A. The function of anti-anxiety drugs. B. The effects of anti-anxiety drugs. C. The reasons for taking anti-anxiety drugs. D. The value of anti-anxiety drugs.
A. They make a patient addicted to them. B. They make a patient feel frustrated and disappointed. C. They weaken a patient’s abilityto deal with changes or unexpected problems. D. Their price is too high.
A. Prejudiced. B. Positive. Completely negative. D. Partly negative.
A. Her family wanted her to study medicine. B. A family friend suggested it to her. C. Her sickness caused her to make that decision. D. She wanted to do something no women had done before.
A. In Geneva. B. In London. C. In Britain. D. In New York.
A. To prevent disease B. To cure patients. C. To offer free medical care for the poor. D. To teach people basic hygiene.
A. Outstanding. B. Aggressive. C. Full of curiosity. D. Eager to excel in everything.
A. Parents and teachers who are important to them. B. Adults and peers who are important to them. C. Important teachers and peers. D. Adults and peers around them.
A. Their perceptions of their parents’attitude towards them. B. Their perceptions of how their teachers value them. C. Their perceptions of how their peers judge them. D. Their perceptions of how the important adults in their lives judge him.
A. The factors that help a child develop his self-esteem B. The factors that may contribute to low self-esteem among children. C. The role of education in developing young children’s self-esteem. Different criteria to evaluate children.
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