Monday 30 September 2019

IELTS Reading 30-09-2019: Reading Passage 3 (General) | Zeus’ Temple Holds Secrets of Ancient Game

Zeus’ Temple Holds Secrets of Ancient Game
Athens already is preparing for the summer games of 2004. But today’s games offer a far different spectacle from the contests of ancient Greece, where naked young men with oiled bodies raced and wrestled and boxed to honor their gods. Those great Panhellenic events began more than 2,700 years ago, first in Olympia and later at Delphi, lsthmia and Nemea. And at Nemea, where the games began in 573 B.C., a Berkeley archaeologist has been patiently reconstructing a site whose legends helped inspire the modern Olympics. For Stephen G. Miller, exploring the site at Nemea, 70 miles from Athens, involves more than analyzing artifacts and ruins, dating ancient rock strata or patiently assembling broken pottery shards. It also means reliving the events he’s studying. For the last two summers, large crowds have flocked to an ancient Nemean stadium (capacity 40,000) to watch a modern re-enactment of the ancient Nemean games. Seven hundred runners from 45 nations–barefoot and clad in white tunics–raced around the reborn stadium in groups of 12. Winners of the races were crowned–just as they were in antiquity–with wreaths of wild celery. Miller is a professor of classics at the University of California at Berkeley, but he also has been a barefoot runner, a slave carrying water for the athletes and a priest presiding over the re-enacted rituals of the legendary Nemean games.
“Playing those roles gives you a deeper sense of antiquity and a feel for the spirit of the people who lived and worked and played there so long ago,” he said recently after returning ‘from this year’s field work. Excavating the site every summer since 1973, Miller and his crew have found and re-assembled limestone columns that once stood proudly around the Temple of Zeus. Exactly a decade after they began the excavation and just east of the temple, they found the remains of a great altar to Zeus where athletes and their trainers performed sacrifices and swore oaths just before competing. And from ancient Greek records, two years later, Miller’s team also learned that his Nemea sitehad once seen major horse races in a hippodrome that must have existed next to the great stadium. In an earthen mound his team could trace the patterns of faint wheel marks indicating that chariots must have raced there too.
In 1997 Miller and his crew, seeking more evidence of the hippodrome, dug down into a spot where four low rock walls indicate there might be a structure underneath. There they found a wine jug, drinking mugs, coins and a crude little figure of a centaur. The next summer, after digging down 20 feet, they still hadn’t reached bottom. Miller wondered what purpose this deep rock-walled pit might have served, and finally concluded it must have been a reservoir holding copious quantities of water from a river near the site that now irrigates vineyards.
“The reservoir is a phenomenal find,” Miller said, “We believe it provided water for as many as 150 horses who raced in the hippodrome during the games. But how were the horses fed? And what did they do with that much manure every day? Trying to answer questions like that is one of the joys of the whole project.”
Eight months after finding the reservoir Miller and his team uncovered an ancient chamber that served the Nemean athletes as a locker room — the apodyterion — where they anointed themselves with olive oil. They then would have walked 120 feet through a vaulted entrance tunnel — the krypte esodos –whose walls are still marked by graffiti scratched by the athletes on their way into the stadium.
The wine jug and cups unearthed in one layer of the buried reservoir may have been left by victors in one of the ancient Nemean races, but just what kind of wine they drank remains unknown. Today, the local red wine served in Nemean taverns is called the Blood of Hercules, honoring the hero who strangled the ferocious Nemean lion there more than 5,000 years ago. As in so much of archaeology, the discoveries that Miller has made at Nemea all seem to recall ancient legends and link them to reality. The Berkeley team, for example, has unearthed a tiny bronze figurine identified as the image of an infant named Opheltes, whose fate inspired the first of the Nemean games.
As Miller recounts the tale, Opheltes was the son of Lykourgos and Eurydike, who had tried for many years to produce an heir. When the Oracle at Delphi warned them that their child must not touch the ground until he had learned to walk, they ordered a Nemean slave woman to care for the infant day and night. One day, when seven warrior heroes passed through Nemea on their way to march against the citadel of Thebes — they were the legendary “Seven Against Thebes” whose bloody war was immortalized by Aeschylus — the nurse placed the child on a bed of wild celery while she offered drink to the heroes. Instantly, a serpent lurking in the vegetation killed the infant and the warriors re-named the boy Archemoros, the “Beginner-of- Doom,” and held the first Nemean games in his honor as a funerary festival. Wreaths of wild celery crowned winners of those games, as they did the modern winners at Nemea last summer.
As with all classical archaeologists, whose excavations shed so much surprising light on antiquity, Miller and his students are now ready to organize and classify their treasured finds from the summer season, and to plan for next season’s dig.
“In the earthen mound where we saw the imprints of wheel cuts, we also have a bronze vessel of the kind that was always used for pouring libations,” Miller said. That mound goes back to 600 B.C., so now we wonder what happened there in that complex of religion and athletics even before the Nemean games.”
Archaeology doesn’t come cheap, and each season at Nemea costs at least $150,000 for the team, the equipment, and the 35 local workers from the nearby town of modern Nemea, whom Miller calls “the core of the project.” The money all comes from private sources — and not the least of Miller’s jobs is lecturing to the public and combing the territory for contributions.
SECTION 3 
Question 27-31
Complete the table below. Write a date for each answer. Write your answers in boxes 27 – 31 on your answer sheet
Example
The time the Nemean games began 573 BC
The beginning date of the Nemea excavation …(27)…
The date that Miller found the altar to Zeus …(28)…
When Miller first learned there was a hippodrome at the Temple of Zeus …(29)…
When Miller finally concluded he had found an old reservoir …(30)…
When Miller found the ancient locker room …(31)…
Questions 32 — 36
Do the following statements reflect the claims of the writer of the reading passage ln boxes 32 – 36 on your answer sheet write
YES                             if the statement reflects the claims of the writer
NO                               if the statement contradicts the writer
NOT GIVEN             if it is impossible to say what the writer thinks about this
32. The author believes it must be also difficult for Miller to find funds for the excavation.
33. Miller goes far beyond what an archaeologist traditionally normally does.
34. Religion played a key role in the games.
35. The games were far more interesting in the past than now.
36. The Nemean games influenced the modern Olympic Games.
Questions 37 – 40
Complete each of the following statements with a name from the reading passage. Write your answers in lines 37 40 on your answer sheet.
Miller’s excavations at _______37______ led him to look for a____ 38________ where horse races were held. He found a___ 39_______ , and eight months later he found an________ 40_______ ,which athletes used as a locker room.

IELTS Reading 30-09-2019: Reading Passage 2 (General)

Section 2
Questions 14 — 20
Look at the introduction to the Grounds of Keele University on the following page and at the statements below.
In boxes 14 – 20 on your answer sheet write
TRUE                         if the statement is true
FALSE                       if the statement is false
NOT GIVEN           if the information is not given in the passage
14. The originator of the property took over the property from his father after he died.
15. There are many plants and wildlife species not found anywhere else.
16. One of the nice things about the grounds of Keele is the naturalness of the landscape and its wealth of rare wildlife.
17. The grounds had barely any trees when Sneyd took them over.
18. It is so peaceful and quiet in the grounds because they are located far from the disturbances of human activity.
19. The grounds are maintained by students of the university.
20. If you want to see the plant life and insects it is not difficult to move around the grounds.


Introduction to the Grounds of Keele University
Keele University is situated in 600 acres of landscaped grounds to the west of the Potteries conurbation in North Staffordshire. These well-wooded grounds with their lakes, streams and formal flower beds support a wealth of wildlife. The surrounding countryside of the Staffordshire/ Shropshire/ Cheshire borders is also a rich area for the naturalist and rambler, while the majestic gritstone moorland of North Staffordshire and the limestone dales of:’ Derbyshire and northeast Staffordshire are not far away. Of the 600 acres some 300 are leased out as Home Farm. Of the remainder, about hall is woodland while the rest comprises the campus buildings and sports fields. The landscape we see today owes much to the work of Ralph Sneyd (1793 to 1870) who began planting on a grand scale in 1830, after inheriting the estate from his father.
Throughout the period of its construction, the university has been careful to preserve as many mature trees as possible and to restrict the height of buildings to maintain the feeling of living and working in a landscape. The university has a continuing programme of landscaping, and many ornamental trees have been planted. Keele campus is, then, one of the most picturesque and tranquil in the country, yet is only a short distance from the Potteries and the M6 motorway.
Although the landscape is an artificial one, it nonetheless has rich flora and fauna with more than 110 species of birds, 120 species of flowering plants, more than species of 60 trees, 24 species of butterflies, 380 species of moths, 100 species of beetles and 100 species of flies having been recorded so far. Although there is little of great rarity here, a wide variety of common species and a good network of paths from which to see them make Keele an ideal place to visit for the casual observer, as well as for both the novice and the more experienced naturalist.
Questions 21— 26
Look at Keele University Services For Students on the following page. Each paragraph A G describes a different service provided by the college. From the list below (I – xi) choose the most suitable summaries for B- H.
Write the appropriate numbers (1- xi) in boxes 21 – 26 on your answer sheet. (There are more summaries than paragraphs, so you will not use them all)
I The administration and financial management centre of the University.
II A place where people can receive financial suggestions and services.
III A place where one can receive student loans access funds and hardship funds.
IV A place where you can go if you are having problems in your dormitory.
V The place you go that will help you find a place to live.
VI If you need non-student to discuss your problems with…
VII A place where you can get help with your English.
VII The place you would visit if you are interested in a study-overseas plan.
IX A place that will find you a job.
X A place that offers a variety of sources to help you plan your job search.
XI A place where you can get counseling that is not affiliated with the faculty.
21. Paragraph B
22. Paragraph C
23. Paragraph D
24. Paragraph E
25. Paragraph F
26. Paragraph G


Keele University Services For Students
A. This service provides English–language tuition and support for international students at Keele University. It is a small unit, which provides a supportive and friendly study environment. With its own well-equipped space in the university, many overseas students make the ELU their base for studying and making friends.
B. This person is available to provide students with information, advice and assistance on a wide variety of residential problems, security concerns and welfare issues for undergraduate and postgraduate students.
C. These members of staff provide information on, and help with applications for, money advice; student loans; access funds; hardship funds. Information and advice relating to student finance is also offered by the Independent Advice Unit in the Students’ Union.
D. This professional yet friendly service offers help to all categories of students and staff with a very wide range of personal, emotional and academic issues. Counselling is on a “one-to-one” basis with just the person seeking help and the counsellor present. You can talk to either a female or a male counsellor. Everything said in the sessions is confidential, and information is only passed on if you want it to be.
E. This office is responsible for the administration and financial management of all exchange and visiting student programmes in the university. It is the first place of contact for students from partner universities, and it acts as a reference and coordinating centre for Keele students wishing to spend a period abroad as part of their degree. It is also responsible for all students wishing to study at Keele University on the Study Abroad Scheme from non-partner universities.
F. This service offers free, confidential and impartial advice to all students and staff at the university. It is part of the Students’ union and is funded by Students’ Union resources. The centre has comprehensive information, including electronic information systems. There are many leaflets published by the centre as well as an extensive stock of externally produced leaflets and publications.
G. Our information room stocks a wide range of information covering occupations, postgraduate study, funding, employment in the UK, employment overseas and career planning. Our Information Officer will be happy to help you find the information you need. Our “occupations” files contain information about hundreds of different occupations with information from professional bodies, training details, etc. We have various handouts on a range of issues such as CV writing and vacation work. All the handouts are available, on request, in alternative formats, including large print, Braille and disk. We also have reports of careers staff visits to various employers.

IELTS Reading 30-09-2019: Reading Passage 1 (General)

Section 1
Question 1— 5
Look at the following notice regarding the Interlibrary Loan Service. In boxes 1- 5 on your answer sheet write
TRUE                            if the statement is true
FALSE                          if the statement is false
NOT GIVEN               if the information is not given in the passage
1. The library will inform you once the book comes in.
2. The library will allow more than one request at a time.
3. Books or journals will come in within 10 days.
4. You must write all the requests down clearly on a single request form.
5. The time that it takes does not include holidays.
The Interlibrary Loan Service allows you to find books and journals that the library may not have, at present but other libraries do have. The library can borrow books or journals from other libraries on your behalf. We strive to make your requests successful, so to help us to do so please play attention to the following directions.
Please make sure the following procedures are followed.
• Clearly write the name of the book or journal, date and/or volume, and author on the pink sheet of paper titled Interlibrary Request Form.
• Do not use any quotes or abbreviations for repeated information.
• Please write each request on a separate pink sheet.
• Make sure you include your full name, student number, and telephone number on each of the slips.
Allow for at least 10 working days for the material to come. The library will hold located resources for up to one week. There are no repeat requests if you happen to arrive at the library later than one week for your requests. It is your responsibility to check whether the materials have come in.
While many items may be listed that go back many years, the library can only track items that are no more than 10 years old. Also, please remember that fines for overdue requested material are the same as for any material borrowed from the library.
If you have any questions please do not hesitate to ask Ms Friedman or Betty Shipley at the information desk.


Questions 6 — 13
Look at the patient information on the following page. Match each of the following sentences with TWO possible endings A-M from the box below. Write the appropriate letters A – M in boxes 6 – 13 on your answer sheet.
Questions 6 and 7
You must consult a doctor at once if you
Question 8 and 9
You do not need to receive medical attention if you
Question 10 and 11
An incorrect way of using Migranal is to
Question 12 and 13
You should tell your doctor before using it if you
Possible Endings
A inhale it through the nose
B get migraine headaches
C are sleepy
D are taking other drugs
E use it with water
F increase the dose if you forget to use it
G use twice in an 8 hour period
H receive some discomfort in the nose
I use it every 15 minutes
J feel like scratching yourself constantly
K get headaches that normal pills cannot seem to help
L get headaches that actually get worse after taking Migranal
M are pregnant
Patient Information about Migranal
What does Migranal nasal spray do?
Migranal is used to treat an active migraine headache. It is used by patients who do not get headache relief from other pain relievers. It is not intended to prevent a headache before it occurs. Do not use it to treat common tension headaches.
What should my health care professional know before I use Migranal?
The health care professional needs to know if you have any of these conditions: chest pain or difficulty in breathing, heart or blood vessel disease, high blood pressure, risk factors for heart disease such as smoking and high cholesterol, pregnancy or attempted to get pregnancy, breast-feeding.
How should I use this medicine?
People need specific instructions on the nasal spray’s use. You must prepare your nasal sprayer only when you are ready to use it (at the first sign of a migraine headache). It cannot be prepared ahead of time because it becomes unstable in 8 hours and must be discarded. The dose is one spray in each nostril, with the dose repeated in 15 minutes if needed. Each ampule contains one complete dose (4 sprays). Do not use more than 4 total sprays to treat a migraine headache, and use it only when you need it. Do not use extra doses.
What other medicines can interact with dihydroergotamine?
Migranal can interact with any other drug that also causes drowsiness and several other drugs related to treating other diseases. Tell your prescriber about all other medicines you are taking and if you are a frequent user of drinks with caffeine or alcohol, if you smoke, or if you use illegal drugs. These may affect the way your medicine works.
What side effects may I notice from receiving Migranal?
Side effects that you should report to your prescriber as soon as possible are blisters on the hands or feet, muscle pain or cramps, pain, tightness or discomfort in the chest, palpitations or changes in heart rate, swelling or itching; weakness in the legs. Check with your prescriber if you get more frequent or severe headaches after you start using Migranal. Dd not use more than prescribed. Side effects that usually do not require medical attention are cold hands or feet, mild dizziness or drowsiness, or nasal congestion.
What do I need to watch for while I receive Migranal?
Migranal works best when you take it at the first sign of a headache. Lie down in a quiet, dark room after a dose until you feel better. Alcohol can make headaches worse or bring on a new headache. Smoking can increase the side–effects of Migranal.

IELTS RIELTS Reading 30-09-2019: Reading Passage 3 (Academic)

Reading Passage Three
A Bullying can take a variety of forms, from the verbal -being taunted or called hurtful names- to the physical- being kicked or shoved- as well as indirect forms, such as being excluded from social groups. A survey I conducted with Irene Whitney found that in British primary schools up to a quarter of pupils reported experience of bullying, which in about one in ten cases was persistent. There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.
B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare. Victimised pupils are more likely to experience difficulties with interpersonal relationships as adults, while children who persistently bully are more likely to grow up to be physically violent, and convicted of anti-social offences.
C Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. ‘There is no bullying at this school’ has been a common refrain, almost certainty untrue. Fortunately more schools are now saying: There is not much bullying here, but when it occurs we have a clear policy for dealing with it.’
D Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. Third, there is evidence that these materials work, and that schools can achieve something. This comes from carefully conducted ‘before and after’ evaluations of interventions in schools, monitored by a research team. In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. The Sheffield investigation, which involved sixteen primary schools and seven secondary schools, found that most schools succeeded in reducing bullying.
E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is meant by bullying, and giving explicit guidelines on what will be done if it occurs, what record will be kept, who will be informed, what sanctions will be employed. The policy should be developed through consultation, over a period of time-not just imposed from the head teacher’s office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. These are useful for raising awareness, and can best be tied in to early phases of development while the school is starting to discuss the issue of bullying. They are also useful in renewing the policy for new pupils, or revising it in the tight of experience. But curriculum work alone may only have short-term effects; it should be an addition to policy work, not a substitute.
There are also ways of working with individual pupils, or in small groups. Assertiveness training for pupils who are liable to be victims is worthwhile, and certain approaches to group bullying such as ‘no blame’, can be useful in changing the behaviour of bullying pupils without confronting them directly, although other sanctions may be needed for those who continue with persistent bullying.
Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.
F With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. The reduction in bullying – and the consequent improvement in pupil happiness- is surely a worthwhile objective.
Questions 27-30
Reading Passage 3 has six sections. Choose the correct heading for sections A-D from the list of headings below.
Write the correct number, i-vii, in boxes 27-30 on your answer sheet.
List of Headings
i The role of video violence
ii The failure of government policy
iii Reasons for the increased rate of bullying
iv Research into how common bullying is in British schools
v The reaction from schools to enquiries about bullying
vi The effect of bullying on the children involved
vii Developments that have led to a new approach by schools
27 Section A
28 Section B
29 Section C
30 Section D
Questions 31-34
Choose the correct letter A, B, C or D. Write the correct letter in boxes 31-34 on your answer sheet.
31 A recent survey found that in British secondary schools
A there was more bullying than had previously been the case
B there was less bullying than in primary schools
C cases of persistent bullying were very common
D indirect forms of bullying were particularly difficult to deal with
32 Children who are bullied
A are twice as likely to commit suicide as the average person
B find it more difficult to relate to adults
C are less likely to be violent in later life
D may have difficulty forming relationships in later life
33 The writer thinks that the declaration ‘There is no bullying at this school’
A is no longer true in many schools
B was not in fact made by many schools
C reflected the school’s lack of concern
D reflected a lack of knowledge and resources
34 What were the findings of research carried out in Norway?
A Bullying declined by 50% after an anti-bullying campaign
B Twenty-one schools reduced bullying as a result of an anti-bullying campaign
C Two years is the optimum length for an anti-bullying campaign.
D Bullying is a less serious problem in Norway than in the UK.
Questions 35-39
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
What steps should schools take to reduce bullying?
The most important step is for the school authorities to produce a (35) ………………….. which makes the school’s attitude towards bullying quite clear. It should include detailed (36) …………………… as to how the school and its staff will react if bullying occurs.
In addition, action can be taken through the (37) ……………………… This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion. On its own, however, it is insufficient to bring about a permanent solution.
Effective work can also be done with individual pupils and small groups. For example, potential (38)……………………. of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a ‘no blame’ approach, which avoids confronting the offender too directly, is often effective. Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere (39)……………………. .
Question 40
Choose the correct letter, A, B, C or D. Write the correct letter in box 40 on your answer sheet.
Which of the following is the most suitable title for Reading Passage 3?
A Bullying: what parents can do
B Bullying: are the media to blame?
C Bullying: the link with academic failure
D Bullying: from crisis management to prevention
ANSWERS

27. iv
28. vi
29. v
30. vii
31. B
32. D
33. D
34. A
35. policy
36. (explicit) guidelines
37. (school) curriculum
38. victims
39. playful fighting
40. D

IELTS RIELTS Reading 30-09-2019: Reading Passage 2 (Academic) | Literate women make better mothers?

Literate women make better mothers?
Children in developing countries are healthier and more likely to survive past the age of five when their mothers can read and write. Experts in public health accepted this idea decades ago, but until now no one has been able to show that a woman’s ability to read in itself improves her children’s chances of survival.
Most literate women learnt to read in primary school, and the fact that a woman has had an education may simply indicate her family’s wealth or that it values its children more highly. Now a long-term study carried out in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women, who would otherwise have remained illiterate, has a direct effect on their children’s health and survival.
In 1979, the government of Nicaragua established a number of social programmes, including a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country, many of whom had never attended primary school, had learnt how to read, write and use numbers.
During this period, researchers from the Liverpool School of Tropical Medicine, the Central American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had learnt to read as children, some during the literacy crusade and some who had never learnt at all. The women were asked how many children they had given birth to and how many of them had died in infancy. The research teams also examined the surviving children to find out how well-nourished they were.
The investigators’ findings were striking. In the late 1970s, the infant mortality rate for the children of illiterate mothers was around 110 deaths per thousand live births. At this point in their lives, those mothers who later went on to learn to read had a similar level of child mortality (105/1000). For women educated in primary school, however, the infant mortality rate was significantly lower, at 80 per thousand.
In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those who remained illiterate and for those educated in primary school remained more or less unchanged. For those women who learnt to read through the campaign, the infant mortality rate was 84 per thousand, an impressive 21 points lower than for those women who were still illiterate. The children of the newly-literate mothers were also better nourished than those of women who could not read.
Why are the children of literate mothers better off? According to Peter Sandiford of the Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the curriculum during the women’s lessons, so he and his colleagues are looking at other factors. They are working with the same group of 3,000 women, to try to find out whether reading mothers make better use of hospitals and clinics, opt for smaller families, exert more control at home, learn modem childcare techniques more quickly, or whether they merely have more respect for themselves and their children.
The Nicaraguan study may have important implications for governments and aid agencies that need to know where to direct their resources. Sandiford says that there is increasing evidence that female education, at any age, is ‘an important health intervention in its own right’ .The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health. ‘We’ve known for a long time that maternal education is important,’ says John Cleland of the London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started educating girls today, we’d have to wait a generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.’
Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have an immediate impact on their everyday lives, and many literacy campaigns in other countries have been much less successful. ‘The crusade was part of a larger effort to bring a better life to the people,’ says Cleland. Replicating these conditions in other countries will be a major challenge for development workers.
Questions 14-18
Complete the summary using the list of words, A-J, below. Write the correct letters, A-J, in boxes 14-18 on your answer sheet. NB You may use any letter more than once.
The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate (14) ……………… to read and write. Public health experts have known for many years that there is a connection between child health and (15)……………… However, it has not previously been known whether these two factors were directly linked or not. This question has been investigated by (16)……………….. in Nicaragua. As a result, factors such as (17)…………………. and attitudes to children have been eliminated, and it has been shown that (18)……………. can in itself improve infant health and survival.
Questions 19-24
Do the following statements agree with the claims of the writer in Reading Passage 2? In boxes 19-24 on your answer sheet, write:
YES                                     if the statement agrees with the claims of the writer
NO                                       if the statement contradicts the claims of the writer
NOT GIVEN                    if it is impossible to say what the writer thinks about this
19 About a thousand of the women interviewed by the researchers had learnt to read when they were children.
20 Before the National Literacy Crusade, illiterate women had approximately the same levels of infant mortality as those who had learnt to read in primary school.
21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women stayed at about 110 deaths for each thousand live births.
22 The women who had learnt to read through the National Literacy Crusade showed the greatest change in infant mortality levels.
23 The women who had learnt to read through the National Literacy Crusade had the lowest rates of child mortality.
24 After the National Literacy Crusade, the children of the women who remained illiterate were found to be severely malnourished.
Questions 25 and 26
Choose TWO letters, A-E. Write the correct letters in boxes 25 and 26 on your answer sheet
Which TWO important implications drawn from the Nicaraguan study are mentioned by the writer of the passage?
A It is better to educate mature women than young girls
B Similar campaigns in other countries would be equally successful
C The effects of maternal literacy programmes can be seen very quickly
D Improving child health can quickly affect a country’s economy
E Money spent on female education will improve child health

ANSWERS


14. B
15. F
16. C
17. J
18. F
19. not given
20. no
21. yes
22. yes
23. no
24. not given
25. C
26. E

IELTS RIELTS Reading 30-09-2019: Reading Passage 1 (Academic) | Doctoring Sales

Doctoring Sales
A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical company, walked into a medical center in New York to bring information and free samples of her company’s latest products. That day she was lucky- a doctor was available to see her. ‘The last rep offered me a trip to Florida. What do you have?’ the physician asked. He was only half joking.
B What was on offer that day was a pair of tickets for a New York musical. But on any given day what Schaefer can offer is typical for today’s drugs rep -a car trunk full of promotional gifts and gadgets, a budget that could buy lunches and dinners for a small county hundreds of free drug samples and the freedom to give a physician $200 to prescribe her new product to the next six patients who fit the drug’s profile. And she also has a few $ 1,000 honoraria to offer in exchange for doctors’ attendance at her company’s next educational lecture.
C Selling Pharmaceuticals is a daily exercise in ethical judgment. Salespeople like Schaefer walk the line between the common practice of buying a prospect’s time with a free meal, and bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales and marketing practices, but find themselves in the middle of the age-old chicken-or-egg question – businesses won’t use strategies that don’t work, so are doctors to blame for the escalating extravagance of pharmaceutical marketing? Or is it the industry’s responsibility to decide the boundaries?
D The explosion in the sheer number of salespeople in the field- and the amount of funding used to promote their causes- forces close examination of the pressures, influences and relationships between drug reps and doctors. Salespeople provide much-needed information and education to physicians. In many cases the glossy brochures, article reprints and prescriptions they deliver are primary sources of drug education for healthcare givers. With the huge investment the industry has placed in face-to-face selling, sales people have essentially become specialists in one drug or group of drugs – a tremendous advantage in getting the attention of busy doctors in need of quick information.
E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by the sales reps are often followed up with meals at expensive restaurants, meetings in warm and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a doctor write with a pen that isn’t emblazoned with a drug’s name, or see a nurse use a tablet not bearing a pharmaceutical company’s logo. Millions of dollars are spent by pharmaceutical companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls. Money well spent? It’s hard to tell. I’ve been the recipient of golf balls from one company and I use them, but it doesn’t make me prescribe their medicine,’ says one doctor.’ I tend to think I’m not influenced by what they give me.’
F Free samples of new and expensive drugs might be the single most effective way of getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of dollars’ worth of samples each week-$7.2 billion worth of them in one year. Though few comprehensive studies have been conducted, one by the University of Washington investigated how drug sample availability affected what physicians prescribe. A total of 131 doctors self-reported their prescribing patterns-the conclusion was that the availability of samples led them to dispense and prescribe drugs that differed from their preferred drug choice.
G The bottom line is that pharmaceutical companies as a whole invest more in marketing than they do in research and development. And patients are the ones who pay-in the form of sky-rocketing prescription prices-for every pen that’s handed out, every free theatre ticket, and every steak dinner eaten. In the end the fact remains that pharmaceutical companies have every right to make a profit and will continue to find new ways to increase sales. But as the medical world continues to grapple with what’s acceptable and what’s not, it is clear that companies must continue to be heavily scrutinized for their sales and marketing strategies.
Questions 1-7
Reading Passage I has seven paragraphs, A-G. Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i-x, in boxes 1-7 on your answer sheet.
List of Headings
i Not all doctors are persuaded
ii Choosing the best offers
iii Who is responsible for the increase in promotions?
iv Fighting the drug companies
v An example of what doctors expect from drug companies
vi Gifts include financial incentives
vii Research shows that promotion works
viii The high costs of research
ix The positive side of drugs promotion
x Who really pays for doctors’ free gifts?
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G
Questions 8-13
Do the following statements agree with the views of the writer in Reading Passage 1? In boxes 8-13 on your answer sheet, write
YES                               if the statement agrees with the views of the writer
NO                                 if the statement contradicts the views of the writer
NOT GIVEN              if it is impossible to say what the writer thinks about this
8 Sales representatives like Kim Schaefer work to a very limited budget.
9 Kim Schaefer’s marketing technique may be open to criticism on moral grounds.
10 The information provided by drug companies is of little use to doctors.
11 Evidence of drug promotion is clearly visible in the healthcare environment.
12 The drug companies may give free drug samples to patients without doctors’ prescriptions.
13 It is legitimate for drug companies to make money.

ANSWERS

1. v
2. vi
3. iii
4. ix
5. i
6. vii
7. x
8. no
9. yes
10. no
11. yes
12. not given
13. yes

Sunday 29 September 2019

IELTS Reading 29-09-2019: Reading Passage 3 (General) | Red List of Threatened Species Reveals Global Extinction Crisis

Section 3
Questions 26 – 40 are based on the passage “Red List of Threatened Species Reveals Global Extinction”. The passage has 17 paragraphs labeled A-Q.
Questions 26 – 30
Which paragraphs contain the following information? Write the appropriate letter A – Q in boxes 26 – 30 on your answer sheet. You only need ONE letter for each answer.
26. The causes of species reduction in freshwater habitats.
27. What the report shows us that we must do to correct the destruction.
28. Usefulness of the report.
29. Statistical data to provide evidence that humans are primarily the cause.
30. What one contributing organisation did in response to the threats of certain species.
Question 31 — 35
Write the answers to the following questions using NO MORE THAN THREE WORDS in boxes 31 – 35 on your answer sheet
1. The starting date of the report.
2. Besides the problem of habitat changes, what was a big reason for problems in rivers, as mentioned in the report?
3. At what annual event will participants be immediately discussing the findings?
4. The geographical areas or terrain that seem to be the worse for endangering birds and mammals be it at high elevations or low elevations.
5. For what purpose are hunters especially interested in killing primates?
Questions 36 — 40
Do the statements below agree with the information given in the test ? in boxes 36 – 40 on your answer sheet write
TRUE                           if the statement is true
FALSE                         if the statement is false
NOT GIVEN              if the information is not given in the passage
36. The report lists most of the plants of the world.
37. BirdLife has successfully helped reduce the number of deaths related to fishing.
38. A higher percentage of mammals are threatened with extinction than are birds
39. The Red List shows that a third of all plant species are threatened.
40. Hunting is not the main threat to birds, plants, or animals.
Red List of Threatened Species Reveals Global Extinction Crisis
A The Earth’s most critically endangered animals and plants have been disappearing very rapidly since 1996, the world’s largest international conservation organisation reported today. One in four mammal species and one in eight species of birds are facing a high risk of extinction in the near future, in almost all cases because of human activities. The total number of threatened animal species has increased from 5,205 to 5,435. The 2000 IUCN Red List of Threatened Species is released once every four years by the IUCN–The World Conservation Union. The Red List is considered the most authoritative and comprehensive status assessment of global biodiversity. Founded in 1948, the IUCN brings together 77 states, 112 government agencies, 735 non-governmental organizations, 35 affiliates, and some 10,000 scientists and experts from 181 countries in a worldwide partnership. Drawing on all these sources of information, the Red List report uses scientific criteria to classify species into one of eight categories: Extinct, Extinct in the Wild, Critically Endangered, Endangered, Vulnerable, Lower Risk, Data Deficient and Not Evaluated. A species is classed as threatened if it falls in the Critically Endangered, Endangered or Vulnerable categories.
B “The fact that the number of critically endangered species has increased–mammals from 169 to 180; birds from 168 to 182–was a jolting surprise, even to those already familiar with today’s increasing threats to biodiversity. These findings should be taken very seriously by the global community,” says Maritta von Bieberstein Koch-Weser, the IUCN’s director general. The magnitude of risk, shown by movements to the higher risk categories, has increased, although the overall percentage of threatened mammals and birds has not greatly changed in four years, the IUCN found. Primates such as apes and monkeys showed the greatest increase in the number of threatened mammals–from 96 to 116 species. Many changes were found to be caused by increased habitat loss and hunting, particularly the bushmeat trade. The number of Critically Endangered primates increased from 13 to 19. Endangered primates number 46 today, up from 29 four years ago.
C Russell Mittermeier, president of Conservation International and chair of the IUCN’s Primate Specialist Group says, “The Red List is solid documentation of the global extinction crisis, and it reveals just the tip of the iceberg.” “Many wonderful creatures will be lost in the first few decades of the 21st century unless we greatly increase levels of support, involvement and commitment to conservation,” he warns. Human and financial resources must be mobilised at between 10 and 100 times the current level to address this crisis, the Red List analysis urges.
D Indonesia, India, Brazil and China are among the countries with the most threatened mammals and birds, while plant species are declining rapidly in South and Central America, Central and West Africa, and Southeast Asia. Habitat loss and habitat degradation affect 89 percent of all threatened birds, 83 percent of mammals, and 91 percent of threatened plants assessed. Habitats with the highest number of threatened mammals and birds are lowland and mountain tropical rainforest.
E Freshwater habitats are “extremely vulnerable” with many threatened fish, reptile, amphibian and invertebrate species. Freshwater turtles, heavily exploited for food and medicinal use in Asia, went from 10 to 24 Critically Endangered species in the past four years. “Hunting of these species is unregulated and unmanaged, and the harvest levels are far too high for the species to sustain,” the IUCN warns. As populations disappear in Southeast Asia, there are signs that this trade is increasingly shifting to India, and further afield to the Americas and Africa. The report points to “extremely serious deterioration” in the status of river-dwelling species largely due to water development projects and other habitat changes. One of the major threats to lake-dwelling species is introduced species. A systematic analysis of the status of these species will be undertaken in three years.
F BirdLife International produced the global status analysis that forms a major component of the Red List. The most significant changes have been in the albatrosses and petrels, with an increase from 32 to 55 threatened species. Sixteen albatross species are now threatened compared to only three in 1996, as a result of longline fishing. Of the remaining five albatross species, four are now near-threatened. Threatened penguin species have doubled from five to 10. These increases reflect the growing threats to the marine environment,” the IUCN reports. BirdLife International has started an international campaign titled, “Save the albatross: keeping the world’s sebirds off the hook” to reduce the accidental–by catch of seabirds through longline fisheries, adopting appropriate mitigation measures. The Philippines, another biodiversity hotspot, has lost 97 percent of its original vegetation and has more Critically Endangered birds than any other country.
G The IUCN Red List includes 5,611 species of threatened plants, many of which are trees. The total number of globally threatened plant species is still small in relation to the total number of plant species, but this is because most plant species have still not been assessed for their level of threat, the IUCN says. The only major plant group to have been comprehensively assessed is the conifers, of which 140 species, 16 percent of the total, are threatened. Assessments undertaken by Nature Conservancy, not yet incorporated in the Red List, indicate that one-third of the plant species in North America are threatened. In the last 500 years, human activity has forced 816 species to extinction or extinction in the wild. One hundred and three extinctions have occurred since 1800, indicating an extinction rate 50 times greater than the natural rate. Many species are lost before they are discovered. A total of 18,276 species and subspecies are included in the 2000 Red List. Approximately 25 percent of reptiles, 20 percent of amphibians and 30 percent of fishes, mainly freshwater, so far assessed are listed as threatened.
H Since only a small proportion of these groups has been assessed, the percentage of threatened species could be much higher, the IUCN says. As well as classifying species according to their extinction risk; the Red List provides information on species range, population trends, main habitats, major threats and conservation measures, both already in place and those needed. It allows insight into the processes driving extinction. The release of the 2000 Red List comes a week before the second World Conservation Congress in Amman, Jordan, where members of the IUCN will meet to define global conservation policy for the next four years, including ways of addressing the growing extinction crisis.

IELTS Reading 29-09-2019: Reading Passage 2 (General)

Section 2
Questions 14 —19
Look at the information on the following page about Bathworth University’s refund policy.
In boxes 14 — 19 on your answer sheet write
TRUE                        if the statement is true
FALSE                      if the statement is false
NOT GIVEN          if the information is not given in the passage
14. University transfer of refund fees can be done if handled by both universities.
15. A student may get a full refund if withdrawing for personal reasons, but it is at the university’s discretion.
16. Each day you wait the refund becomes less and less
17. You are entitled to a full refund if you are ill and cannot complete the course.
18. If you enroll in a course and then later find out you do not have the right qualifications to take the program, you may get a refund.
19. If you make a mistake and enroll in the wrong courses and later are advised not to take the course by a school adviser, you may get a refund.


Refund policy
You should be aware of Bathworth’s refund policy for all fee-paying international students enrolled at Bathworth University.
General refund for new students
A general refund may be given if written notice of withdrawal from units or intermission from a course of study is received by the University
Semester 1 and 2
• up to and on the official starting date of the semester–90% refund of the course fee, or:
• after the official starting date of a semester and up to and including the HECS census date–fifty per cent (50%) refund of the course fee.
• when a student withdraws or discontinues from a unit or course of study after the HECS census date for the semester–no refund shall be given.
Semester – Summer
• Withdrawal from units up to and including 13 December–90% refund •
After 13 December–no refund shall be given.
Full refund
A full refund may be given in special circumstances. Such circumstances should be beyond the control of the student . The following reasons are grounds to apply for a full refund:
• a student is refused a student visa
• an offer is withdrawn or an enrolment terminated because the University is unable to provide the course of study, or
• a student withdraws from a unit on the advice of a Faculty Course Adviser and does not enroll in a replacement unit (the signature of the Faculty is needed)
• the University changes or is unable to offer units such that a student is prevented from completing the unit/s
• a student is unable to fulfill the requirements of an offer
• a student withdraws from a unit and enrolls in a replacement unit in the same semester.
Executive discretion may be exercised for applications which do mt comply with the above provisions but for which extraordinary circumstances may exist. Application for a refund in special circumstances must be made in writing and sent to the Executive Director. Proof of payment and validation of the reasons for applyhg for a refund will be required.
Methods of refund
The following apply to refunds:
• Refunds will be made in Australian dollars only, by cheque.
• Refunds in the form of the transfer of fees to another institution will not be made directly to a student. The student must provide evidence of acceptance into that institution before the approved refund will be transferred.
Questions 20 – 25
Look at the letter to a student regarding information about the credit policy of the school.
The text has 7 sections (1 — 7). Choose the most suitable heading for each section from the list of headings below. Write the appropriate numbers (i-xii) in boxes 20 — 25 on your answer sheet.
20. Section 2
21. Section 3
22. Section 4
23. Section 5
24. Section 6
25. Section 7
List of Headings
i. Academic Dean Discretion
ii. Undergraduate credit load policy
iii. Minimum load for full-time status
iv. Requirements for credit overload
v. Maximum number any student can take
vi. Maximum credits for full time status
vii. Maximum credits allowed without requiring permission
viii. International Student Credit Overload policies
ix. Definition of the Credit system
x. Requirements for exceeding overload limit
xi. Restrictions on credit policy for International Students
xii. Limitations on Permission to exceed overload limit
Bathworth University
Dear Student,
Thank you for your inquiry regarding the maximum and minimum number of courses you are allowed to enroll in at Bathworth. Without knowing your academic record in detail, I can, at least, inform you of our credit load policies.
1. Our system of course minimums and maximums is based on the credit system. The credit system is a measure of the number of hours both within a class and outside of a class that a student would need to devote to a particular course. At Bathworth, one semester credit is equal to 32 class hours and 60 hours of study outside the class.
2. Recognizing that many of Bathworth’s students are also employed, the university recognizes 9 credits for undergraduates (normally 3 classes), and 6 credits for graduates as a standard full-time, course load per semester.
3. The maximum credit load is 12 semester credits for undergraduate and 9 semester credits for graduate students.
4. Requests by students to exceed those limits may be approved by the Academic Dean, or may be allowed on a case by case basis. Undergraduate students may qualify for a credit overload if they have maintained a cumulative grade point average of at least 2.5 for 20 credits and a graduate student has at least a 3.25 grade point average for 12 credits while enrolled at Bathworth.
5. In some cases, at the discretion of the Academic Dean, you may be allowed to take up to 20 credits if your grade point average is at least 3.0, and graduate students who maintain a 3.4 GPA may be given approval to take up to 12 credits.
6. This permission to exceed the load, however, is extended to a student for only one term, and is subject to review as the student’s circumstances change.
7. International students must attend on a full-time maximum-load basis ( 9 credits for undergraduates and 6 credits for graduates) as defined by the Immigration Authorities to maintain “active” status with the immigration authorities. All other credit load policies remain the same for international students.
I hope this is helpful for you in making a decision
With regards,
Amy Fisher
Assistant to the Academic Dean

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