GMAT Verbal Reasoning Practice Set 4

Despite what may be reported by the news, the majority of Americans believe local governments do a fantastic job. This was proven by a large group of community members polled while leaving a community board meeting last month. The community members stated satisfaction with how efficiently the local government has been implementing new policies and upholding community standards.

Which of the following, if true, calls into question the explanation above?

As worldwide efforts to treat communicable diseases lead to improved life expectancy, healthcare professionals are seeing a shift in which types of disease most commonly make their way to a doctor’s office. According to the World Health Organization, noncommunicable diseases like cardiovascular disease (CVD) are now the leading cause of death and disability around the globe. CVD impacts global economies due to a tremendous burden on healthcare and a decrease in productivity. This disproportionately affects communities that are of low- and middle-income, where the burden of disability and premature deaths from CVD is continuing to increase and contributing to cycles of poverty.  Social determinants, nonmedical factors that influence health outcomes, offer an important avenue for tackling the problem of CVD. Nurses, who already work closely with patients, are in an opportune position to tackle one prominent social determinant of CVD: education.

In the United States, education is one of the most commonly used indicators for CVD outcomes.  Lower educational attainment levels are associated with a higher prevalence of cardiovascular risk factors, higher incidence of cardiovascular events, and higher cardiovascular mortality, independent of sociodemographic factors. Many Americans who have CVD have reported not knowing about the disease or how to reduce their risk of developing it. Due to low health literacy, many Americans are left in the dark about which behaviors contribute to CVD and what treatments are available. The highest prevalence of CVD is usually seen among groups most likely to have limited access to healthcare, such as those who live in rural areas, migrant workers, or others living in high-stress environments. This is why addressing health literacy is a practical intervention nurses can take to reduce the impacts of CVD.

Early education about risk factors, preventative strategies, and management of CVD has the potential to decrease the morbidity and mortality rates of this disease. Nurses’ proximity to patients puts them in the best position to provide individualized, social determinant-sensitive education as a form of early cardiovascular health intervention. Educating patients about managing their condition and preventing more complications by changing their lifestyles and habits is important. With this in mind, early education is key. School nurses can start teaching children about reading nutritional labels and about the harmful effects of alcohol and tobacco; they can even incorporate short activities that can be done as a family. Education does not only pertain to individuals; it impacts community and public health as well. Healthcare workers like nurses must be responsible for public outreach to increase health literacy among those who can make the most difference: policymakers. Nurses have the potential to be the biggest advocates for upstream approaches such as these to help improve society’s quality of life and health outcomes.

Which of the following, if true, would weaken the conclusion of the article?

As worldwide efforts to treat communicable diseases lead to improved life expectancy, healthcare professionals are seeing a shift in which types of disease most commonly make their way to a doctor’s office. According to the World Health Organization, noncommunicable diseases like cardiovascular disease (CVD) are now the leading cause of death and disability around the globe. CVD impacts global economies due to a tremendous burden on healthcare and a decrease in productivity. This disproportionately affects communities that are of low- and middle-income, where the burden of disability and premature deaths from CVD is continuing to increase and contributing to cycles of poverty.  Social determinants, nonmedical factors that influence health outcomes, offer an important avenue for tackling the problem of CVD. Nurses, who already work closely with patients, are in an opportune position to tackle one prominent social determinant of CVD: education.

In the United States, education is one of the most commonly used indicators for CVD outcomes.  Lower educational attainment levels are associated with a higher prevalence of cardiovascular risk factors, higher incidence of cardiovascular events, and higher cardiovascular mortality, independent of sociodemographic factors. Many Americans who have CVD have reported not knowing about the disease or how to reduce their risk of developing it. Due to low health literacy, many Americans are left in the dark about which behaviors contribute to CVD and what treatments are available. The highest prevalence of CVD is usually seen among groups most likely to have limited access to healthcare, such as those who live in rural areas, migrant workers, or others living in high-stress environments. This is why addressing health literacy is a practical intervention nurses can take to reduce the impacts of CVD.

Early education about risk factors, preventative strategies, and management of CVD has the potential to decrease the morbidity and mortality rates of this disease. Nurses’ proximity to patients puts them in the best position to provide individualized, social determinant-sensitive education as a form of early cardiovascular health intervention. Educating patients about managing their condition and preventing more complications by changing their lifestyles and habits is important. With this in mind, early education is key. School nurses can start teaching children about reading nutritional labels and about the harmful effects of alcohol and tobacco; they can even incorporate short activities that can be done as a family. Education does not only pertain to individuals; it impacts community and public health as well. Healthcare workers like nurses must be responsible for public outreach to increase health literacy among those who can make the most difference: policymakers. Nurses have the potential to be the biggest advocates for upstream approaches such as these to help improve society’s quality of life and health outcomes.

Based on the information provided in this article, which of the following is NOT a social determinant of health?

As worldwide efforts to treat communicable diseases lead to improved life expectancy, healthcare professionals are seeing a shift in which types of disease most commonly make their way to a doctor’s office. According to the World Health Organization, noncommunicable diseases like cardiovascular disease (CVD) are now the leading cause of death and disability around the globe. CVD impacts global economies due to a tremendous burden on healthcare and a decrease in productivity. This disproportionately affects communities that are of low- and middle-income, where the burden of disability and premature deaths from CVD is continuing to increase and contributing to cycles of poverty.  Social determinants, nonmedical factors that influence health outcomes, offer an important avenue for tackling the problem of CVD. Nurses, who already work closely with patients, are in an opportune position to tackle one prominent social determinant of CVD: education.

In the United States, education is one of the most commonly used indicators for CVD outcomes.  Lower educational attainment levels are associated with a higher prevalence of cardiovascular risk factors, higher incidence of cardiovascular events, and higher cardiovascular mortality, independent of sociodemographic factors. Many Americans who have CVD have reported not knowing about the disease or how to reduce their risk of developing it. Due to low health literacy, many Americans are left in the dark about which behaviors contribute to CVD and what treatments are available. The highest prevalence of CVD is usually seen among groups most likely to have limited access to healthcare, such as those who live in rural areas, migrant workers, or others living in high-stress environments. This is why addressing health literacy is a practical intervention nurses can take to reduce the impacts of CVD.

Early education about risk factors, preventative strategies, and management of CVD has the potential to decrease the morbidity and mortality rates of this disease. Nurses’ proximity to patients puts them in the best position to provide individualized, social determinant-sensitive education as a form of early cardiovascular health intervention. Educating patients about managing their condition and preventing more complications by changing their lifestyles and habits is important. With this in mind, early education is key. School nurses can start teaching children about reading nutritional labels and about the harmful effects of alcohol and tobacco; they can even incorporate short activities that can be done as a family. Education does not only pertain to individuals; it impacts community and public health as well. Healthcare workers like nurses must be responsible for public outreach to increase health literacy among those who can make the most difference: policymakers. Nurses have the potential to be the biggest advocates for upstream approaches such as these to help improve society’s quality of life and health outcomes.

The author of this article is primarily concerned with?

As worldwide efforts to treat communicable diseases lead to improved life expectancy, healthcare professionals are seeing a shift in which types of disease most commonly make their way to a doctor’s office. According to the World Health Organization, noncommunicable diseases like cardiovascular disease (CVD) are now the leading cause of death and disability around the globe. CVD impacts global economies due to a tremendous burden on healthcare and a decrease in productivity. This disproportionately affects communities that are of low- and middle-income, where the burden of disability and premature deaths from CVD is continuing to increase and contributing to cycles of poverty.  Social determinants, nonmedical factors that influence health outcomes, offer an important avenue for tackling the problem of CVD. Nurses, who already work closely with patients, are in an opportune position to tackle one prominent social determinant of CVD: education.

In the United States, education is one of the most commonly used indicators for CVD outcomes.  Lower educational attainment levels are associated with a higher prevalence of cardiovascular risk factors, higher incidence of cardiovascular events, and higher cardiovascular mortality, independent of sociodemographic factors. Many Americans who have CVD have reported not knowing about the disease or how to reduce their risk of developing it. Due to low health literacy, many Americans are left in the dark about which behaviors contribute to CVD and what treatments are available. The highest prevalence of CVD is usually seen among groups most likely to have limited access to healthcare, such as those who live in rural areas, migrant workers, or others living in high-stress environments. This is why addressing health literacy is a practical intervention nurses can take to reduce the impacts of CVD.

Early education about risk factors, preventative strategies, and management of CVD has the potential to decrease the morbidity and mortality rates of this disease. Nurses’ proximity to patients puts them in the best position to provide individualized, social determinant-sensitive education as a form of early cardiovascular health intervention. Educating patients about managing their condition and preventing more complications by changing their lifestyles and habits is important. With this in mind, early education is key. School nurses can start teaching children about reading nutritional labels and about the harmful effects of alcohol and tobacco; they can even incorporate short activities that can be done as a family. Education does not only pertain to individuals; it impacts community and public health as well. Healthcare workers like nurses must be responsible for public outreach to increase health literacy among those who can make the most difference: policymakers. Nurses have the potential to be the biggest advocates for upstream approaches such as these to help improve society’s quality of life and health outcomes.

Based on the information in this article, what does the author likely mean by the phrase upstream approaches in the underlined sentence?

A nutritionist wrote an informational column in a health magazine. The claim was that reducing the amount of processed foods one intakes each day can lead to better health. Based on this claim, some readers removed all processed foods from their daily diet in order to attain better health.

The argument above relies on which of the following assumptions?

Physical Therapist: Admittedly the patient’s leg strength would improve with daily exercise on the elliptical, but I have cautioned against this activity in the rehabilitation plan. Since he has just undergone knee surgery, an exercise with such strenuous knee movements would overstress the already delicate joint and subsequently put the patient at risk of further damage.

The physical therapist’s argument depends on which of the following?

There are many online videos providing instructions for how to complete electrical jobs around the home. Regardless, homeowners should never use these videos to teach themselves electricity. While the videos are designed for easy understanding and following, the risk of someone who is not a licensed electrician making a costly error is exponentially higher than a professionally licensed electrician.

Which of the following, if true, most strengthens the argument?

Guidance Counselor: There is no question a college prep course would help the student prepare for college next year, but I have advised against this additional course. Because she is already scheduled to take four college-level courses this semester, an additional course of this level would put her under further stress and would not allow her to focus on the college-level courses she must pass to earn college credit.

The guidance counselor’s argument depends on which of the following?

Last week, Mr. Smith gave his seniors lollipops to keep them from talking during the classroom review the day before the test. Mr. Smith saw a 20% increase in the number of students who passed the test thanks to his new idea.

Which of the following assumptions underlies the argument in the passage?