sure that you create a strong password so that nobody else can access your financial information.
· Make sure that you enter a valid email address, as you'll need to use it to verify your account.
Fill out the form with your personal information. You'll need to enter your legal name, address, and phone number. All of this information is required in order to create your account.
Enter your credit or debit card (optional). After entering your personal information, you'll be prompted to enter your credit or debit card. You can enter this now or later, but you'll need to at some point if you want to verify your PayPal account.
· If you don't want to enter your card information now, click "I'd rather link my bank first".
Enter your bank account information (optional). You'll need a bank account linked if you plan on receiving money and want to be able to transfer it to your bank. You don't have to do this now if you don't want to. Just click "I'll link my bank later" to skip it for now. You'll be prompted to confirm that you want to skip the process.
Apply for PayPal credit (optional). Before you're taken to your account's Summary page, PayPal will prompt you to sign up for a line of credit. This is optional, and you should read all of the terms carefully before applying. If you'd rather not apply for credit, click "No thanks".

The sentence ‘You can create an account from the PayPal homepage or from the app.’ could possibly restated as…

You need to create an account with both the PayPal homepage and the app.

You can make an account either from the PayPal homepage or the app.

You don’t need to create an account from the PayPal homepage or from the app.

You are obliged to create an account on the PayPal homepage and the app.

You can only create an account from the PayPal homepage not the app.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The Real Reason Why TV Is Bad for the Kids
"Books are good for children." "TV is bad for children." Everyone seems to know this. In the same way that we know that we should be eating lots of fruits and vegetables and limiting sweets, we all know that kids should spend a lot of time with books and relatively little time with TV.
But why? Can't kids learn just as much from TV as they do from books? There is no doubt that TV can be educational. But one of the unforeseen consequences of TV viewing is reducing how much parents talk with their children. And diminished parent-child interaction can have negative effects on children, especially when they are young.
In a recent study of toddlers and pre-schoolers, we observed mothers and their children while they read books, watched a pro-social TV program, or played with toys. We found TV viewing suppressed both the amount and quality of mother-child communication. That is, moms made relatively few comments to their children while co-viewing. When they did speak, their comments were often unrelated to what their child said, thereby creating an unproductive exchange that could hinder children's opportunity for learning.
Moms who read books to their children, however, not only talked significantly more but also used a very high-quality form of communication that included asking questions, labelling objects, affirming their child, and responding to their child's statements or questions with relevant information. It is important to note that the increased quantity and quality of communication was not due to the fact that moms were reading the words on the pages. Instead, this difference reflected the communication that occurred above and beyond the actual reading that the mother did with the child.
Playing with toys also elicited a high amount of communication, including some high-quality forms of interaction. Although not better than books, toy playing was significantly better than shared TV viewing at encouraging communication.
With these results in mind, let's consider the child who spends a good chunk of the day watching TV. From this perspective, the problem is not necessarily what content, either good or bad, the child has experienced (of course content does make a difference too). Instead, the problem is what this child is missing. Young children who watch lots of TV may be missing out on valuable - even crucial - interactions with parents during a critical point in their development. Parent-child interaction, even with children who can't yet speak, is vital to children's healthy development.
The American Academy of Pediatrics just released their updated TV guidelines for children ages 2 and under. In their statement, they discourage all TV viewing for children in this age group. Part of the justification for their recommendation is that TV viewing reduces parent-child communication.
Some parents may believe that they can't offer their children the kinds of educational experiences that TV provides. But they are wrong. Children learn the best from real people, especially people who are important to them. When parents talk with their children, they not only promote their language development but also teach their children that they are valued and important. Reading books and turning off the TV can facilitate these positive interactions.

What is the topic of the passage above?

TV isn’t good for children.

TV isn’t educational enough for children.

Books are better for children.

Books and TV aren’t good for children.

Toy playing is better than TV for kids.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The Real Reason Why TV Is Bad for the Kids

"Books are good for children." "TV is bad for children." Everyone seems to know this. In the same way that we know that we should be eating lots of fruits and vegetables and limiting sweets, we all know that kids should spend a lot of time with books and relatively little time with TV.

But why? Can't kids learn just as much from TV as they do from books? There is no doubt that TV can be educational. But one of the unforeseen consequences of TV viewing is reducing how much parents talk with their children. And diminished parent-child interaction can have negative effects on children, especially when they are young.

In a recent study of toddlers and pre-schoolers, we observed mothers and their children while they read books, watched a pro-social TV program, or played with toys. We found TV viewing suppressed both the amount and quality of mother-child communication. That is, moms made relatively few comments to their children while co-viewing. When they did speak, their comments were often unrelated to what their child said, thereby creating an unproductive exchange that could hinder children's opportunity for learning.

Moms who read books to their children, however, not only talked significantly more but also used a very high-quality form of communication that included asking questions, labelling objects, affirming their child, and responding to their child's statements or questions with relevant information. It is important to note that the increased quantity and quality of communication was not due to the fact that moms were reading the words on the pages. Instead, this difference reflected the communication that occurred above and beyond the actual reading that the mother did with the child.

Playing with toys also elicited a high amount of communication, including some high-quality forms of interaction. Although not better than books, toy playing was significantly better than shared TV viewing at encouraging communication.

With these results in mind, let's consider the child who spends a good chunk of the day watching TV. From this perspective, the problem is not necessarily what content, either good or bad, the child has experienced (of course content does make a difference too). Instead, the problem is what this child is missing. Young children who watch lots of TV may be missing out on valuable - even crucial - interactions with parents during a critical point in their development. Parent-child interaction, even with children who can't yet speak, is vital to children's healthy development.

The American Academy of Pediatrics just released their updated TV guidelines for children ages 2 and under. In their statement, they discourage all TV viewing for children in this age group. Part of the justification for their recommendation is that TV viewing reduces parent-child communication.

Some parents may believe that they can't offer their children the kinds of educational experiences that TV provides. But they are wrong. Children learn the best from real people, especially people who are important to them. When parents talk with their children, they not only promote their language development but also teach their children that they are valued and important. Reading books and turning off the TV can facilitate these positive interactions.
Which of these following sentence is true about TV?

TV increases interaction between children and their mothers.

TV is worse than toy playing for kids.

TV doesn’t diminish how much children talk to their parents.

TV decreases interaction between children and parents.

TV isn’t worse than toy playing for kids.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Text for questions number 9-10
A volcano is an opening in the Earth’s surface where molten rock can escape from underneath. The Earth’s surface is made up of tectonic plates, which are spreading apart, crunching into each other, or sliding beside one another. Volcanoes are typically found at the fault lines between these plates. There can be active volcanoes, which are currently, or have recently erupted. There are also dormant volcanoes, which haven’t erupted recently, and extinct volcanoes, which will never erupt again.
There are 4 major types of volcanoes:
Cinder Cone Volcanoes
These are the simplest type of volcano. They occur when particles and blobs of lava are ejected from a volcanic vent. The lava is blown violently into the air, and the pieces rain down around the vent. Over time, this builds up a circular or oval-shaped cone, with a bowl-shaped crater at the top. Cinder cone volcanoes rarely grow larger than about 1,000 feet above their surroundings.
Composite Volcanoes
Composite volcanoes, or strato volcanoes make up some of the world’s most memorable mountains: Mount Rainier, Mount Fuji, and Mount Cotopaxi, for example. These volcanoes have a conduit system inside them that channels magma from deep within the Earth to the surface. They can have clusters of vents, with lava breaking through walls, or issuing from fissures on the sides of the mountain. With all this material coming out, they can grow thousands of meters tall. As we’ve seen with the famous Mount Saint Helens, composite volcanoes can explode violently.
Shield Volcanoes
These are large, broad volcanoes that look like shields from above – hence the name. The lava that pours out of shield volcanoes is thin, so it can travel for great distances down the shallow slopes of the volcano. These volcanoes build up slowly over time, with hundreds of eruptions, creating many layers. They’re not likely to explode catastrophically. Perhaps the best-known shield volcanoes are the ones that make up the Hawaiian Islands, especially Mauna Loa and Mauna Kea.
Lava Domes
Volcanic or lava domes are created by small masses of lava which are too viscous (thick) to flow very far. Unlike shield volcanoes, with low-viscosity lava, the magma from volcanic domes just piles up over and around the vent. The dome grows by expansion of the lava within, and the mountain forms from material spilling off the sides of the growing dome. Lava domes can explode violently, releasing a huge amount of hot rock and ash.
Sumber: https://www.universetoday.

What is the topic of the passage above?

The definition of volcano

. The classification of volcano

The meaning of volcano

The classification of shield volcano

The definition of composite volcano

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A volcano is an opening in the Earth’s surface where molten rock can escape from underneath. The Earth’s surface is made up of tectonic plates, which are spreading apart, crunching into each other, or sliding beside one another. Volcanoes are typically found at the fault lines between these plates. There can be active volcanoes, which are currently, or have recently erupted. There are also dormant volcanoes, which haven’t erupted recently, and extinct volcanoes, which will never erupt again.
There are 4 major types of volcanoes:
Cinder Cone Volcanoes
These are the simplest type of volcano. They occur when particles and blobs of lava are ejected from a volcanic vent. The lava is blown violently into the air, and the pieces rain down around the vent. Over time, this builds up a circular or oval-shaped cone, with a bowl-shaped crater at the top. Cinder cone volcanoes rarely grow larger than about 1,000 feet above their surroundings.
Composite Volcanoes
Composite volcanoes, or strato volcanoes make up some of the world’s most memorable mountains: Mount Rainier, Mount Fuji, and Mount Cotopaxi, for example. These volcanoes have a conduit system inside them that channels magma from deep within the Earth to the surface. They can have clusters of vents, with lava breaking through walls, or issuing from fissures on the sides of the mountain. With all this material coming out, they can grow thousands of meters tall. As we’ve seen with the famous Mount Saint Helens, composite volcanoes can explode violently.
Shield Volcanoes
These are large, broad volcanoes that look like shields from above – hence the name. The lava that pours out of shield volcanoes is thin, so it can travel for great distances down the shallow slopes of the volcano. These volcanoes build up slowly over time, with hundreds of eruptions, creating many layers. They’re not likely to explode catastrophically. Perhaps the best-known shield volcanoes are the ones that make up the Hawaiian Islands, especially Mauna Loa and Mauna Kea.
Lava Domes
Volcanic or lava domes are created by small masses of lava which are too viscous (thick) to flow very far. Unlike shield volcanoes, with low-viscosity lava, the magma from volcanic domes just piles up over and around the vent. The dome grows by expansion of the lava within, and the mountain forms from material spilling off the sides of the growing dome. Lava domes can explode violently, releasing a huge amount of hot rock and ash.
Sumber: https://www.universetoday.com

Which volcano has low-viscosity lava?

Composite volcano

Shield volcano

Explosion volcano

Cinder Cone

Lava volcano

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