Mba Sample Questions

[Escolastico Hall]

ReadingComprehension Question

Directions:

The questions in this group are based on the content of a passage. After reading the passage, choose the best answer to each question. Answer all questions following the passage on the basis of what is stated or implied in the passage.

Question:

Schools expect textbooks to be a valuable source of information for students. My research suggests, however, that textbooks that address the place of Native Americans within the history of the United States distort history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as more humane, complex, skillful, and wise than Native Americans. In essence, textbooks stereotype and depreciate the numerous Native American cultures while reinforcing the attitude that the European conquest of the New World denotes the superiority of European cultures. Although textbooks evaluate Native American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric, European perspective without recognizing that other perspectives are possible.

One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am simply underestimating children's ability to see through these biases. Some researchers even claim that by the time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's attitudes about particular cultures are strongly influenced by the textbooks used in schools. Given this, an ongoing, careful review of how school textbooks depict Native Americans is certainly warranted.

Which of the following would most logically be the topic of the paragraph immediately following the passage?

(A) Specific ways to evaluate the biases of United States history textbooks

(B) The centrality of the teacher's role in United States history courses

(C) Nontraditional methods of teaching United States history

(D) The contributions of European immigrants to the development of the United States

(E) Ways in which parents influence children's political attitudes

Answer: (A)

Data Sufficiency Question

Directions:

This data sufficiency problem consists of a question and two statements, labeled (1) and (2), in which certain data are given. You have to decide whether the data given in the statements are sufficient for answering the question. Using the data given in the statements, plus your knowledge of mathematics and everyday facts (such as the number of days in July or the meaning of the word counterclockwise), you must indicate whether:

To prepare for competition, review these sample buzzer and team challenge questions from previous regional and Finals competitions. For the buzzer questions, you will find examples of easy, moderate, and difficult questions within each category. Also included in the sample buzzer questions are questions specifically about the competition. These questions are meant to aid students in learning the rules of the game.

These sample questions are provided to you as a guide for the level of difficulty for which students should be prepared. These questions should NOT be used as a substitute for studying and preparing for the competition. Please see Team Information for preparation suggestions.

These study resources are provided to help you and your team prepare for competition. These resources will guide you through general ocean science information, lesson plans, and recent research and exciting findings. The NOSB and Ocean Leadership also have marine policy resources to help teams complete their Science Expert Briefings. New resources are added regularly, so please check back from time to time for the latest.

The NOSB is providing ocean science resources to Scoutlier, a free lesson development tool for teachers that supports learning in the classroom and at home for all students, as part of a new pilot project supported by ONR STEM.

The NOSB also hosts annual STEAM Leader Challenges on Scoutlier. The challenges include video introductions to ocean science experts and the problems they are addressing through their work. Students answer questions to demonstrate comprehension of and critical thinking based on the content, and submit final product pitches for an opportunity to win a prize.

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The content currently in English is the official and accurate source for the program information and services DMV provides. Any discrepancies or differences created in the translation are not binding and have no legal effect for compliance or enforcement purposes. If any questions arise related to the information contained in the translated content, please refer to the English version.

The web pages currently in English on the DMV website are the official and accurate source for the program information and services the DMV provides. Any discrepancies or differences created in the translation are not binding and have no legal effect for compliance or enforcement purposes. If any questions arise related to the information contained in the translated website, please refer to the English version.

For test security purposes, a candidate is not able to view any exam items from section 1 once they have exited that section of the exam or the section time has elapsed. Thus, when returning from the scheduled break, candidates are not able to review any items from Section 1; they would have access only to items in Section 2.

The ICF Credentialing Exam content covers four broad domains: Foundation, Co-Creating the Relationship, Communicating Effectively, and Cultivating Learning and Growth. Exam questions cover the four domains accordingly as outlined below.

An exam with translated language aids features both the original exam item (English) as well as the same item in the language of translation. This allows a candidate to see both forms of the exam question, which can offer additional support to candidates who speak English as a second language.

Candidates selecting the ICF Credentialing Exam with a language aid will receive 30 minutes of additional exam time when making their exam appointment. The 30-minute extension is designed to allow sufficient time for candidates to view the translated items in the exam.

To support candidates completing the ICF Credentialing Exam in English as a secondary language, candidates will receive an automatic time extension of 60 minutes if exam language aids are not offered in their primary language AND the candidate resides in a non-English speaking country.

Candidates whose primary language is not English and for which an ICF Credentialing Exam language aid is not available may request to use a hardcopy bilingual translation dictionary to support them in taking the exam. Web-based translation dictionaries, software and smart device applications are not permitted.

The candidate must provide a bilingual translation dictionary that consists only of translations (no definitions may be included) and that is free of any markings or handwritten notes. For exam security purposes, the dictionary provided by the candidate will be subject to visual inspection by a Pearson VUE proctor at a testing center or via remote proctor service. Candidates approved for a bilingual translation dictionary will also be eligible for extended exam time, not to exceed one hour. This service is provided at no additional charge to candidates.

Before beginning the exam, all candidates will be required to complete the following Candidate Non-Disclosure Agreement. Candidates must agree to the statement before they will be allowed to access the exam items.

All test content is the property of the ICF and may not be copied or shared in any form without the express written permission of the ICF. This test is to be completed by the candidate without assistance from any other person.

A coach is meeting with a prospective client who is growing a new business. The coach and potential client quickly establish an easy connection. The coach is excited about the opportunity to work with the client. As the coach and client are ending their conversation, the prospective client briefly mentions the name of their new business. The coach recognizes the business, as the coach is an investor in a more established competitor business in the same community. What should the coach do?

A client comes to a session appearing stressed. When the coach asks what the client wants to talk about, the client frantically lists a major event they are planning at work, a large family gathering they are organizing, and caring for their aging parents. What should the coach do?

A university biomedical researcher is working with a coach to improve their interactions with colleagues. The client is a very analytical thinker and can easily explain detailed data points and complex graphs, but seems reluctant share anything personal with the coach. In previous sessions, the coach encouraged the client to describe how they felt at social events, but the client seems highly uncomfortable, answering only with short, one-word responses. When the client arrives to their session today, the client silently hands the coach a journal. The client has written several, detailed entries over the last week about their experience attending a university luncheon, a faculty party, and a staff development workshop since their last session. While the client says little to the coach in the moment, their entries show deep reflections about the anxiety the client experienced at these events and their desire to overcome social anxiety. What should the coach do?

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