LSAC LSAT-TEST dumps - 100% Pass Guarantee!

If a petrochemical plant manufactures a range of hazardous chemical products and must therefore follow

strict guidelines concerning each of the chemicals may interact with one another on a daily basis. The

plant processes five different chemicals every week. Three of these chemicals can be processed on any

given day. Xenon may be processed any day except for every other Monday and every other Thursday.

Oxygen, however, can be processed only on Tuesdays and Wednesdays.

Liquid Hydrogen may be processed on Mondays, Wednesdays and Fridays.

Sulfur Dioxide can't be processed on Fridays.

Methane can't be processed on Wednesday.

There are 3 chemicals that can be processed on a Friday. What are they?

A. Oxygen, Methane, and Liquid Hydrogen

B. Liquid Hydrogen, Methane, and Sulfur Dioxide

C. Liquid Hydrogen, Methane, and Xenon

D. Methane, Oxygen, and Xenon

E. Liquid Hydrogen, Oxygen, and Sulfur Dioxide

Editorial: The government claims that the country's nuclear power plants are entirely safe and hence that the public's fear of nuclear accidents at these plants is groundless. The government also contends that its recent action to limit the nuclear industry's financial liability in the case of nuclear accidents at power plants is justified by the need to protect the nuclear industry from the threat of bankruptcy. But even the government says that unlimited liability poses such a threat only if injury claims can be sustained against the industry; and the government admits that for such claims to be sustained, injury must result from a nuclear accident. The public's fear, therefore, is well founded.

If all of the statements offered in support of the editorial's conclusion correctly describe the government's position, which one of the following must also be true on the basis of those statements?

A. The government's claim about the safety of the country's nuclear power plants is false.

B. The government's position on nuclear power plants is inconsistent.

C. The government misrepresented its reasons for acting to limit the nuclear industry's liability.

D. Unlimited financial liability in the case of nuclear accidents poses no threat to the financial security of the country's nuclear industry.

E. The only serious threat posed by a nuclear accident would be to the financial security of the nuclear industry.

We are in a new industrial revolution that requires management trainees to develop "action learning" from real experience within business and industry, rather than getting tied up with theory and academia. Business schools seem unable, on their own, to tear themselves away from their largely academic roots and move closer to the realities of today's business and industry; too often, trainees in business schools find themselves studying hypothetical cases instead of real ones. Furthermore, business schools have been slow to respond to the needs of business. Therefore, business schools should allow business executives to set curricula for management trainees that could then be taught by academics.

The argument relies on which one of the following assumptions?

A. Academics in business schools have no practical business experience that is valuable.

B. Academics in business schools deal only with hypothetical situations in their business case studies.

C. Academics are not capable of teaching curricula suitable for relevant management training.

D. Academic training outside of business schools is more responsive to the needs of business than is training within business schools.

E. Today's business executives have valuable insight into business that academics in business schools do not have.

Passage

(1)

[1] The September 1906 edition of Cosmopolitan magazine recounts a story once told of an old Native American chieftain. [2] The chieftain was given a tour of the modern city of New York. [3] On this excursion, he saw the soaring heights of the grand skyscrapers and the majesty of the Brooklyn Bridge. [4] He observed the comfortable masses gathered in amusement at the circus and the poor huddled in tenements. [5] Upon the completion of the chieftain's journey, several Christian men asked him, "What is the most surprising thing you have seen?" The chieftain replied slowly with three words: "little children working." (2)

[6] Although the widespread presence of laboring children may have surprised the chieftain at the turn of the 20th century, this sight was common in the United States at the time. [7] From the Industrial Revolution through the 1930s was a period in which children worked in a wide variety of occupations. [8] Now, nearly 110 years after the story of the chieftain was told, the overt presence of widespread child labor in New York or any other American city no longer exists. [9] The move away from engaging children in economically productive labor occurred within the last 100 years. [10] As numerous authors on the subject have remarked, "Children have always worked." [11] In the 18th century, the arrival of a newborn to a rural family was viewed by the parents as a future beneficial laborer and an insurance policy for old age. [12] At an age as young as 5, a child was expected to help with farm work and other household chores. [13] The agrarian lifestyle common in America required large quantities of hard work, whether it was planting crops, feeding chickens, or mending fences. [14] Large families with less work than children would often send children to another household that could employ them as a maid, servant, or plowboy. [15] Most families simply could not afford the costs of raising a child from birth to adulthood without some compensating labor.

(3)

[16] One of the authors who noted that "children have always worked" is Walter Trattner. [17] During early human history when tribes wandered the land, children participated in the hunting and fishing. [18] When these groups separated into families, children continued to work by caring for livestock and crops. [19] The medieval guild system introduced children to the trades. [20] The subsequent advance of capitalism created new social pressures. [21] For example, in 1575, England provided for the use of public money to employ children in order to "accustom them to labor" and "afford a prophylactic against vagabonds and paupers." [22] An Englishman stated, with regret, that "a quarter of the mass of mankind are children, males and females under seven years old, from whom little labor is to be expected." [23] This statement was consistent with the Puritan belief that put work at the center of a moral life. [24] This belief shaped a citizenry that grew to praise work and scorn idleness. [25] The growth of the Industrial Revolution and manufacturing, however, provided the greatest opportunity for society to avoid the perceived problem of the idle child. [26] Now that more work was less complex because of the introduction of machines, children had more potential job opportunities. [27] For example, one industrialist in 1790 proposed building textile factories around London to employ children to "prevent the habitual idleness and degeneracy" that were destroying the community. [28] With the advances in machinery, not only could society avoid the issue of unproductive children, but also the children themselves could easily create productive output with only their rudimentary skills.

(4)

[29] Similarly, in America, productive outlets were sought for children. [30] Colonial laws modeled after British laws sought to prevent children from becoming a burden on society. [31] At the age of 13, orphan boys were sent to apprentice in a trade while orphan girls were sent into domestic work. [32] Generally, children, except those of Northern merchants and Southern plantation owners, were expected to be prepared for gainful employment. [33] In other locations, the primary motivation in employing children was not about preventing their idleness but rather about satisfying commercial interests and the desire to settle the vast American continent. [34] Regardless of the motivation, a successful childhood was seen as one that developed the child's financially productive capacity.

The passage answers each of the following questions EXCEPT

A. What impact did the Industrial Revolution have on child labor?

B. When did child labor cease to exist in America?

C. What was the definition of a successful childhood in those times?

D. What were the kind of wages that children could expect?

E. What were a few commonalities between the labor laws of America and England?

Jane works at a fashion design company, and is having problems getting dressed for work.

She refuses to wear any color combination that does not go well together as many of her clients may look

down upon this. She has two pairs of skirts, brown and blue; three blouses, white, sky blue, and gray; four

pairs of stockings, red, black, brown, and blue; and two pairs of shoes, black and brown. The blue skirt

cannot be worn with red or brown stockings. Gray does not go well with brown.

Black does not go well with brown.

If Jane wears black shoes she will not wear:

A. red stockings.

B. a blue skirt.

C. a white blouse.

D. blue stockings.

E. a sky blue blouse.