SAT Pastpaper with Solutions

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

How a Cat in a Hat Changed Children’s EducationIn a 1954 Life magazine article, author John Herseyexpressed concern that children in the United States weredisengaged from learning how to read. Among otherproblems, Hersey noted, the reading material available tograde-schoolers had a hard time competing withtelevision, radio, (1) and other media for children’sattention. One solution he proposed was to make children’s books more (2) interesting, since “anindividual’s sense of wholeness... follows, and cannotprecede, a sense of accomplishment.”The story of The Cat in the Hat’s publication beganwhen William (3) Spaulding, the director of theeducation division at the publishing companyHoughton Mifflin, read Hersey’s article and had an idea.Spaulding agreed that there was a need for appealingbooks for beginning (4) readers. He thought he knewwho should write one. He arranged to have dinner withTheodor Geisel, who wrote and illustrated children’sbooks under the name “Dr. Seuss,” and issued him achallenge: “Write me a story that first graders can’t put down!” Having (5） known Spaulding for many years andhaving maintained a professional relationship with him,Geisel was an experienced writer and illustrator.（6） However, this new project presented him with anobstacle. Spaulding told Geisel to write his entire bookusing a restricted vocabulary from an elementary schoollist of 348 words. Geisel started two stories, only toabandon them when he found that he needed to usewords that were not on the list. On the verge of giving up,（7） Geisel’s story finally hit upon an image that becameits basis: a cat wearing a battered stovepipe hat. His maincharacter established, Geisel commenced the difficult taskof writing a book with a limited vocabulary. （8） At theend of a duration nine months long, The Cat in the Hatwas complete. The book was a hit. Children were entertained by itsplot about the antics of a mischievous cat and （9） iscaptivated by its eye-catching illustrations andmemorable rhythms and rhymes. Its sales inspiredanother publishing company, Random House, toestablish a series for early readers called Beginner Books,which featured works by Geisel and other writers, andother publishers quickly followed suit. In the years that（10） followed. Many talented writers and illustrators ofchildren’s books imitated Geisel’s formula of restrictedvocabulary and whimsical artwork. But perhaps the bestproof of The Cat in the Hat’s success is not its influenceon other books but its （11 limited vocabulary andappealing word choices.

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Keep Student Volunteering VoluntaryA growing number of public schools in theUnited States require students to complete communityservice hours to graduate. Such volunteering, be ithelping at a local animal shelter, （12） when they pick uplitter, or working at a health-care facility, has obviousbenefits for the community it serves and teaches studentsimportant life skills. But critics say that makingvolunteerism compulsory misses the point of the act.（13） By its very definition, volunteer work is donewillingly. By requiring students to do community servicein order to graduate, school （14） officials’ are taking awaystudents’ choice to give up their time for nonprofitactivities, making volunteerism less meaningful andpleasurable. According to a psychological concept calledthe reactance theory, the loss of freedom in choosing anactivity can cause a negative reaction. For instance,instead of focusing on the good they are doing, studentsmay become resentful of the demands that compulsoryvolunteering places on their schedules. Proponents of compulsory （15） volunteering who arein favor of it point out that it allows young people togarner the benefits that volunteering offers. Students whovolunteer report increased self-esteem, betterrelationship-building skills, and （16） increasingly busyschedules. Some studies have also found that studentswho do community service are more likely to volunteeras adults, and thus （17） effect society positively over thecourse of many years.However, most research looks at students whovolunteer in general, not making a distinction betweenstudents who are required to volunteer by their schoolsand those who volunteer willingly. One recent study bySara E. Helms, assistant professor of economics atSamford University in Birmingham, Alabama, did focusspecifically on （18） mandatory volunteering. She foundthat students who were required to volunteer rushed tocomplete their service hours in early high （19） school,they then did significantly less regular volunteer work inthe twelfth grade （20） than the service hours of those notrequired to volunteer. Helms concluded that compulsoryvolunteering does not necessarily create lifelongvolunteers.Instead of requiring students to volunteer, schools（21） have to recognize that not all students are equallywell suited to the same activities. Many studies show thatwhen schools simply tell students about opportunities forcommunity service and connect them with organizationsthat need help, more students volunteer of their ownfree will. （22）

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

Marsupials Lend a Hand to ScienceMarsupials (mammals that carry their young in apouch) are a curiosity among biologists because they lacka corpus callosum, the collection of nerve fibersconnecting the two hemispheres of the brain. In mostother mammals, the left hemisphere of the brain controlsthe right side of the body, the right hemisphere controlsthe left, and the corpus callosum allows communicationbetween the hemispheres. Scientists （23） are longbelieving that this structure enables complex tasks bysequestering skilled movement to a single hemispherewithout sacrificing coordination between both sides ofthe body; this sequestration would explain handedness,the tendency to consistently prefer （24） one hand over theother, in humans. However, a recent finding ofhandedness in marsupials suggests that a （25） trait otherthan the presence of a corpus callosum （26） links ashandedness: bipedalism.Researchers at Saint Petersburg State University andthe University of Tasmania observed marsupials walkingon either two legs (bipeds) or four (quadrupeds) andperforming tasks such as bringing food to their mouths.The scientists employed a mean handedness index;（27） negative scores indicated a left-forelimb preferenceand positive scores indicated a right-forelimb preference.While eating, the eastern gray kangaroo, red-neckedwallaby, red （28） kangaroo and, brush-tailed bettong, allbipedal marsupials, preferred using their left forelimb, asrevealed by （29） positive mean handedness index valuesless than 0 .2 for all four species. These results suggesthandedness among these animals.（30） Having four feet, quadrupedal marsupials in thestudy did not show a strong preference for the use of oneforelimb. For instance, gray short-tailed opossums andsugar gliders were assigned mean handedness values veryclose to zero—they used their right and left forelimbsnearly equally. In effect, the study provided no evidenceof handedness among quadrupedal marsupials.（31） Kangaroos, though, still do not exhibithandedness to the extent that humans do. As theresearchers noted, the quadrupeds typically live in treesand employ all four limbs in climbing. The bipeds, on theother hand, are far less arboreal, leaving their forelimbsrelatively free for tasks in （32） whom handedness mayconfer an evolutionary advantage. Why the majority ofmarsupials studied preferred their left forelimbs while themajority of humans prefer their right remains a mystery,however, （33） as does the mechanism by which, in theabsence of a corpus callosum, the hemispheres of themarsupial brain communicate.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.

An Employee Benefit That Benefits Employers—1—According to a 2014 report from the Society forHuman Resource Management, 54 percent of surveyedcompanies provide tuition assistance to employeespursuing an undergraduate degree, and 50 percent do sofor employees working toward a graduate degree.（34） Despite these findings, more companies shouldconsider helping employees pay for education becausedoing so helps （35） increase customer satisfaction andimprove the quality of the companies’ business.—2—Tuition-reimbursement programs signal thatemployers offer their （36） workers’ opportunities forpersonal and professional development. According toprofessor of management Peter Cappelli, suchopportunities are appealing to highly motivated anddisciplined individuals and may attract applicants withthese desirable qualities. Many in the businesscommunity concur. Explaining his company’s decision toexpand its tuition-assistance program, John Fox, thedirector of dealer training at Fiat Chrysler Automobilesin the United States, （37） who stressed the importance ofdrawing skilled employees to Fiat Chrysler’s cardealerships: “This is a benefit that can surely bring toptalent to our dealers,” he said.—3—Paying for tuition also helps businesses retain（38） employees. Retaining employees is important only because it ensures a skilled and experiencedworkforce but also because it mitigates the considerablecosts of finding, hiring, and training new workers.Employees whose tuition is reimbursed often stay withtheir employer even after they complete their（39） degrees. Because their new qualifications give themopportunities for advancement within the company. Thecareer of Valerie Lincoln, an employee at the aerospacecompany United Technologies Corporation （40） (UTC)is a significant success story for her company’stuition‑reimbursement program. In eight years at UTC,Lincoln earned associate and bachelor’s degrees inbusiness and advanced from an administrative assistantposition to an accounting associate position. This allowedUTC to retain an employee with a （41）deep knowledge ofher industry and years of valuable experience.—4—Tuition reimbursement can be expensive, and manycompanies would find it impractical to pay for multipledegrees for all employees. Businesses have succeeded in（42） minimizing and keeping down costs and ensuringthe relevance of employees’ coursework by offering fixedamounts of reimbursement each year and stipulatingwhich subjects workers can study. Even with thesemethods, tuition reimbursement may not be appropriatein all cases, especially if classes are likely （43） to divertemployees’ time and energy from their jobs. Question (44) asks about the previous passage as a whole.