IELTSwithJurabek
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You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
In the 21st century, it would be quite impossible for even the most learned man to know everything. However, as recently as the 18th century, there were those whose knowledge encompassed most of the information available at that time. This is a review of a biography of one such man.
Thomas Young (1773-1829) contributed 63 articles to the great British encyclopaedia, Encyclopaedia Britannica, including 46 biographical entries (mostly on scientists and classical scholars), and substantial essays on 'Bridge' (a card game), 'Egypt', 'Languages' and 'Tides'. Was someone who could write authoritatively about so many subjects a genius, or a dilettante? In an ambitious biography, Andrew Robinson argues that Young is a good contender to be described as 'the last man who knew everything'. Young has competition, however: the phrase which Robinson uses as the title of his biography of Young also serves as the subtitle of two other recent biographies: Leonard Warren's 1998 life of palaeontologist Joseph Leidy (1823-1891) and Paula Findlen's 2004 book on Athanasius Kircher (1602-1680).
Young, of course, did more than write encyclopaedia entries. He presented his first paper, on the human eye, to the prestigious academic institution, the Royal Society of London at the age of 20 and was elected a Fellow of the Society shortly afterwards. In the paper, which seeks to explain how the eye focuses on objects at varying distances, Young hypothesised that this was achieved by changes in the shape of the lens. He also theorised that light travels in waves, and believed that, to be able to see in colour, there must be three receptors in the eye corresponding to the three 'principal colours' (red, green and violet) to which the retina could respond. All these hypotheses were subsequently proved to be correct. Later in his life, when he was in his forties, Young was instrumental in cracking the code that unlocked the unknown script on the Rosetta Stone, a tablet found in Egypt by the Napoleonic army in 1799. The stone has text in three alphabets: Greek, Egyptian hieroglyphs, and something originally unrecognisable. The unrecognisable script is now known as 'demotic' and, as Young deduced, is related directly to Egyptian hieroglyphs. His initial work on this appeared in the Britannica entry 'Egypt'. In another entry, Young coined the term 'Indo-European' to describe the family of languages spoken throughout most of Europe and northern India. These works are the landmark achievements of a man who was a child prodigy but who, unlike many remarkable children, did not fade into obscurity as an adult.
Born in 1773 in Somerset in England, Young lived with his maternal grandfather from an early age. He devoured books from the age of two and excelled at Latin, Greek, mathematics and natural philosophy (the 18th-century term for science). After leaving school, he was greatly encouraged by Richard Brocklesby, a physician and Fellow of the Royal Society. Following Brocklesby's lead, Young decided to pursue a career in medicine. He studied in London and then moved on to more formal education in Edinburgh, Gottingen and Cambridge. After completing his medical training at the University of Cambridge in 1808, Young set up practice as a physician in London and a few years later was appointed physician at St. George's Hospital.
Young's skill as a physician, however, did not equal his talent as a scholar of natural philosophy or linguistics. In 1801, he had been appointed to a professorship of natural philosophy at the Royal Institution, where he delivered as many as 60 lectures a year. His opinions were requested by civic and national authorities on matters such as the introduction of gas lighting to London streets and methods of ship construction. From 1819, he was superintendent of the Nautical Almanac and secretary to the Board of Longitude. Between 1816 and 1825, he contributed many entries to the Encyclopaedia Britannica, and throughout his career he authored numerous other essays, papers and books.
Young is a perfect subject for a biography - perfect, but daunting. Few men contributed so much to so many technical fields. Robinson's aim is to introduce non-scientists to Young's work and life. He succeeds, providing clear expositions of the technical material (especially that on optics and Egyptian hieroglyphs). Some readers of this book will, like Robinson, find Young's accomplishments impressive; others will see him as some historians have - as a dilettante. Yet despite the rich material presented in this book, readers will not end up knowing Young personally. We catch glimpses of a playful Young, doodling Greek and Latin phrases in his notes on medical lectures and translating the verses that a young lady had written on the walls of a summerhouse into Greek elegiacs. Young was introduced into elite society, attended the theatre and learned to dance and play the flute. In addition, he was an accomplished horseman. However, his personal life looks pale next to his vibrant career and studies.
Young married Eliza Maxwell in 1804, and according to Robinson, 'their marriage was happy and she appreciated his work'. Almost all we know about her is that she sustained her husband through some rancorous disputes about optics and that she worried about money when his medical career was slow to take off. Little evidence survives concerning the complexities of Young's relationships with his mother and father. Robinson does not credit them with shaping Young's extraordinary mind. Despite the lack of details concerning Young's relationships, however, anyone interested in what it means to be a genius should read this book.
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-7, write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.
Answer the questions below. Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
List of Headings
A 14 The fashion industry is a multibillion-dollar global enterprise devoted to the business of making and selling clothes. It encompasses all types of garments, from designer fashions to ordinary everyday clothing. Because data on the industry are typically reported for national economies, and expressed in terms of its many separate sectors, total figures for world production of textiles and clothing are difficult to obtain. However, by any measure, the industry accounts for a significant share of world economic output.
B 15 The fashion industry is a product of the modern age. Prior to the mid-19th century, virtually all clothing was handmade for individuals, either as home production or on order from dressmakers and tailors. By the beginning of the 20th century, with the development of new technologies such as the sewing machine, the development of the factory system of production, and the growth of department stores and other retail outlets, clothing had increasingly come to be mass-produced in standard sizes, and sold at fixed prices. Although the fashion industry developed first in Europe, today it is highly globalised, with garments often designed in one country, manufactured in another, and sold in a third. For example, an American fashion company might source fabric in China and have the clothes manufactured in Vietnam, finished in Italy, and shipped to a warehouse in the United States for distribution to retail outlets internationally.
C 16 One of the first accomplishments of the Industrial Revolution in the 18th century was the partial automation of the spinning and weaving of wool, cotton, silk and other natural fibres. Today, these processes are highly automated and carried out by computer-controlled, high-speed machinery, and fabrics made from both natural fibres and synthetic fibres (such as nylon, acrylic, and polyester) are produced. A growing interest in sustainable fashion (or 'eco-fashion') has led to greater use of environmentally friendly fibres, such as hemp. In addition, high-tech synthetic fabrics offer such properties as moisture absorption, stain resistance, retention or dissipation of body heat, and protection against fire, weapons, cold, ultraviolet radiation, and other hazards. Fabrics are also produced with a wide range of visual effects through dyeing, weaving, printing, and other processes. Together with fashion forecasters, fabric manufacturers work well in advance of the clothing production cycle, to create fabrics with colours, textures, and other qualities that anticipate consumer demand.
D 17 Historically, very few fashion designers have become famous brands such as Coco Chanel or Calvin Klein, who have been responsible for prestigious high-fashion collections. These designers are influential in the fashion world, but, contrary to popular belief, they do not dictate new fashions; rather, they endeavour to design clothes that will meet consumer demand. The vast majority of designers work in anonymity for manufacturers, as part of design teams, adapting designs into marketable garments for average consumers. They draw inspiration from a wide range of sources, including film and television costumes, street clothing, and active sportswear. The fashion industry's traditional design methods, such as paper sketches and the draping of fabric on mannequins, have been supplemented or replaced by computer-assisted design techniques. These allow designers to rapidly make changes to a proposed design, and instantaneously share the proposed changes with colleagues - whether they are in the next room or on another continent.
E 18 An important stage in garment production is the translation of the clothing design into templates, in a range of sizes, for cutting the cloth. Because the proportions of the human body change with increases or decreases in weight, templates cannot simply be scaled up or down. Template making was traditionally a highly skilled profession. Today, despite innovations in computer programming, designs in larger sizes are difficult to adjust for every body shape. Whatever the size, the template - whether drawn on paper or programmed as a set of computer instructions - determines how fabric is cut into the pieces that will be joined to make a garment. For all but the most expensive clothing, fabric cutting is accomplished by computer-guided knives or high-intensity lasers that can cut many layers of fabric at once.
F 19 The next stage of production is the assembly process. Some companies use their own production facilities for some or all of the manufacturing process, but the majority rely on separately owned manufacturing firms or contractors to produce garments to their specifications. In the field of women's clothing, manufacturers typically produce several product lines a year, which they deliver to retailers on predetermined dates. Technological innovation, including the development of computer-guided machinery, has resulted in the automation of some stages of assembly. Nevertheless, the fundamental process of sewing remains labour-intensive. In the late 20th century, China emerged as the world's largest producer of clothing because of its low labour costs and highly disciplined workforce. Assembled items then go through various processes collectively known as 'finishing'. These include the addition of decorative elements, fasteners, brand-name labels, and other labels (often legally required) specifying fibre content, laundry instructions, and country of manufacture. Finished items are then pressed and packed for shipment.
G 20 For much of the period following World War II, trade in textiles and garments was strictly regulated by purchasing countries, which imposed quotas and tariffs. Since the 1980s, these protectionist measures, which were intended (ultimately without success) to prevent textile and clothing production from moving from high-wage to low-wage countries, have gradually been abandoned. They have been replaced by a free-trade approach, under the regulatory control of global organisations. The advent of metal shipping containers and relatively inexpensive air freight have also made it possible for production to be closely tied to market conditions, even across globe-spanning distances.
Reading Passage 2 has seven sections, A-G. Choose the correct heading for each section from the list above. Write the correct number, i-viii, in boxes 14-20.
Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.
The development of a modern fashion industry
Up until the middle of the 19th century, people generally wore handmade clothes. After that the situation changed, and by the 20th century many clothes were mass produced. This development was partly due to inventions like the . It was also the result of general changes in manufacturing systems, as well as the spread of shops like . The changes also led to the standardisation of sizes and . Today, despite the fact that the fashion industry originated in , it has become a truly international enterprise.
Choose TWO letters, A-E, from the list below.
Which TWO of the following statements does the writer make about garment assembly?
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
In 1977 Irene Pepperberg brought Alex, a one-year-old African gray parrot, into her lab at Harvard University to teach him to reproduce the sounds of English. At that time most scientists considered animals mere machines, lacking the ability to think in a rational way or feel emotions as humans do. 'I wasn't trying to see if Alex could learn a human language,' said Pepperberg. 'My plan always was to use his imitative skills to get a better understanding of avian cognition.' Given that Alex's brain was the size of a walnut, most researchers thought Pepperberg's study would be futile.
But by the time Alex died in 2007, he knew 150 words, could count, do simple arithmetic, and distinguish between objects according to shape, color, and material. Many of Alex's skills, such as his ability to understand the concepts of 'same' and 'different', are generally ascribed only to higher mammals. But parrots, like higher apes (and humans), live in complex societies, and need to monitor changing relationships and environments.
'They need to distinguish colors to know when a fruit is ripe or unripe,' Pepperberg noted. They need to categorize things - what's edible, what isn't - and to know the shapes of predators. And it helps to have a concept of numbers if you need to keep track of your flock. For a long-lived bird, you can't do all of this with instinct; cognition must be involved.'
Just how easily mental skills can be acquired is perhaps best illustrated by dogs. For abstract thinking, humans employ symbols, letting one thing stand for another. And Juliane Kaminski, of the Max Planck Institute for Evolutionary Anthropology in Leipzig, believes that dogs can do this too. In 2008, Kaminski and her colleague Sebastian Tempelmann conducted an experiment with a border collie. The dog successfully selected and brought her owner toys which she had never seen before, prompted only by a picture of each toy.
Creativity is another skill which seems to have evolved in humans and animals alike. 'People were initially surprised to discover that chimpanzees make tools,' says behavioral ecologist Alex Kacelnik. 'But then people thought, "Well, they share our ancestry - of course they're smart." Now we're finding these kinds of exceptional behaviors in some species of birds.' New Caledonian crows, for example, use their beaks and claws to fashion tools to poke out grubs from palm trees. 'But the problem is we don't have a recently shared ancestry with birds - our last common ancestor was a reptile living over 300 million years ago.'
Kacelnik and his researchers at Oxford University were particularly impressed with the ingenuity of one of the crows - Betty, a wild-caught female. In one experiment, Betty successfully selected a hook-shaped wire to get a piece of meat from a glass tube.
Then, when another bird unexpectedly stole the hook, Betty took a straight piece of wire, shaped it into a hook, and retrieved the food. This was the first time Betty had seen a piece of wire like this, Kacelnik says, 'is a major kind of cognitive sophistication.'
We are clearly not alone in our ability to invent or plan - or even to plot and lie. Studies show that western scrub jays can guess another bird's intentions and act on that knowledge. A jay knows that if another jay watches it hide a nut, there's a chance it will be stolen. So the first jay will return to move the nut when the other jay is gone. 'It's some of the best evidence so far of experience projection in another species,' says Nicky Clayton of Cambridge University. What's more, the jays seem to know how long ago they hid a particular kind of food, and they manage to retrieve it before it spoils.
Human cognitive psychologists call this ability 'episodic memory' and argue that it only exists in species that can mentally travel back in time. They believe that animals cannot distinguish among past, present, and future the way humans do. Such skepticism is a challenge for Clayton. 'We have good evidence that jays remember specific hiding events, which is the original definition of episodic memory. But now the goalposts have moved. Whenever we find a mental skill in a species that is reminiscent of human ability, the human cognition scientists change the definition.'
Cognitive psychologist Louis Herman has spent decades studying bottlenose dolphins. These intelligent mammals are highly interactive, social and cosmopolitan, living in subpolar to tropical environments worldwide. Among the many skills exhibited by Herman's dolphins is the ability to imitate the motor behaviors of instructors. If a trainer bent backward and lifted a leg, the dolphin would turn on its back and lift its tail in the air. This requires the imitator to form a mental image of the other individual's body, then adjust its own body accordingly - actions that imply an awareness of one's self, an ability once seen as the sole preserve of humans.
What Herman finds fascinating is that these aquatic creatures diverged from primates millions of years ago. That kind of cognitive convergence suggests there must be some similar pressures selecting for intellect. 'We don't share their biology or ecology, but do share the need to establish life-long bonds and alliances. This appears to be the likely common driving force.'
Complete each sentence with the correct ending, A-G, below. Write the correct letter, A-G, in boxes 27-30.
27 Irene Pepperberg has shown that parrots can 27
28 Experiments have indicated that dogs know how to 28
29 Research has revealed that scrub jays are able to 29
30 Captive dolphins have been seen to 30
List of Endings
Choose the correct letter, A-D.
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 36-40, write YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, or NOT GIVEN if it is impossible to say what the writer thinks about this.