XXII. In most lines of this extract there are either spelling or grammar errors. Look through the text and make necessary corrections. (The author of the text is an American).

The reporter came into my office recently to discuss what the national Institute Against Prejudice and Violence does. After I briefly have explained its programs, he asked, “What is solution of the problem? There was violence based on prejudice since the beginning of the time. Do you really think you can do something which will make any difference? ” At one level, his cynicism is understandable. On another level, it is sad, because there are ways in which we can make difference, and believing otherwise means to give up and giving in.

Over last few years, variety of positive responses have emerged around the country. People of good will, responsible state and local agencies, and community organizations have formed coalitions and task forces. States passed laws which prescribe activities of hate groups and increase the penalties for hate crimes. The Institute increasingly has been ask to train community leaders, police officers, and human right officials to identify, monitor, and respond with ethno violence. Victim assistance programs have established, and few creative criminal justice systems are utilizing alternative programs in the adjudication of crimes committing by juveniles.

The needed programs of prevention have been slower in coming, in part because we didn’t know enough about intervening in the direction of an individual life to avert a course of violence, let alone the violence motivated by prejudice. While we need more researches in the area, we do know that inter-group relations and cross-cultural issues need be addressed from the beginning of kindergarten through high school.

We also know that, until the economic disparities among different groups in our society will be rectified and basic needs such as housing and employment will be met, it will be impossible for us dealing effectively with inter-group tension. These need create barrier to educating youth, to dispelling the ignorance and fear and anger which erupt into the violence.

Joan C. Weiss

XXIII. Insert prepositions where necessary:

When you have as many conversations …… young people as I do, you come away both exhilarated and depressed. Still, there is a great deal …… simple good-heartedness, instinctive fair-mindedness, and spontaneous generosity …… spirit in them. Most of the students I meet are basically decent individuals. They form …… wonderful friendships and seem to be considerate …… and grateful …… their parents − more so than the baby boomers were.

…… many ways they are more likable than the baby boomers − they are less fascinated …… themselves and more able to laugh …… their faults. An astonishing number are doing volunteer work (70 percent …… college students, according …… one annual survey of freshmen). They donate blood …… the Red Cross …… record numbers and deliver food …… housebound elderly people. They spend summer vacations working …… deaf children or doing volunteer work …… Mexico. This is a generation …… kids that, despite relatively little moral guidance or religious training, is putting compassion …… practice.

Conceptually and culturally, however, today’s young people live …… a moral haze. Ask one …… them if there are such things as “right” and “wrong”, and suddenly you are confronted …… a confused, tongue-tied, nervous, and insecure individual. The same person who works weekends …… Meals on Wheels, who volunteers …… a suicide prevention hotline or a domestic violence shelter might tell you, “Well, there really is no such thing as right or wrong. It’s kind of like whatever works best …… the individual. Each person has to work it …… …… himself.” The trouble is that this kind of answer, which is so common as to be typical, is no better than the moral philosophy …… a sociopath.

I often meet …… students incapable …… making even one single confident moral judgment. And it’s getting worse. The things students now say are more and more unhinged. Recently, several …… my students objected …… philosopher Immanuel Kant’s “principle of humanity” − the doctrine that asserts the unique dignity and worth …… every human life. They told me that if they were faced …… the choice … saving their pet or a human being, they would choose the former.

Christina Hoff Sommers