{{B}}Reading Module (60 minutes){{/B}}

Youshouldspendabout20minutesonthistask.Themapsbelowshowthesiteofaschoolin2013andtheplannedonein2016.Summarisetheinformationbyselectingandreportingthemainfeatures,andmakecomparisonswhererelevant.Writeatleast150words.

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.A Americans today choose among more options in more parts of life than has ever been possible before. To an extent, the opportunity to choose enhances our lives. It is only logical to think that if some choices are good, more is better; people who care about having infinite options will benefit from them, and those who do not can always just ignore the 273 versions of cereal they have never tried. Yet recent research strongly suggests that, psychologically, this assumption is wrong, with 5% lower percentage announcing they are happy. Although some choices are undoubtedly better than none, more is not always better than less.B Recent research offers insight into why many people end up unhappy rather than pleased when their options expand. We began by making a distinction between "maximisers" (those who always aim to make the best possible choice) and "satisficers" (those who aim for "good enough," whether or not better selections might be out there).C In particular, we composed a set of statements—the Maximisation Scale—to diagnose people's propensity to maximise. Then we had several thousand people rate themselves from 1 to 7 (from "completely disagree" to "completely agree") on such statements as "I never settle for second best." We also evaluated their sense of satisfaction with their decisions. We did not define a sharp cutoff to separate maximisers from satisficers, but in general, we think of individuals whose average scores are higher than 4 (the scale's midpoint) as maximisers and those whose scores are lower than the midpoint as satisficers. People who score highest on the test—the greatest maximisers—engage in more product comparisons than the lowest scorers, both before and after they make purchasing decisions, and they take longer to decide what to buy. When satisficers find an item that meets their standards, they stop looking. But maximisers exert enormous effort reading labels, checking out consumer magazines and trying new products. They also spend more time comparing their purchasing decisions with those of others.D We found that the greatest maximisers are the least happy with the fruits of their efforts. When they compare themselves with others, they get little pleasure from finding out that they did better and substantial dissatisfaction from finding out that they did worse. They are more prone to experiencing regret after a purchase, and if their acquisition disappoints them, their sense of well-being takes longer to recover. They also tend to brood or ruminate more than satisficers do.E Does it follow that maximisers are less happy in general than satisficers? We tested this by having people fill out a variety of questionnaires known to be reliable indicators of well-being. As might be expected, individuals with high maximisation scores experienced less satisfaction with life and were less happy, less optimistic and more depressed than people with low maximisation scores. Indeed, those with extreme maximisation ratings had depression scores that placed them in the borderline of clinical range.F Several factors explain why more choice is not always better than less, especially for maximisers. High among these are "opportunity costs." The quality of any given option cannot be assessed in isolation from its alternatives. One of the "costs" of making a selection is losing the opportunities that a different option would have afforded. Thus an opportunity cost of vacationing on the beach in Cape Cod might be missing the fabulous restaurants in the Napa Valley. Early Decision Making Research by Daniel Kahneman and Amos Tversky showed that people respond much more strongly to losses than gains. If we assume that opportunity costs reduce the overall desirability of the most preferred choice, then the more alternatives there are, the deeper our sense of loss will be and the less satisfaction we will derive from our ultimate decision.G The problem of opportunity costs will be better for a satisficer. The latter's "good enough" philosophy can survive thoughts about opportunity costs. In addition, the "good enough" standard leads to much less searching and inspection of alternatives than the maximiser's "best" standard. With fewer choices under consideration, a person will have fewer opportunity costs to subtract.H Just as people feel sorrow about the opportunities they have forgone, they may also suffer regret about the option they settled on. My colleagues and I devised a scale to measure proneness to feeling regret, and we found that people with high sensitivity to regret are less happy, less satisfied with life, less optimistic and more depressed than those with low sensitivity. Not surprisingly, we also found that people with high regret sensitivity tend to be maximisers. Indeed, we think that worry over future regret is a major reason that individuals become maximisers. The only way to be sure you will not regret a decision is by making the best possible one. Unfortunately, the more options you have and the more opportunity costs you incur, the more likely you are to experience regret.I In a classic demonstration of the power of sunk costs, people were offered season subscriptions to a local theatre company. Some were offered the tickets at full price and others at a discount. Then the researchers simply kept track of how often the ticket purchasers actually attended the plays over the course of the season. Full-price payers were more likely to show up at performances than discount payers. The reason for this, the investigators argued, was that the full-price payers would experience more regret if they did not use the tickets because not using the more costly tickets would constitute a bigger loss. To increase sense of happiness, we can decide to restrict our options when the decision is not crucial. For example, make a rule to visit no more than two stores when shopping for clothing.Questions 1-4Look at the following descriptions or deeds (Questions 1-4) and the list of catego ries below.Match each description or deed with the correct category, A-D.Write the correct letter, A-D, in boxes 1-4 on your answer sheet.A "maximisers"B "satisficers"C neither "maximisers" nor "satisficers"D both "maximisers" and "satisficers"

Look at the following statements (Questions 19-23) and the list of scientists below.Match each statement with the correct scientist, A-E.Write the correct letter, A-E, in boxes 19-23 on your answer sheet.NB You may use any letter more than once.List of Scientists A Thomas Lehman B Earl Miller C David Meyer D Gloria Mark E Edward Hallowell

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below. Endangered languages 'Never mind whales, save the languages', says Peter Monaghan, graduate of the Australian National UniversityWorried about the loss of rainforests and the ozone layer? Well, neither of those is doing any worse than a large majority of the 6,000 to 7,000 languages that remain in use on Earth. One half of the survivors will almost certainly be gone by 2050, while 40% more will probably be well on their way out. In their place, almost all humans will speak one of a handful of megalanguages - Mandarin, English, Spanish.Linguists know what causes languages to disappear, but less often remarked is what happens on the way to disappearance: languages' vocabularies, grammars and expressive potential all diminish as one language is replaced by another. 'Say a community goes over from speaking a traditional Aboriginal language to speaking a Creole*,' says Australian Nick Evans, a leading authority on Aboriginal languages, 'you leave behind a language where there's very fine vocabulary for the landscape. All that is gone in a Creole. You've just got a few words like 'gum tree' or whatever. As speakers become less able to express the wealth of knowledge that has filled ancestors' lives with meaning over millennia, it's no wonder that communities tend to become demoralised.'If the losses are so huge, why are relatively few linguists combating the situation? Australian linguists, at least, have achieved a great deal in terms of preserving traditional languages. Australian governments began in the 1970s to support an initiative that has resulted in good documentation of most of the 130 remaining Aboriginal languages. In England, another Australian, Peter Austin, has directed one of the world's most active efforts to limit language loss, at the University of London. Austin heads a programme that has trained many documentary linguists in England as well as in language-loss hotspots such as West Africa and South America.At linguistics meetings in the US, where the endangered-language issue has of late been something of a flavour of the month, there is growing evidence that not all approaches to the preservation of languages will be particularly helpful. Some linguists are boasting, for example, of more and more sophisticated means of capturing languages: digital recording and storage, and internet and mobile phone technologies. But these are encouraging the 'quick dash' style of recording trip: fly in, switch on digital recorder, fly home, download to hard drive, and store gathered material for future research. That's not quite what some endangered-language specialists have been seeking for more than 30 years. Most loud and untiring has been Michael Krauss, of the University of Alaska. He has often complained that linguists are playing with non-essentials while most of their raw data is disappearing.Who is to blame? That prominent linguist Noam Chomsky, say Krauss and many others. Or, more precisely, they blame those linguists who have been obsessed with his approaches. Linguists who go out into communities to study, document and describe languages, argue that theoretical linguists, who draw conclusions about how languages work, have had so much influence that linguistics has largely ignored the continuing disappearance of languages.Chomsky, from his post at the Massachusetts Institute of Technology, has been the great man of theoretical linguistics for far longer than he has been known as a political commentator. His landmark work of 1957 argues that all languages exhibit certain universal grammatical features, encoded in the human mind. American linguists, in particular, have focused largely on theoretical concerns ever since, even while doubts have mounted about Chomsky's universals.Austin and Co. are in no doubt that because languages are unique, even if they do tend to have common underlying features, creating dictionaries and grammars requires prolonged and dedicated work. This requires that documentary linguists observe not only languages' structural subtleties, but also related social, historical and political factors. Such work calls for persistent funding of field scientists who may sometimes have to venture into harsh and even hazardous places. Once there, they may face difficulties such as community suspicion. As Nick Evans says, a community who speak an endangered language may have reasons to doubt or even oppose efforts to preserve it. They may have seen support and funding for such work come and go. They may have given up using the language with their children, believing they will benefit from speaking a more widely understood one.Plenty of students continue to be drawn to the intellectual thrill of linguistics field work. That's all the more reason to clear away barriers, contend Evans, Austin and others. The highest barrier, theyagree, is that the linguistics profession's emphasis on theory gradually wears down the enthusiasm of linguists who work in communities. Chomsky disagrees. He has recently begun to speak in support of language preservation. But his linguistic, as opposed to humanitarian, argument is, let's say, unsentimental: the loss of a language, he states, 'is much more of a tragedy for linguists whose interests are mostly theoretical, like me, than for linguists who focus on describing specific languages, since it means the permanent loss of the most relevant data for general theoretical work'. At the moment, few institutions award doctorates for such work, and that's the way it should be, he reasons. In linguistics, as in every other discipline, he believes that good descriptive work requires thorough theoretical understanding and should also contribute to building new theory. But that's precisely what documentation does, objects Evans. The process of immersion in a language, to extract, analyse and sum it up, deserves a PhD because it is 'the most demanding intellectual task a linguist can engage in'.* a language developed from a mixture of two different languagesQuestions 27-32Do the following statements agree with the views of the writer in Reading Passage 3?In boxes 27-32 on your answer sheet, writeYES if the statement agrees with the views of the writerNO if the statement contradicts the views of the writerNOT GIVEN if it is impossible to say what the writer thinks about this

In many countries schools have severe problems with student behavior. What do you think are the causes of this? What solutions can you suggest?

Which advantage is mentioned for each of the following restaurants?Choose SIX answers from the box and write the correct letter, A-H, next to questions 15-20.AdvantagesA the decorationB easy parkingC entertainmentD excellent serviceE good valueF good viewsG quiet locationH wide menu

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below. The Pursuit of HappinessAIn the late 1990s, psychologist Martin Seligman of the University of Pennsylvania urged colleagues to observe optimal moods with the same kind of focus with which they had for so long studied illnesses: we would never learn about the full range of human functions unless we knew as much about mental wellness as we do about mental illness. A new generation of psychologists built up a respectable body of research on positive character traits and happiness-boosting practices. At the same time, developments in neuroscience provided new clues to what makes us happy and what that looks like in the brain. Self-appointed experts took advantage of the trend with guarantees to eliminate worry, stress, dejection and even boredom. This happiness movement has provoked a great deal of opposition among psychologists who observe that the preoccupation with happiness has come at the cost of sadness, an important feeling that people have tried to banish from their emotional repertoire. Allan Horwitz of Rutgers laments that young people who are naturally weepy after breakups are often urged to medicate themselves instead of working through their sadness. Wake Forest University's Eric Wilson fumes that the obsession with happiness amounts to a "craven disregard" for the melancholic perspective that has given rise to the greatest works of art. "The happy man," he writes, "is a hollow man."BAfter all, people are remarkably adaptable. Following a variable period of adjustment, we bounce back to our previous level of happiness, no matter what happens to us.(There are some scientifically proven exceptions, notably suffering the unexpected loss of a job or the loss of a spouse. Both events tend to permanently knock people back a step.)Our adaptability works in two directions. Because we are so adaptable, points out Professor Sonja Lyubomirsky of the University of California, we quickly get used to many of the accomplishments we strive for in life, such as landing the big job or getting married. Soon after we reach a milestone, we start to feel that something is missing. We begin coveting another worldly possession or eyeing a social advancement. But such an approach keeps us tethered to a treadmill where happiness is always just out of reach, one toy or one step away. It's possible to get off the treadmill entirely by focusing on activities that are dynamic, surprising, and attention-absorbing, and thus less likely to bore us than, say, acquiring shiny new toys.CMoreover, happiness is not a reward for escaping pain. Russ Harris, the author of The Happiness Trap, calls popular conceptions of happiness dangerous because they set people up for a "struggle against reality". They don't acknowledge that real life is full of disappointments, loss, and inconveniences. "If you're going to live a rich and meaningful life," Harris says, "you're going to feel a full range of emotions." Action toward goals other than happiness makes people happy. It is not crossing the finish line that is most rewarding, it is anticipating achieving the goal. University of Wisconsin neuroscientist Richard Davidson has found that working hard toward a goal, and making progress to the point of expecting a goal to be realised, not only activates positive feelings but also suppresses negative emotions such as fear and depression.DWe are constantly making decisions, ranging from what clothes to put on, to whom we should marry, not to mention all those flavors of ice cream. We base many of our decisions on whether we think a particular preference will increase our well-being. Intuitively, we seem convinced that the more choices we have, the better off we will ultimately be. But our world of unlimited opportunity imprisons us more than it makes us happy. In what Swarthmore psychologist Barry Schwartz calls "the paradox of choice," facing many possibilities leaves us stressed out - and less satisfied with whatever we do decide. Having too many choices keeps us wondering about all the opportunities missed.EBesides, not everyone can put on a happy face. Barbara Held, a professor of psychology at Bowdoin College, rails against "the tyranny of the positive attitude". "Looking on the bright side isn't possible for some people and is even counterproductive," she insists. "When you put pressure on people to cope in a way that doesn't fit them, it not only doesn't work, it makes them feel like a failure on top of already feeling bad." The one-size-fits-all approach to managing emotional life is misguided, agrees Professor Julie Norem, author of The Positive Power of Negative Thinking. In her research, she has shown that the defensive pessimism that anxious people feel can be harnessed to help them get things done, which in turn makes them happier. A naturally pessimistic architect, for example, can set low expectations for an upcoming presentation and review all of the bad outcomes that she's imagining, so that she can prepare carefully and increase her chances of success.FBy contrast, an individual who is not living according to their values, will not be happy, no matter how much they achieve. Some people, however, are not sure what their values are. In that case Harris has a great question: "Imagine I could wave a magic wand to ensure that you would have the approval and admiration of everyone on the planet, forever. What, in that case, would you choose to do with your life?" Once this has been answered honestly, you can start taking steps toward your ideal vision of yourself. The actual answer is unimportant, as long as you're living consciously. The state of happiness is not really a state at all. It's an ongoing personal experiment.Which paragraph mentions the following?Write the correct letter, A-F, in boxes 14-19 on your answer sheet. NB You may use any letter more than once.

In many less-developed countries, the gap in the standard of living between the city and countryside is very large. What are the reasons? How could the gap be reduced?

Research indicates that the characteristics we are born with have much more influence on our personality and development than any experiences we may have in our life. Which do you consider to be the major influence?

Which of the following does Steven Johnson disagree with?

Youshouldspendabout20minutesonthistask.Thelinechartbelowshowsthepercentageofpeopleindifferentagegroupswhoplayedvideogamesmorethantenhoursaweekbetween1984and2003.Summarisetheinformationbyselectingandreportingthemainfeatures,andmakecomparisonswhererelevant.Writeatleast150words.

Youshouldspendabout20minutesonQuestions27-40,whicharebasedonReadingPassage3below.TheDeepSeaAtatimewhenmostthinkofouterspaceasthefinalfrontier,wemustrememberthatagreatdealofunfinishedbusinessremainshereonearth.RobotscrawlonthesurfaceofMars,andspacecraftexitoursolarsystem,butmostofourownplanethasstillneverbeenseenbyhumaneyes.Itseemsironicthatweknowmoreaboutimpactcratersonthefarsideofthemoonthanaboutthelongestandlargestmountainrangeonearth.ItisamazingthathumanbeingscrossedaquarterofamillionmilesofspacetovisitournearestcelestialneighborbeforepenetratingjusttwomilesdeepintotheearthsownwaterstoexploretheMidoceanRidge.Anditwouldbehardtoimagineamoresignificantpartofourplanettoinvestigate-achainofvolcanicmountains42,000mileslongwheremostoftheearthssolidsurfacewasborn,andwherevastvolcanoescontinuetocreatenewsubmarinelandscapes.Thefigurewesooftenseequoted-71%oftheearthssurface-understatestheoceans'importance.Ifyouconsiderinsteadthree-dimensionalvolumes,theland-dwellers'shareoftheplanetshrinksevenmoretowardinsignificance:lessthan1%ofthetotal.Mostoftheoceans'enormousvolume,liesdeepbelowthefamiliarsurface.Theuppersunlitlayer,byoneestimate,containsonly2or3%ofthetotalspaceavailabletolife.Theother97%oftheearth'sbiosphereliesdeepbeneaththewater'ssurface,wheresunlightneverpenetrates.Untilrecently,itwasimpossibletostudythedeepoceandirectly.Bythesixteenthcentury,divingbellsallowedpeopletostayunderwaterforashorttime:theycouldswimtothebelltobreatheairtrappedunderneathitratherthanreturnallthewaytothesurface.Later,otherdevices,includingpressurizedorarmoredsuits,heavymetalhelmets,andcompressedairsuppliedthroughhosesfromthesurface,allowedatleastonedivertoreach500feetorso.Itwas1930whenabiologistnamedWilliamBeebeandhisengineeringcolleagueOtisBartonsealedthemselvesintoanewkindofdivingcraft,aninventionthatfinallyallowedhumanstopenetratebeyondtheshallowsunlitlayeroftheseaandthehistoryofdeep-seaexplorationbegan.Sciencethenwaslargelyincidental-somethingthathappenedalongtheway.Intermsoftechnicalingenuityandhumanbravery,thispartofthestoryiseverybitasamazingasthehistoryofearlyaviation.Yetmanyoftheseindividuals,andthedeep-divingvehiclesthattheybuiltandtested,arenotwellknown.Itwasnotuntilthe1970sthatdeep-divingmannedsubmersibleswereabletoreachtheMidoceanRidgeandbeginmakingmajorcontributionstoawiderangeofscientificquestions.Aburstofdiscoveriesfollowedinshortorder.Severaloftheseprofoundlychangedwholefieldsofscience,andtheirimplicationsarestillnotfullyunderstood.Forexample,biologistsmaynowbeseeing-inthestrangecommunitiesofmicrobesandanimalsthatlivearounddeepvolcanicvents-cluestotheoriginoflifeonearth.Nooneevenknewthatthesecommunitiesexistedbeforeexplorersbegandivingtothebottominsubmersibles.Enteringthedeep,blackabysspresentsuniquechallengesforwhichhumansmustcarefullyprepareiftheywishtosurvive.Itisanunforgivingenvironment,bothharshandstrangelybeautiful,thatfewwhohavenotexperienceditfirsthandcanfullyappreciate.Eventhemostpowerfulsearchlightspenetrateonlytensoffeet.Suspendedparticlesscatterthelightandwateritselfisfarlesstransparentthanair;itabsorbsandscatterslight.Theoceanalsoswallowsothertypesofelectromagneticradiation,includingradiosignals.Thatiswhymanydeepseavehiclesdanglefromtethers.Insidethosetethers,copperwiresorfiberopticstrandstransmitsignalsthatwoulddissipateanddieifbroadcastintoopenwater.Anotherchallengeisthatthetemperaturenearthebottominverydeepwatertypicallyhoversjustfourdegreesabovefreezing,andsubmersiblesrarelyhavemuchinsulation.Sincewaterabsorbsheatmorequicklythanair,thecolddownbelowseemstopenetrateadivingcapsulefarmorequicklythanitwouldpenetrate,say,acontrolvanupabove,onthedeckofthemothership.Andfinally,theabyssclampsdownwithcrushingpressureonanythingthatentersit.Thisforceislikeairpressureonland,exceptthatwaterismuchheavierthanair.Atsealevelonland,wedon'tevennotice1atmosphereofpressure,about15poundspersquareinch,theweightoftheearth'sblanketofair.Inthedeepestpartoftheocean,nearlysevenmilesdown,it'sabout1,200atmospheres,18,000poundspersquareinch.Asquare-inchcolumnofleadwouldcrushdownonyourbodywithequalforceifitwere3,600feettall.Fishthatliveinthedeepdon'tfeelthepressure,becausetheyarefilledwithwaterfromtheirownenvironment.Ithasalreadybeencompressedbyabyssalpressureasmuchaswatercanbe(whichisnotmuch).Adivingcraft,however,isahollowchamber,rudelydisplacingthewateraroundit.Thatchambermustwithstandthefullbruntofdeep-seapressure-thousandsofpoundspersquareinch.Ifseawaterwiththatmuchpressurebehinditeverfindsawaytobreakinside,itexplodesthroughtheholewithlaserlikeintensity.Itwasintosuchaterrifyingenvironmentthatthefirsttwentieth-centuryexplorersventured.Questions27-30Writethecorrectletter,A,B,CorD,inboxes27-30onyouranswersheet

Youshouldspendabout20minutesonQuestions1-13,whicharebasedonReadingPassage1below.CommunicatinginColourTherearemorethan160knownspeciesofchameleons.ThemaindistributionisinAfricaandMadagascar,andothertropicalregions,althoughsomespeciesarealsofoundinpartsofsouthernEuropeandAsia.ThereareintroducedpopulationsinHawaiiandprobablyinCaliforniaandFloridatoo.Newspeciesarestilldiscoveredquitefrequently.DrAndrewMarshall,aconservationistfromYorkUniversity,wassurveyingmonkeysinTanzania,whenhestumbledacrossatwigsnakeintheMagomberaforestwhich,frightened,coughedupachameleonandfled.Thoughacolleaguepersuadedhimnottotouchitbecauseoftheriskfromvenom,Marshallsuspecteditmightbeanewspecies,andtookaphotographtosendtocolleagues,whoconfirmedhissuspicions.Kinyongiamagomherae,literally"thechameleonfromMagombera",istheresult,andthefactitwasnoteasytoidentifyispreciselywhatmadeitunique.Themostremarkablefeatureofchameleonsistheirabilitytochangecolour,anabilityrivalledonlybycuttlefishandoctopiintheanimalkingdom.Becauseofthis,colourisnotthebestthingfortellingchameleonsapartanddifferentspeciesareusuallyidentifiedbasedonthepatterningandshapeofthehead,andthearrangementofscales.Inthiscaseitwasthebulgeofscalesonthechameleon'snose.Chameleonsareabletousecolourforbothcommunicationandcamouflagebyswitchingfrombright,showycolourstotheexactcolourofatwigwithinseconds.Theyshowanextraordinaryrangeofcolours,fromnearlyblacktobrightblues,oranges,pinksandgreens,evenseveralatonce.Apopularmisconceptionisthatchameleonscanmatchwhateverbackgroundtheyareplacedon,whetherachequeredredandyellowshirtoraSmartie*box.Buteachspecieshasacharacteristicsetofcellscontainingpigmentdistributedovertheirbodiesinaspecificpattern,whichdeterminestherangeofcoloursandpatternstheycanshow.Tothegreatdisappointmentofmanychildren,placingachameleononaSmartieboxgenerallyresultsinastressed,confused,darkgreyormottledchameleon.Chameleonsarevisualanimalswithexcellenteyesight,andtheycommunicatewithcolour.Whentwomaledwarfchameleonsencountereachother,eachshowsitsbrightestcolours.Theypuffouttheirthroatsandpresentthemselvesside-onwiththeirbodiesflattenedtoappearaslargeaspossibleandtoshowofftheircolours.Thisenablesthemtoassesseachotherfromadistance.Ifoneisclearlysuperior,theotherquicklychangestosubmissivecolouration,whichisusuallyadullcombinationofgreysorbrowns.Iftheopponentsarecloselymatchedandbothmaintaintheirbrightcolours,thecontestcanescalatetophysicalfightingandjaw-locking,eachtryingtopusheachotheralongthebranchinacontestofstrength.Eventually,theloserwillsignalhisdefeatwithsubmissivecolouration.Femalesalsohaveaggressivedisplaysusedtorepelmaleattemptsatcourtship.Whencourtingafemale,malesdisplaythesamebrightcoloursthattheyuseduringcontests.Mostofthetime,femalesareunreceptiveandaggressivelyrejectmalesbydisplayingacontrastinglightanddarkcolourpattern,withtheirmouthsopenandmovingtheirbodiesrapidlyfromsidetoside.Ifthemalecontinuestocourtafemale,sheoftenchasesandbiteshimuntilheretreats.Therangeofcolourchangeduringfemaledisplays,althoughimpressive,isnotasgreatasthatshownbymales.Manypeopleassumethatcolourchangeevolvedtoenablechameleonstomatchagreatervarietyofbackgroundsintheirenvironment.Ifthiswasthecase,thentheabilityofchameleonstochangecolourshouldbeassociatedwiththerangeofbackgroundcoloursinthechameleon'shabitat,butthereisnoevidenceforsuchapattern.Forexample,foresthabitatsmighthaveagreaterrangeofbrownandgreenbackgroundcoloursthangrasslands,soforest-dwellingspeciesmightbeexpectedtohavegreaterpowersofcolourchange.Instead,themaleswhosedisplaycoloursarethemosteye-catchingshowthegreatestcolourchange.Theirdisplaysarecomposedofcoloursthatcontrasthighlywitheachotheraswellaswiththebackgroundvegetation.Thissuggeststhatthespeciesthatevolvedthemostimpressivecapacitiesforcolourchangedidsotoenablethemtointimidaterivalsorattractmatesratherthantofacilitatecamouflage.Howdoweknowthatchameleondisplaycoloursareeye-catchingtoanotherchameleon-or,forthatmatter,toapredatorybird?Gettingaviewfromtheperspectiveofchameleonsortheirbirdpredatorsrequiresinformationonthechameleon'sorbird'svisualsystemandanunderstandingofhowtheirbrainsmightprocessvisualinformation.Thisisbecausetheperceivedcolourofanobjectdependsasmuchonthebrain'swiringasonthephysicalpropertiesoftheobjectitself.Luckily,recentscientificadvanceshavemadeitpossibletoobtainsuchmeasurementsinthefield,andinformationonvisualsystemsofavarietyofanimalsisbecomingincreasinglyavailable.Thespectaculardiversityofcoloursandornamentsinnaturehasinspiredbiologistsforcenturies.Butifwewanttounderstandthefunctionandevolutionofanimalcolourpatterns,weneedtoknowhowtheyareperceivedbytheanimalsthemselves-ortheirpredators.Afterall,camouflageandconspicuousnessareintheeyeofthebeholder.*SmartiesTMaresugar-coatedchocolatesinarangeofbrightcolours.Questions1-4Answerthequestionsbelow.ChooseNOMORETHANTHREEWORDSfromthepassageforeachanswer.Writeyouranswersinboxes1-4onyouranswersheet.

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below. Theory or Practice? —What is the point of research carried out by biz schools?Students go to universities and other academic institutions to prepare for their future. We pay tuition and struggle through classes in the hopes that we can find a fulfilling and exciting career. But the choice of your university has a large influence on your future. How can you know which university will prepare you the best for your future? Like other academic institutions, business schools are judged by the quality of the research carried out by their faculties. Professors must both teach students and also produce original research in their own field. The quality of this research is assessed by academic publications. At the same time, universities have another responsibility to equip their students for the real world, however that is defined. Most students learning from professors will not go into academics themselves—so how do academics best prepare them for their future careers, whatever that may be? Whether academic research actually produces anything that is useful to the practice of business, or even whether it is its job to do so, are questions that can provoke vigorous arguments on campus.The debate, which first flared during the 1950s, was reignited in August, when AACSB International, the most widely recognised global accrediting agency for business schools, announced it would consider changing the way it evaluates research. The news followed rather damning criticism in 2002 from Jeffrey Pfeffer, a Stanford professor, and Christina Fong of Washington University, which questioned whether business education in its current guise was sustainable. The study found that traditional modes of academia were not adequately preparing students for the kind of careers they faced in current times. The most controversial recommendation in AACSB's draft report (which was sent round to administrators for their comment) is that the schools should be required to demonstrate the value of their faculties' research not simply by listing its citations in journals, but by demonstrating the impact it has in the professional world. New qualifiers, such as average incomes, student placement in top firms and business collaborations would now be considered just as important as academic publications.AACSB justifies its stance by saying that it wants schools and faculty to play to their strengths, whether they be in pedagogy, in the research of practical applications, or in scholarly endeavor. Traditionally, universities operate in a pyramid structure. Everyone enters and stays in an attempt to be successful in their academic field. A psychology professor must publish competitive research in the top neuroscience journals. A Cultural Studies professor must send graduate students on new field research expeditions to be taken seriously. This research is the core of a university's output. And research of any kind is expensive—AACSB points out that business schools in America alone spend more than $320m a year on it. So it seems legitimate to ask for what purpose it is undertaken.If a school chose to specialise in professional outputs rather than academic outputs, it could use such a large sum of money and redirect it into more fruitful programs. For example, if a business school wanted a larger presence of employees at top financial firms, this money may be better spent on a career center which focuses on building the skills of students, rather than paying for more high-level research to be done through the effort of faculty. A change in evaluation could also open the door to inviting more professionals from different fields to teach as adjuncts. Students could take accredited courses from people who are currently working in their dream field. The AACSB insists that universities answer the question as to why research is the most critical component of traditional education.On one level, the question is simple to answer. Research in business schools, as anywhere else, is about expanding the boundaries of knowledge; it thrives on answering unasked questions. Surely this pursuit of knowledge is still important to the university system. Our society progresses because we learn how to do things in new ways, a process which depends heavily on research and academics. But one cannot ignore the other obvious practical uses of research publications. Research is also about cementing schools'—and professors'—reputations. Schools gain kudos from their faculties' record of publication: which journals publish them, and how often. In some cases, such as with government-funded schools in Britain, it can affect how much money they receive. For professors, the mantra is often "publish or perish". Their careers depend on being seen in the right journals.But at a certain point, one has to wonder whether this research is being done for the benefit of the university or for the students the university aims to teach. Greater publications will attract greater funding, which will in turn be spent on better publications. Students seeking to enter professions out of academia find this cycle frustrating, and often see their professors as being part of the "Ivory Tower" of academia, operating in a self-contained community that has little influence on the outside world.The research is almost universally unread by real-world managers. Part of the trouble is that the journals labour under a similar ethos. They publish more than 20,000 articles each year. Most of the research is highly quantitative, hypothesis-driven and esoteric. As a result, it is almost universally unread by real-world managers. Much of the research criticises other published research. A paper in a 2006 issue of Strategy & Leadership commented that "research is not designed with managers' needs in mind, nor is it communicated in the journals they read...For the most part it has become a self-referential closed system [irrelevant to] corporate performance." The AACSB demands that this segregation must change for the future of higher education. If students must invest thousands of dollars for an education as part of their career path, the academics which serve the students should be more fully incorporated into the professional world. This means that universities must focus on other strengths outside of research, such as professional networks, technology skills, and connections with top business firms around the world. Though many universities resisted the report, today's world continues to change. The universities which prepare students for our changing future have little choice but to change with new trends and new standards.Questions 27-29Choose the correct letter, A, B, C or D.Write the correct letter in boxes 27-29 on your answer sheet.

Complete the summary below.Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.Write your answers in boxes 22-26 on your answer sheet.Statistics from National worker's compensation indicate stress plays the most important role in【R22】______. Staffs take about【R23】______for absence from work caused by stress. Not just time is our main concern but great expenses generated consequently. An official insurer wrote sometime that about【R24】______of all claims were mental issues whereas nearly 27% costs in all claims. Sports such as【R25】______, as well as【R26】______could be a treatment to release stress; However, specialists recommended another practical way out, analyse workloads once again.

Multi-cultural societies, which are a mixture of different ethnic people, bring more benefits than drawbacks to a country. Do you agree or disagree? (2016-04-02)

Youshouldspendabout20minutesonthistask.ThegraphbelowgivesinformationabouthowmuchpeopleintheUnitedStatesandtheUnitedKingdomspendonpetrol.Summarisetheinformationbyselectingandreportingthemainfeatures,andmakecomparisonswhererelevant.Writeatleast150words.

Complete the sentences below.Write ONE WORD AND/OR A NUMBER for each answer.

Complete the form below.Write ONE WORD AND/OR A NUMBER for each answer. MEGEQUIP CUSTOMER DETAILSExample AnswerOrder from ___winter___ catalogueName【L1】______GreeningAddress【L2】______York TerraceDelivery address 5, York【L3】______Payment method【L4】______in advanceReason for discount address within the【L5】______