DOCSLIB.ORG

THE OSPREY the International Journal of Salmon and Steelhead Conservation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
THE OSPREY the International Journal of Salmon and Steelhead Conservation THE OSPREY The International Journal of Salmon and Steelhead Conservation Issue No. 96 May 2020 Fraser Basin Summer Steelhead Collapse Commercial salmon fisheries intercept adult spawners ALSO IN THIS ISSUE: KLAMATH DAMS UPDATE • RECOVERING SALMON TO SAVE ORCAS • COLUMBIA-SNAKE RIVER SALMON AND STEELHEAD COLD WATER REFUGIA • WILD REDFISH LAKE SOCKEYE Contents THE OSPREY Chair Pete Soverel Columns & News Editor 3 From the Perch — Editor’s Message Jim Yuskavitch Editorial Committee 4 Hits and Misses — Chair’s Corner Pete Soverel • Ryan Smith Greg Knox • Ralf Kroning 5 Guest Column — Puget Sound Steelhead Advisory Rich Simms • Kurt Beardslee Group Minority Report Scientific Advisors Rick Williams • Jack Stanford Jim Lichatowich • Bill McMillan 22 Fish Watch: Wild Fish News, Issues and Initiatives Bill Bakke • Michael Price Design & Layout Features Jim Yuskavitch Fraser Basin Summer Steelhead Collapse Letters To The Editor 6 The Osprey welcomes letters to the By Scott Simpson editor. Article submissions are wel- come but queries in advance are pre- ferred. Klamath River Dams: Where are we today? The Osprey 10 69278 Lariat By Dr. Mark Rockwell Sisters, OR 97759 [email protected] The Osprey is a joint publication of not-for-profit A Monumental (Task) Force organizations concerned with the conservation and 13 sustainable management of wild Pacific salmon and Saving salmon to save Southern Resident orcas steelhead and their habitat throughout their native and introduced ranges. This unique partnership in- cludes The Conservation Angler, Fly Fishers Inter- By Colleen Weiler national, Steelhead Society of British Columbia, SkeenaWild Conservation trust, Wild Salmon Cen- ter, Wild Fish Conservancy, Trout Unlimited and Wild Steelhead Coalition. Financial support is pro- Columbia and Snake River Basin Salmon-Steelhead vided by partner organizations, individuals, clubs 16 and corporations. The Osprey is published three Crisis 2020 times a year in January, May and September. All materials are copyrighted and require permission By Joseph Bogaard prior to reprinting or other use. 19 ODFW Establishes No Angling Sanctuaries for Three New Columbia River Thermal Refuges By Dave Moskowitz 20 The Naturals: Will wild Redfish Lake sockeye salmon endure? By Pat Ford Cover Photo Courtesy NASA The Osprey © 2020 2 The Osprey FROM THE PERCH — EDITOR’S MESSAGE Nature and the Virus by Jim Yuskavitch s much of the world’s population hunkered down to vehicles to allow for outdoor dining. Conservation officials over the last couple of months to help slow the in Thailand are planning to close their parks periodically to spread of the Coronavirus and Covid-19, the dis- help wildlife. ease that it causes, scientists and other ob- It remains to be seen whether or not people are willing to servers of nature began to notice some changes. make some changes in how they live and use natural re- AAs human activity — everything from travel, use of motor- sources. It’s just as likely that everyone will go back to doing ized vehicles, industrial and other commercial endeavors things they way they always did. slowed — the planet was slowly becoming noticeably cleaner For wild salmon and steelhead advocates, a new, more pos- and quieter. itive and responsible world paradigm, would undoubtably In national parks, wildlife were observed expanding into help, but it’s unlikely to put us out of business. areas that were formerly crowded with people, and in both Europe and the US, there were reports of various wildlife species coming out of the forests and mountains to wander through towns and cities as the human populations re- mained mostly indoors. With fewer cars and trucks on the road, pollution levels in the world’s major met- ropolitan areas began to drop signifi- cantly. In fact, the skies over the Indian city of Jalandhar cleared enough that its residents were able to see the Himalayan Mountains in the distance for the first time in 30 years. Some optimistic souls speculate that the Human Race may take some lessons to heart from our pandemic experience, and find the motivation to live less heav- ily on Planet Earth, and treat her and her wide range of inhabitants — including wild fish — with more respect and value. Perhaps something good will come out of all of this. People are riding bicycles more, and some cities are closing streets How The Osprey Helps Wild Fish The Osprey has been bringing the lat- So when you subscribe/donate to The est science, policy, opinion and news Osprey, you not only receive a subscrip- stories to its readers supporting wild tion yourself, but you also help us put Pacific salmon and steelhead conserva- Sending The Osprey to The Osprey into the hands of the people tion and management for 31 years. But we need bring to our side to save our we are much more than a publication decision makers is wild fish. that you subscribe to because of your key to our wild fish Please go to the subscription/donation own interest in wild fish conservation. form on page 23 or on-line at The funds we receive from our sub- conservation advocacy. http://www.theconservationangler.com scribers allows us send The Osprey to and donate whatever you are able. wild fish conservation decision-makers Your support makes Thank you. and influencers including scientists, fisheries managers, politicians and wild that possible. Jim Yuskavitch fish advocates. Editor, The Osprey May 2020 • Issue No. 96 3 HITS & MISSES — CHAIR’S CORNER Coldwater Refugia, Yes; Wild Skagit Steelhead, No By Pete Soverel his issue’s Hits & Misses 2. Massive hatchery programs to “jump results of different recovery strategies column includes progress start” wild populations (Elwha/two to help provide an evidentiary basis to for wild Columbia River dams) guide recovery strategies, monitoring steelhead and salmon, a big regimes, and fish/fisheries manage- miss for wild steelhead on 3. “Conservation” hatcheries (talk about ment. Tthe Skagit and discussion of the various an oxymoron) based upon wild or near We are pleased to received a detailed strategies used to restore salmon and wild brood stock to prevent local ex- description of Klamath dam removal steelhead runs after dam removal. tinctions and provide a base for recov- and fish recovery strategies, which ery of wild populations (Sandy River; readers will find beginning on page 10. HITS Klamath – proposed); More such articles will be published in future issues of The Osprey. 4. Mining eggs from wild, in-river redds Columbia River coldwater refugia to be reared in hatcheries to boost lo- The Oregon Department of Fish and cally adapted wild populations (Elwha MISSES Wildlife has established cold water winter run steelhead) refugia at several locations along the Skagit Steelhead Management Zone Oregon side of the Columbia River. As 5. Elements of some or all of the above. the summer progresses, temperatures In 2008, the Washington Fish and in the main stem Columbia approach So far, there is little evidence that Wildlife Commission adopted a lethal levels. The fish naturally congre- hatchery assisted recovery based upon Statewide Steelhead Management Plan gate in the cold water plumes at the either massive or conservation hatch- and directed the Washington Depart- mouths of cold water tributaries. These eries is effective — Elwha Chinook and ment of Fish and Wildlife to identify the congregations attract, in turn, targeted winter steelhead, for example. There is most productive rivers for designation recreational as well as tribal fishing ef- some evidence that natural recovery as Wild Steelhead Management Zones fort. After years of persistent lobbying can be effective (Elwha: dramatic sum- (WSMZs). After years of dithering, led largely by The Conservation Angler, mer run steelhead, bull trout, searun WDFW finally designed several lower Oregon did the right thing. Now it’s up cutthroat rapidly increasing natural Columbia and Olympic Peninsula to the Washington Fish and Wildlife populations; Alewife populations in rivers. Finally, in 2015, WDFW commit- Commission to follow suit, closing sim- Maine rivers; less clear in the case of ted to designate at least one such sys- ilar areas on the Washington side such White Salmon populations following re- tem in each of three zones in Puget as Wind River and Drano Lake. It’s be- moval of Condit dam). In other words, Sound — Hood Canal, South Sound and yond overdue. See page 19 of this issue the jury is out on the most efficacious North Cascade. for a detailed article on the Oregon Fish fish recovery strategies following dam WDFW solicited recommendations and Wildlife Commission’s pursuit of removal. from the public and held three separate protecting wild fish using cold water It was within this context, especially regional meetings to hear from the pub- refugia. in light of radically different responses lic. The Department received hundreds of Elwha fish populations to different of public comments and the meetings recovery strategies that I expressed Fish recovery strategies were well attended. Overwhelmingly, skepticism in the winter 2020 issue of following dam removal 800 to 900, favored a very specific set The Osprey about the proposed Kla- of rivers to be designated WSMZ’s math steelhead and Chinook recovery The Osprey Editorial Board has iden- headed by the Skagit River source to strategies that rely heavily on excep- tified dam removal and fish responses mouth, and all its tributaries. Many or- tionally short-term (one generation) to removal as key topics for editorial at- ganizations stated flexibility in river se- hatchery based models. Let’s be clear, tention systematically in all or most lection with the exception of source to The Osprey supports strongly dam re- editions of The Osprey. Dam removal mouth protection for the Skagit. On that moval and restoration of robust wild proposals and programs are flourishing issue, most conservation organizations populations. There are a variety of fish in Salmon Nation from the Canadian stipulated their commitment to “go to recovery strategies now in use or pro- border to southern California.
Load more

Recommended publications
  • Secure PDF for Review Only
    Answer Key Test 1, Reading and Use of English (page 8) 33 B: Greenfield concluded that ‘growing use of screen-based media’ had resulted in ‘new weaknesses in higher-order Part 1: The Mysterious Isle cognitive processes’ and listed several mental processes that have been affected (abstract vocabulary, etc.). 1 C: The other words do not complete the fixed phrase. 34 C: It was expected that the people who did a lot of 2 B: Only this answer creates the correct phrasal verb. multitasking would ‘have gained some mental 3 D: Only this word can be used in the context to mean ‘the advantages’ from their experience of multitasking but exact place’. this was not true. In fact, they ‘weren’t even good at 4 A: The other words cannot be followed with ‘out of’. multitasking’ – contrary to the belief that people who do 5 C: Only this phrase indicates what’s already been a lot of multitasking get good at it. mentioned. 35 C: The writer says that the ‘ill effects’ are permanent and 6 B: Although the meaning of the other words is similar, they the structure of the brain is changed. He quotes someone do not collocate with ‘intact’. who is very worried about this and regards the long-term 7 D: Only this word collocates with ‘permanent’ to describe an effect as ‘deadly’. island. 36 D: The writer uses Ap Dijksterhuis’s research to support his 8 D: Only this answer collocates with ‘opportunity’. point that ‘not all distractions are bad’ – if you are trying to solve a problem, it can be better to stop thinking Part 2: Choosing Binoculars about it for a while than to keep thinking about it all the time.
    [Show full text]
  • Answer Explanations: PSAT/NMSQT 2015 Practice Test #1
    PSAT/NMSQT® Practice Test #1 Answer Explanations Table of Contents: Reading Test Answer Explanations .............................................................................. 1 Writing and Language Test Answer Explanations .................................................... 29 Math Test – No Calculator Answer Explanations ..................................................... 52 Math Test – Calculator Answer Explanations ........................................................... 66 Answer Key .................................................................................................................. 93 User Notes: Please have a copy of the PSAT/NMSQT Practice Test #1 to reference for the passages and other information that form the basis for the questions in the Evidence-Based Reading and Writing and the Math sections of the Practice Test. You can also refer to the test to see the information given to students about math formulas and how to record the student-produced responses. In this document, we have provided the following for each question: • difficulty level • content description • best or correct answer • answer explanation © 2015 The College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. PSAT/NMSQT Practice Test #1 Reading Test Answer Explanations Reading Test Answer Explanations Question 1 The main purpose of the passage is to (A) describe a main character and a significant change in her life. (B) provide an overview of a family and a nearby neighbor. (C) discuss some regrettable personality flaws in a main character. (D) explain the relationship between a main character and her father. Item Difficulty: Easy Content: Rhetoric / Analyzing purpose Best Answer: A Choice A is the best answer. Emma Woodhouse’s life and family are discussed, including the marriage of her governess Miss Taylor who then moves out of Emma’s home.
    [Show full text]
  • Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
    DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays.
    [Show full text]
  • Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind the Conflict
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln USDA National Wildlife Research Center - Staff U.S. Department of Agriculture: Animal and Publications Plant Health Inspection Service 2010 Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind The Conflict Sandra C. Cavalcanti Silvio Marchini Alexandra Zimmermann Eric M. Gese USDA/APHIS/WS National Wildlife Research Center, [email protected] David W. Macdonald Follow this and additional works at: https://digitalcommons.unl.edu/icwdm_usdanwrc Part of the Environmental Sciences Commons Cavalcanti, Sandra C.; Marchini, Silvio; Zimmermann, Alexandra; Gese, Eric M.; and Macdonald, David W., "Jaguars, Livestock, and People in Brazil: Realities and Perceptions Behind The Conflict" (2010). USDA National Wildlife Research Center - Staff Publications. 918. https://digitalcommons.unl.edu/icwdm_usdanwrc/918 This Article is brought to you for free and open access by the U.S. Department of Agriculture: Animal and Plant Health Inspection Service at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in USDA National Wildlife Research Center - Staff Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Cavalcanti, 5. M. C., 5. Marchini, A. Zirnmerrnann, E. M. Gese, and D. W. Macdonald. 2010. Jaguars, livestock and people in Brazil: realities and perceptions behind the conflict. Pages 383-402 in The biology and conservation of wild felids. Edited by D. Macdonald and A. Loveridge. Oxford University Press, Oxford, United Kingdom. Jaguars, livestock, and people in Brazil: realities and perceptions behind the conflict Sandra M. C. Cavalcanti, * Silvio Marchini, * Alexandra Zirnmermann, Eric M. Gese, and David W. Macdonald Jaguar on a riverbank, Paraguay river, Pantanal, Brazil.
    [Show full text]
  • Sample Answers the Novel Final Version
    8 TH CLASS ENGLISH Of Mice & Men Sample Answers Examination Technique Junior Certificate 2007 Other Sample Answers A novel that you would A book review of “Good Night Junior Certificate 2011 recommend... Mister Tom” A brief episode... A character that impressed you... A book review of “Of Mice and 1 © Cian Hogan English Notes 2011 Junior Certificate 2010 Junior Certificate 2006 Men” Your favorite section of the novel Setting and place... © Cian Hogan English Notes 2011 Table of Contents ESSAY WRITING GUIDELINES 3- 4 GRADE PROFILES 4-5 Sample answer 2011 6-7 Sample answer 2006 14 Sample answer 2009 20 Book Review Good Night ... 16 Book Review Of Mice & Men 17 2 © Cian Hogan English Notes 2011 Junior Certificate English Studied Fiction 30 Marks Examination Technique and Sample Answers December 2011 According to the Chief-Examiner for “Your answer will be marked under English there are five different levels the headings of content a n d of answering: presentation. Content equates to TECHNIQUE your ideas and how you support them. Presentation involves the Candidates who simply expression and organisation of restate the question and add your ideas.” some randomly chosen text Evaluation - where the from the given extract – very candidate analyses and EXAMINATION EXAMINATION low level of response. offers opinion/evaluation of the text. O p i n i o n i s Summary/paraphrase - appropriately supported. – where the candidate gives very good level of response. only the ‘story’ of the novel/ play/etc., even though the Synthesis - where, having q u e s t i o n l o o k s f o r thoroughly analysed and discussion.
    [Show full text]
  • The Capture Animorphs #6 K.A
    THE CAPTURE ANIMORPHS #6 K.A. Applegate Page set by Hebi no Me Chapter 1 Chapter 12 Chapter 2 Chapter 13 Chapter 3 Chapter 14 Chapter 4 Chapter 15 Chapter 5 Chapter 16 Chapter 6 Chapter 17 Chapter 7 Chapter 18 Chapter 8 Chapter 19 Chapter 9 Chapter 20 Chapter 10 Chapter 21 Chapter 11 Chapter 22 CHAPTER 1 I'm Jake. Just Jake. You don't need to know my last name, and I can't tell you, anyway. My story is full of small lies. I've changed people's names. I've changed the names of places. I've changed small details here and there. But the big stuff is true. All of it. The Yeerks are here. On Earth. That is true. The Yeerks have made Controllers of many humans. They have inserted their gross, sluglike bodies into people's brains, and made them into slaves - Controllers. That is true. Controllers are everywhere. My town. Your town. Everywhere. They can be anyone. The policeman on the corner. The teacher in your school. Your best friend. Your mother or father. Your brother. I know. Because my brother Tom is one of them. Tom is a Controller. A slave to the Yeerk in his head. If he knew who I really was - what I really was - he would have me killed. Or turned into a Controller, like him. That's what my world is like now. A world where the enemy is everywhere. Even sitting across from me at the breakfast table on a Saturday morning, which is when this part of the story begins.
    [Show full text]
  • Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel
    Grade 9 Literature Mini-Assessment Excerpt from Night by Elie Wiesel This grade 9 mini-assessment is based on an excerpt from Night by Elie Wiesel. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 9. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are nine selected-response questions and one paper/pencil equivalent of a technology-enhanced item that address the Reading Standards listed below, and one optional constructed-response question that addresses the Reading, Writing, and Language Standards listed below. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. If ELL students are receiving instruction in grade-level ELA content, they should be given access to unaltered practice assessment items to gauge their progress.
    [Show full text]
  • Making Prevention a Reality: Identifying, Assessing, and Managing the Threat of Targeted Attacks
    U. S. Department of Justice Federal Bureau of Investigation Making Prevention a Reality: Identifying, Assessing, and Managing the Threat of Targeted Attacks Behavioral Analysis Unit—National Center for the Analysis of Violent Crime Behavioral Threat Assessment Center National Center for the Analysis of Violent Crime Critical Incident Response Group Federal Bureau of Investigation ii AUTHORS This publication was authored by members of the Federal Bureau of Investigation’s Behavioral Analysis Unit: Molly Amman Karie A. Gibson Supervisory Special Agent Supervisory Special Agent Federal Bureau of Investigation Federal Bureau of Investigation Matthew Bowlin Sarah H. Griffin Special Agent Special Agent U.S. Capitol Police Naval Criminal Investigative Service Lesley Buckles Kirk Kennedy Crime Analyst Operational Psychologist Federal Bureau of Investigation Federal Bureau of Investigation Kevin C. Burton Cari J. Robins Unit Chief Supervisory Special Agent Federal Bureau of Investigation Federal Bureau of Investigation Kimberly F. Brunell Supervisory Special Agent Federal Bureau of Investigation iii Table of Contents Message from the FBI Director.................................................................................................................... vii Foreword ...................................................................................................................................................... ix Acknowledgments ........................................................................................................................................
    [Show full text]
  • The Predator Animorphs #5 K.A
    THE PREDATOR ANIMORPHS #5 K.A. Applegate Page set by Hebi no Me Chapter 1 Chapter 11 Chapter 2 Chapter 12 Chapter 3 Chapter 13 Chapter 4 Chapter 14 Chapter 5 Chapter 15 Chapter 6 Chapter 16 Chapter 7 Chapter 17 Chapter 8 Chapter 18 Chapter 9 Chapter 19 Chapter 10 CHAPTER 1 My name is Marco. I can't tell you my last name or where I live. Believe me, I wish I could. I would like nothing more than to be able to tell you my name is Marco Jones or Williams or Vasquez or Brown or Anderson or McCain. Marco McCain. Has kind of a nice sound, doesn't it? But McCain's not my last name. I'm not even going to swear to you that Marco is my first name. See, I'm hoping to live awhile longer. I'm not going to make it any easier for the Yeerks to find me. I live in a paranoid world. But just because I'm paranoid doesn't mean I don't have enemies. I have real enemies. Enemies that would freeze your blood if you only knew. So, see, I'd like to tell you my name, and address, and phone number, too, because if I could do that, it would mean I no longer had any enemies. It would mean my life was normal again. It would mean I could go back to minding my own business. I believe in minding my own business. Which is why what happened on my way home from the 7-Eleven was so dumb.
    [Show full text]
  • Sonorensis 2008
    sonorensis Introduction Arizona-Sonora Desert Museum contents Newsletter Volume 28, Number 1 Winter 2008 Introduction I 1 D The Arizona-Sonora Desert Museum By Craig Ivanyi E The Big Cat of the Americas Co-founded in 1952 by & Shawnee Arthur N. Pack and William H. Carr Riplog Peterson 3 Jaguars: The New World Monarchs By Craig Ivanyi, Associate Executive Director for Living Collections and Exhibits, and Robert J. Edison By Peter Warshall, Ph.D. P J Shawnee Riplog Peterson, Curator of Mammalogy and Ornithology Executive Director N Arizona-Sonora Desert Museum Christine Conte, Ph.D. Director, Center for Sonoran The Future of Jaguar Conservation P 9 J Desert Studies N in Mexico and our Conscience By Rodrigo A. Medellín, Ph.D. Richard C. Brusca, Ph.D. Senior Director, Science and Conservation 12 Binational Collaboration to Save This issue of sonorensis focuses on one of the Sonoran Desert Region’s the Planet’s Northernmost Jaguar I Linda M. Brewer D E most beautiful and powerful inhabitants—the jaguar, Panthera onca. Chiefly Editing By Oscar Moctezuma & Diana Hadley t h solitary, this wide-ranging predator is the third-largest cat in the world and the g i n Martina Clary K d l a Design and Production n only true big, or “roaring,” cat from the Americas! With an exceptionally o D 18 Jaguar Conservation through Education and Outreach powerful bite, it can crack the armor of turtles and tortoises, and will often kill Board of Trustees – Officers By Juan Carlos G. Bravo mammals by biting directly through the skull, between the ears, puncturing its William H.
    [Show full text]
  • GRE Literature in English Test Practice Book
    Literature in English Test Practice Book This practice book contains n one actual, full-length GRE ® Literature in English Test n test-taking strategies Become familiar with n test structure and content n test instructions and answering procedures Compare your practice test results with the performance of those who took the test at a GRE administration. www.ets.org/gre 007626-54721 • ETS/ GRE Practicing to Take the Lit in English Test • RI51621 • OC 5/9/01revs 5/18/01 rkc • revs 6/29/01 rKc* • revs 7/20/01 sb • preflight 8/10/01 chw • revs 5/16/02 jjh • revs 6/12/02 jjh • preflight 6/27/02 jjh • 1stRevs…3.5.04…kaj • preflight 04/01/04 mwr • dr01 4/22/10 mc • dr01revs 5/7/10 mc • pdf 5/10/10 mc • Drft02 5/20/10 jdb • Revs Drft02 5/26/10 jdb • PDF Drft002/5/26/10 jdb • Preflight 6/2/10 jdb • [New Job] 007626-120773 Draft01 5/11/17 ew • PDF Drft01 5/16/17 ew • Drft02 5/25/17 ew • PDF Drft02 5/26/17 ew Table of Contents Overview ....................................................................................................................................3 Test Content ..............................................................................................................................3 Preparing for the Test .................................................................................................................4 Test-Taking Strategies ................................................................................................................4 What Your Scores Mean ............................................................................................................4
    [Show full text]
  • Answer Explanations: PSAT/NMSQT 2015 Practice Test #1
    Sophomore PSAT Training Packet 2016-17 English Department Answer Key PSAT/NMSQT® Practice Test #1 Answer Explanations PSAT/NMSQT Practice Test #1 Reading Test Answer Explanations Reading Test Answer Explanations Question 1 The main purpose of the passage is to (A) describe a main character and a significant change in her life. (B) provide an overview of a family and a nearby neighbor. (C) discuss some regrettable personality flaws in a main character. (D) explain the relationship between a main character and her father. Item Difficulty: Easy Content: Rhetoric / Analyzing purpose Best Answer: A Choice A is the best answer. Emma Woodhouse’s life and family are discussed, including the marriage of her governess Miss Taylor who then moves out of Emma’s home. In line 74, Emma wonders how she is to “bear the change” of Miss Taylor’s departure, which indicates its significance. Choices B and D are incorrect because the passage focuses more on Emma than on her family and neighbors, and Emma’s relationship with her father is a relatively minor consideration. Choice C is also incorrect because Emma is characterized as handsome and clever with a happy disposition, and her arrogance is only briefly mentioned. Question 2 Which choice best summarizes the first two paragraphs of the passage (lines 1-14)? (A) Even though a character loses a parent at an early age, she is happily raised in a loving home. (B) An affectionate governess helps a character to overcome the loss of her mother, despite the indifference of her father. (C) Largely as a result of her father’s wealth and affection, a character leads a contented life.
    [Show full text]