READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages
11 and 12.

Questions 27 — 32

Reading Passage 3 has six sections, A-F.

Choose the correct heading for each section from the list of headings below. Write the correct number, i-
viii, in boxes 27-32 on your answer sheet.

List of Headings
i The relevance of time to the sense of belonging to a place
ii Making sense of photographic studies
iii The advantages of photography in sense-of-place research
iv Reasons for weak attachments
v A new approach to sense-of-place research
vi Defining the significance of places
vii Important considerations when using VEP
viii Local residents' feelings towards visitors

27 SectionA
28 Section B
29 Section C
30 SectionD
31 Section E
32 Section F

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Images and Places
A new research method uses photography to try to explain why people form an attachment to certain
places

A Human beings naturally become attached to places they visit or inhabit and these emotional
attachments have become increasingly important in research on recreation sites and activities.
Research into this phenomenon is called 'sense- of-place research'. This research has employed a
variety of approaches to gauge people's feelings toward a place, including surveys and personal
interviews, but so far has not used photo-based methods. However, Visitor Employed Photography
(VEP), used to capture visitor perceptions of landscape and recreational quality, represents a
potential innovation in sense-of-place research.

B A 'place' is a setting that we give meaning to based on the personal experiences, relationships and
feelings we associate with it. A crucial distinction that needs to be made is between the more
subjective concept of attachment and the symbolic 'meanings' or labels we use to describe the type
of place a setting represents. Is, for example, a multiple-use forest area a wilderness? A playground?
A workplace? Symbolic meanings are important in that they form the basis of our attachment to a
place: we attribute meaning to our settings, and in turn become attached to the meanings
(Stedman, 2003).

All settings can have multiple meanings depending on how we encounter them. Some researchers
suggest that, because meaning emerges through individual experience, for example 'my camping trip',
place meanings are completely individualistic: a given setting such as a park will contain as many different
meanings as there are people using the setting (Meinig, 1979). Others, however, (e.g. Grieder &
Garkovich, 1994) assert that meanings are based on social categories and therefore are shared by others
within these categories. For example, farmers share certain meanings for a plot of land that are distinct
from those of real estate developers or hunters.

C Clearly, place attachment is built through familiarity with a place over a period of months or even
years. Relph (1976) describes sense-of-place attachment as the steady accumulation of events
within a setting; this creates 'home places'. According to this view, those who have participated fully
in the life of the home or community, or have accumulated a series of everyday events in a setting,
will have the strongest attachment to it. Extended residence in a place tends to make us feel toward
it almost as a living thing, affecting our emotions in the same way as a family would (Ryden, 1993).
However, Tuan (1977) notes that a sense of place may also develop quite rapidly in 'chosen places',
where dramatic landscapes and intense experiences can lead to an immediate attachment.

Indeed, many settings, especially those that attract visitors, may simultaneously exist as home places and
chosen places.

D Clearly we are dealing with a complex phenomenon and photo-based research methods may help us
to understand it better. In VEP, tourists are asked to take photographs. This technique has primarily
been used to assess the perceptions of visitors to parks and recreation places. Haywood (1990)
describes several benefits of VEP. Photography is an enjoyable, familiar activity to tourists which
helps to sharpen observation and identify specific locations that are important. It can give clearer

Bản quyền thuộc về Dia Keys ielts

 ideas on elements that are liked or disliked and also facilitates comparisons between places.

E However, several methodological issues need to be taken into account. First, who should take the
photographs? VEP research typically involves visitors or tourists but, when applied to questions of
attachment to a community, this approach has potential pitfalls. Chenoweth (1984) notes that
research subjects may take photos that represent only a part of their entire recreational experience.
This tendency probably relates to unfamiliarity with the setting. For example, when researchers
assign the task of photographing a travel route with which respondents are not familiar, participants
may save too many pictures and then use them all up at the end of their visit, even if there is no
suitable material.

Markwell (1997) noted an opposite tendency in his study of pictures taken on a nature tour: beginnings
of excursions were over-represented, due perhaps to the initial novelty of the trip. Furthermore,
Haywood (1990) suggests that compressing the photo-taking period into a single day (as he did in his
work) may result in an over-representation of tourist icons rather than ordinary places.

In contrast, Yamashita (2002), when focusing on local residents' perceptions of the qualities of the water
around them, noted that residents may have more difficulty expressing visual appeal than visitors,
precisely because they are insiders and less conscious of aesthetic qualities. When addressing complex
attachment to landscape, we would expect, however, that familiarity ought to increase the validity of the
items selected to represent sources of attachment.

We also expect that photographs taken by local residents will represent a wider range of phenomena
than pictures taken by v.ans.env v.s.to.s.

F But how should the photographs be interpreted? Goin (2001) notes that with every photo taken 'a
fiction is created ... but presents to the uninformed an overwhelming conviction of fact' (p. 363). By
implication, what photos appear to be and what they really represent may be very different things,
and some follow-up helps to uncover the intended meanings of the participant. Yamashita (2002)
notes the utility of asking respondents to provide descriptions of each photo in a notebook or diary.
These elaborations are helpful, but in cases of complex phenomena, an interview may help
participants clarify their intentions (Markwell, 1997).

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Questions 33 — 38

Look at the following observations (Questions 33-38) and the list of people below. Match each
observation with the correct person, A-G.

Write the correct letter, A-G, in boxes 33-38 on your answer sheet.

33 Our attachment to a place can happen quickly.

34 Limiting the amount of time for taking photographs may produce a narrow range of
images.

35 Members of a group will hold a similar new about a place.

36 Given time, a place can have the same impact on us as people do.

37 Tourists should keep a written account of their photographs.

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 38 Each place means something different to each visitor.

List of People

Meinig
Grieder and Garkovich
Ryden
Tuan
Haywood
Markwell
Yamashita

Questions 39 and 40

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 39 and 40 on your answer sheet.

39 The 2002 study by Yamashita shows that local residents

a. appreciate the beauty of their surroundings.

b. know their surroundings too well to appreciate them.

c. consider water the most important aspect of their surroundings.

d. dislike the negative impact of visitors on their surroundings.

40 In the final paragraph, the writer states that photographs present

A a factual account of a visit.

B an unreliable source for research.

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 C a clear picture of the visitor's feelings.

D an image that needs to be explained to others.

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27. V
28. ii
29. i
30. iii
31. vii
32. vi
33. D
34. E
35. B
36. c
37. G
38. A
39. B
40. D

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on
pages 10 and 11.
Humanities and the health professional
Professor Jock Murray from Dalhousie Medical School in Canada writes about the role of humanities
in the education of health professionals
In a recent meeting with health professionals from many disciplines, the concept of the humanities
and how they enrich the lives and practice of physicians was discussed. There were nurses,
chiropractors, speech therapists, health administrators and professionals from a dozen other fields.
Everyone commented on the need to achieve a balance between the humanities and the skills and
technological expertise of their specific discipline, beginning with the experience in medical school
and then life in their chosen specialization, to create fully realized professionals. The purpose of my
discussion here is to advocate a balanced approach to the education of all health professionals.

I believe that most people wish to see in their medical professional a person who not only brings
excellent skills, techniques and treatments, but also personal qualities that show they are fully
developed individuals. Such individuals are sensitive, communicative, and understanding of the
human condition.They acknowledge the vast array of backgrounds, views, fears and hopes each
person brings to the clinical encounter.

The training of health professionals has usually been exemplary in teaching them to recognize and
treat a symptom or disease, but often less attentive to the broad education that would inform and
educate them about the persons who come from various cultures, backgrounds, and experiences.
Such understanding does not come from the course textbooks but from literature, history, poetry,
art, and other _ , ____ ___ _________
There are two sides to the healing profession, once described as the art and the science of medical
practice. It is evident, however, that most educational programs emphasize knowledge, clinical skill
and competence, and although educators wish the person to be humanistic, empathetic and
communicative, they take this aspect for granted, as if valuable educational time does not need to
be allocated to this 'soft' feature of the profession. It is compounded by the recognition that this
aspect is harder to define and measure than knowledge and competence. We may want the health
professional to understand many elements of the human condition so they can understand, assess
and manage the suffering of patients, but it is harder to design and teach such a course than

one on anatomy, for example.Developing a humanities program in professional education refocuses

attention on what everyone recognizes as important. Rather than take humanities education for
granted, it becomes a direct part of the program. This signals that the school takes it seriously and
encourages activities related to the broad area of the humanities.

Distinguished by their focus on human values, the humanities cover many areas, including history,
ethics, literature, theology, art, music, law, and the social sciences as they apply to the
profession.For example, a history of the profession gives us an understanding of how we have come
to be where we are, and how things change and progress. Literature can teach us about human
hopes and aspirations, suffering and loss, relationships, and life and death.Emphasis on human
values is important in this day and age as we are increasingly at risk of being overwhelmed by more
emotionless technology and complex bureaucracy.

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In medical education during the 18th and 19th centuries, there was an emphasis on the humanities.
As time went on, encouraged by increasing interest in medical sciences, laboratory experiments and
technological aspects of the profession, emphasis in medical studies was weighted towards courses
in the sciences. The Flexner Report in 1910 recognized the variable quality of medical education and
the need to have better teaching in the medical sciences and laboratory methods. This resulted in a
pendulum swing in emphasis, directing the curriculum to the medical sciences, to the exclusion of
the humanities, an imbalance never intended by Flexner.

Currently at Dalhousie Medical School we have elective programs in the humanities, summer
research studentships, lecture series,presentations and discussions. There is an artist-in-residence
program that brings artists to the school. There is a large choir of over a hundred students and
faculty, a concert band, a string ensemble, and groups of student artists who put on regular
performances and exhibitions. The list of activities is much longer, but it should be pointed out that
these provide some balance and broaden the life and learning of the student.

Perhaps more important than the activities themselves is the change in mind-set that occurs when
students see that diversity in their studies and activities is legitimized and

encouraged.We emphasize that we want students and faculty to continue to express interests and
talents they had before entering medical school. They now come forward with ideas and activities
that are more imaginative and exciting than we could have designed. They also comment that the
humanities has made medical school a more enjoyable and fulfilling experience. Students see that
their learning and their lives can be more balanced, making them better equipped to care for their
patients.

Will involvement in the humanities make one a better health professional?

It's a question often asked of today's medical professionals but very difficult to document in this
evidence-based era of medicine. But as ethics scholars have said of learning ethics, it cannot
guarantee that a person will be more ethical, but it is more likely than not. My firm belief is that all
the healing professions should increase the balance of humanities with the traditional educational
emphasis on skills and knowledge, and this will benefit both the healers and those who need to be
healed.

Questions 27 - 31

Do the following staterents agree with the claims of the writer in Reading Passage 3?

In boxes 27-31 on your answer sheet, write

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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

27. An approach that incorporates the humanities is more important for some medical
disciplines than others.
28. Most people value medical expertise over sensitivity in their medical professionals.
29. Most medical programmes devote little course time to developing interpersonal skills.
30. It is more difficult to design a humanities course for health professionals than a medical one.
31. It would be best if a medical programme included a course about the lives of medical
professionals.

Questions 32 - 35

Choose the correct letter, A, B, C or D.

Write the correct letter in boxes 32-35 on your answer sheet.

32. What unforeseen result did the Flexner report have?

A. It caused the public to distrust the quality of medical education.
B. It caused a dramatic increase in medical school applicants.
C. It started a fierce debate over proper laboratory methods.
D. It moved the focus of medical studies away from the humanities.

33. The writer lists humanities activities at Dalhousie Medical School to show how these
activities
A. have become the most popular events on campus.
B. widen students' educational experiences.
C. are of as high a quality as medical ones.
D. have gained acceptance with teaching staff.

34. How do students at Dalhousie Medical School react to humanities activities?

A. They have difficulty letting go of the mind-set that scientific knowledge is more legitimate.
B. They report feeling that medical school has become more engaging and satisfying.
C. They have started to transfer creative ideas to their scientific and laboratory studies.
D. They have trouble connecting to talents they had valued before entering medical school.

35. What is the writer's main conclusion?

A. Greater emphasis on humanities in medical schools will benefit both patients and
practitioners.
B. Medical schools are not adequately preparing students to become balanced medical
professionals.
C. Creating a humanities programme in a medical school is an overwhelmingly difficult but
necessary task.
D. Medical schools should return to the early twentieth-century model of medical education.

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Questions 36 - 40
Complete each sentence with the correct ending, A-G, below.

Write the correct letter, A-G, in boxes 36-40 on your answer sheet.

36. Health professionals at a recent seminar discussed a need for educational institutions to
37. Most medical training programmes
38. The interpersonal and behavioural aspects of medical practice
39. Dalhousie Medical School students and faculty
40. Modern evidence-based practitioners

A. generate innovative and creative suggestions for activities and programmes.

B. are difficult to describe with any precision.
C. find it difficult to prove statistically the benefits of humanities programmes.
D. suggest that humanities studies create stronger practitioners.
E. rely on course textbooks to teach humanities.
F. give less attention to broad education and more to recognising and treating symptoms.
G. provide more equal coverage of both medical knowledge and skills, and humanities.

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27. NO
28. NO

29. YES

30. YES

31. NOT
GIVEN
32. D

33. B

34. B

35. A

36. G

37. F

38. B

39. A
40. C

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages
10 and 11.
Conformity
A review of conformity and some of the studies that have been done on it During your childhood,
there will have been some kind of craze which affected all the people in your school. It may have been to
do with a particular toy or possibly a must-have item of clothing. It may have been something as simple as
a type of pen or as expensive as an electronic games console. Fashion designers, toy manufacturers and
anyone else involved in the retail bade love conformity. Set up a craze, especially in the young, and
everyone will go for it. In fact, it’s an ideal way to sell huge quantities of merchandise. The levels of
conformity in consumerism are phenomenal. When you actually stand back and consider how easily we
are persuaded that having certain items is the only way we can ensure peace of mind, you see what an
important concept conformity is.
Conformity has been described as ‘yielding to group pressure’ (Crutchfield, 1962). However, this implies
that other people put pressure on US to make US conform and this is not always the case. A better
definition is given by Aronson (1976), who said it was a ‘change in a person’s behaviour or opinions as a
result of real or imagined pressure from a person or group of people.’ This would make more sense, as
often the pressure we feel is imagined. The person or group he refers to would have to be important to US
at the time, regardless of their status.
There has been considerable research on conformity. One of the first studies looked at the answers people
gave when asked to estimate the number of beans in a bottle (Jennes, 1932). If you have ever entered a
‘guess the number' competition, you probably looked at the previous estimates made and based your
judgement on what other people had guessed. This is more or less what happened in the Jennes study. First
of all, be asked the respondents to give their own estimates, and then he asked them to decide a group
estimate. Finally, he asked them alone again and discovered that they had stayed with the group answer.
Probably the most famous study on conformity was undertaken by Asch (1951), when he created a
situation where many of his subjects gave answers which were blatantly untrue, rather than contradict the
people they were with. He did this by getting his subject to sit round a table with six stooges (colleagues
of the experimenter) so that the subject was second to last. He showed them all a large card which had
three lines of different lengths drawn on it, labelled A, B and c. He then gave them a card with a single
line and asked them to match this in terms of length to one of the lines A, B or C.
The stooges gave untrue responses in a number of the trials and the subjects were left in the situation
where they either reported what they saw with their own eyes or conformed to the norm of the group.
When the results were assessed, Asch found that in one out of every three trials where the wrong answer
was given, the subject gave the same wrong answer as the stooges. This led to an average level of
conformity of 32 per cent. Asch interviewed his subjects after the trials to try to find out why they
conformed to an answer which was so obviously wrong. Most of them said that they did not want to cause
problems within the group, although they also reported that when they did give wrong answers it made
them anxious. (Asch found that when there was just one other person present who did not go along with
the majority, no maser how many others there were, it was sufficient to make the subject give the right
answer.)
Kelman (1953) outlined three processes which can explain social conformity. The first is compliance,
where subjects go along with the crowd to prevent any ingroup hostility of bad feeling and to maintain
group harmony. However, they do not change their own private belief. If we look back to the Asch study,
we can see that the subjects were simply complying with the demands of the experimental situation but
hadn’t actually internalised the group’s norms. They agreed in public, but dissented in private. In a process
known as internalisation, however, subjects do actually see the view of the group as the more valid one.
They may be able to do this, for example, by convincing themselves that their eyesight is poor.
Sometimes, however, subjects actually seem to change their beliefs because they want to become more

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like their heroes. If they really want to become part of an ingroup, they will start to identify with that
group and take on the group’s values and beliefs, even if they are different to their own. Kelman calls this
identification. It frequently happens with teenagers who want to become more like a peer group in order to
be accepted, and suddenly seem to go against all the values and beliefs of their parents.
So why is it that we have to conform? Some people feel confident most of the time, have high self-esteem
and do not have to go along with the majority. For most of us, though, how confident we feel varies from
day to day, depending on the situation we are in, and this can influence our behaviour.
Questions 27 - 30
Do the following statements agree with the claims of the writer in Reading Passage 3? In boxes 27-30 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
27 Childhood crazes can centre on items of any value.
28 Children are more vulnerable to crazes now Wan they used to be
29 Consumers make too many quick decisions in shops.
30 Crutchfield s definition of conformity is the most reliable
Questions 31-35
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 31 -35 on your answer sheet.
Studies on conformity
In the Jennes study, people had to guess how many 31 ..................... were in a container,
Jennes found that, in most cases, people opted for an estimate given by a 32 ................... Asch
asked his subjects to 33 ....................................... line lengths. To test the extent to which people would
conform, he placed his subjects with colleagues who gave 34 ...................... responses. He found
that his subjects agreed with his colleagues 32% of the time, although they admitted to feeling 35 about
............................. giving their answer.
Questions 36 -40
Complete the notes below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 36-40 on your answer sheet.
Kelman’s processes of social conformity
• Compliance - people support the majority view despite their own ideas
- social harmony is maintained
illustrated by the results of the research conducted by 36 .......................
• 37 ....................... majority view is considered most 38 .......................... view
people persuade themselves despite their own ideas
• 39 ................................ people change their ideas to those of the majority
typical of 40 ..............................

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 P1 Survivor story P2 Ideal Home P3 Conformity
KEY
1. Not Given 14. G 27. YES
READING 2. False 15. E 28. NOT GIVEN

25/11 3. True
4. True
16. A
17. J
29. NOT GIVEN
30. NO
5. False 18. c 31. BEANS
6. Not Given 19. D 32. GROUP
7. True 20. G 33. MATCH 24
8. 29 cm 21. A 34. UNTRUE
9. Rocks 22. E 35. ANXIOUS
10. Bill 23. FALSE 36. ASCH
11. Day 24. TRUE 37.
INTERNATIONALISA
TION
12. plovers 25. FALSE 38. VALID
13.poison 26. NOT GIVEN 39.
IDENTIFICATION
40. TEENAGERS

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 The Accidental Scientist
The role of chance in scientific discovery
A A paradox lies within the heart of scientific discovery. If you know just what you are
looking for, finding it can hardly count as a discovery, since it was fully anticipated.
But if, on the other hand, you have no notion of what you are looking for, you cannot know when
you have found it, and discovery, as such, is out of the question. In the philosophy of science,
these two extremes are known as deductivism and inductivism.
In the former, the outcome is supposed to be logically contained in the premises you start with; in
the latter you are recommended to start with no expectations and see what turns up.
B As in so many things, the ideal position resides somewhere between these two extremes.
You want to have a good enough idea of what you are looking for to be surprised when you find
something else of value, and you want to be ignorant enough of your aim to entertain alternative
outcomes. Scientific discovery should, therefore, have an accidental aspect, but not too much of
one. 'Serendipity' is a word that expresses a position something like that. It is such a fascinating
word that the late Robert King Merton - the father of the sociology of science - liked it enough to
write a book about it, assisted by the French cultural historian Elinor Barber. Merton and Barber's
book was finished in 1958, but did not appear for many years, perhaps because, in the intervening
period, American academic sociology was taking a radically different direction from that
represented in the book. It tended to be more rationalistic and less willing to attend to voices
speaking of unanticipated consequences, complexities, and indeed, serendipity
C The word 'serendipity, meaning a discovery made in the course of looking for something
quite different, was first used by the English writer Horace Walpole in 1754.
He explained that he took it from a book called The Three Princes of Serendip, a fairy tale, in
which the princes were always making discoveries of things they were not actually looking for.
'Serendip' was an old name for the island of Sri Lanka (formerly known as Ceylon).
D The word 'serendipity was next used by antiquarians in the early 19th century, and in the
following century came into common use among scientists. Many of the latter, including Harvard
physiologist Walter Cannon (1871-1945) and British immunologist Peter Medawar (1915-1987),
liked to emphasise how much of scientific discovery was unplanned, and even accidental. One
example was the discovery by Hans Christian Orsted (1777-1851) of electromagnetism, when he

Bản quyền thuộc về Dia Keys ielts

unintentionally brought a wire carrying an electric current parallel to a magnetic needle; such
instances led Medawar to insist, 'There is no such thing as the Scientific Method' - no way of
systematising the process of discovery. Important discoveries seemed to appear when no-one was
looking for them.
E Yet what Cannon and Medawar believed, other scientists found infuriating, perhaps
because they misinterpreted the original concept. If scientific discovery were accidental, then
what was the special basis of expert authority? In this connection, they were opposed by no less
an authority than Louis Pasteur: 'Chance favours the prepared mind, he stated. Accidents may
happen, and things may turn up as one is looking for something else, but the ability to notice such
events and make use of them - these are the results of systematic mental preparation. What seems
like an accident is just another form of expertise. But the coniunction of accident and expertise
was part of Walpole's original definition. The three princes made their discoveries by 'accident
and sagacity (wisdom)'. There is no agreement among scientists on the term and its use. Some
scientists using the word 'serendipity meant to stress those accidents belonging to the situation;
others treated serendipity as a personal capacity, and many others exploited the ambiguity of the
notion
F The context in which scientific serendipity was most contested was the idea of planned
science. Those who thought that scientific research could be confidently planned, as did some
corporate capitalists and government functionaries, were betting against serendipity. Those who,
on the other hand, considered that attempts to organise and plan science were ill-advised could
recruit the idea of serendipity to their cause. The
'serendipitists' were not all academics; as authors Merton and Barber note, two of the great early
20th-century pioneers of industrial research, Willis Whitney and Irving Langmuir, both of
General Electric, made much of serendipity as they argued against overly rigid research planning.
Langmuir thought that misconceptions about the rationality of the research process did much
harm, and that an acceptance of uncertainty was much more likely to result in productive research
policies. So from the centre of the corporate world came powerful arguments for scientific
spontaneity and autonomy.
G For Merton, the concept was central to his work in the social sciences. In 1936 he wrote
an essay in which he argued that it is the nature of social action that what one intends is seldom

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what one gets; people wanting to be alone with nature go to national parks like the Yosemite
Valley, and end up crowding each other. We do not know enough, and can never know enough,
to ensure that the past is an adequate guide to the future.
Eventually, he believes, all social action, including that formulated according to the most rational
criteria, is uncertain in its consequences.
Questions 33 - 37
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 33-37 on your answer sheet.
33 The concept of inductivism mentioned in paragraph A
A means being ready to accept chance results.
B evolved out of the idea of serendipity.
C is very similar to deductivism.
D means planning research thoroughly.
34 In paragraph D, Medawar's statement that There is no such thing as the Scientific Method'
meant that he
A felt that scientific research was useless.
B wanted scientists to be more methodical.
C believed in the concept of serendipity.
D doubted the usefulness of serendipity in science.
35 According to the writer, some scientists disliked the concept of serendipity because they
A felt it devalued their scientific expertise.
B believed it would make research unnecessary.
C did not believe accidents could be useful.
D thought it would lead to mistakes in science.
36 Irving Langmuir believed that acceptance of uncertainty
A would be useless in the industrial field.
B could not be a part of research planning.
C would improve the chances of research success.
D would attract more support from business.
37 The example of Yosemite Valley is used to demonstrate that

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 A natural places are often very overcrowded.
it is difficult to be sure about the outcome of plans.
history provides a good model when planning for the future. human
knowledge of nature is inadequate.

Questions 38 - 40
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 38-40 on your answer sheet.
38 The word 'serendipity' appeared for the first time in the writings of ..............
39 The story from which the word 'serendipity' was taken was a .............
40 The word 'serendipity' derives from the former name of a place now called .............

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The Accidental Scientist

27. v

28. vi

29. viii

30. i

31. iv

32. vii

33. A

34. C

35. A

36. C

37. B

38. Horace Walpole

39. Fairy tale

40. Sri Lanka

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on pages
10 and 11.

The Voynich Manuscript

The starkly modem Beinecke Library at Yale University is home to some of the most valuable books in
the world: first folios of Shakespeare, Gutenberg Bibles and manuscripts from the early Middle Ages. Yet
the library's most controversial possession is an unprepossessing vellum manuscript about the size of a
hardback book, containing 240-odd pages of drawings and text of unknown age and authorship.
Catalogued as MS408, the manuscript would attract little attention were it not for the fact that the
drawings hint at esoteric knowledge, while the text seems to be some sort of code - one that no-one has
been able to break. It's known to scholars as the Voynich manuscript, after the American book dealer
Wilfrid Voynich, who bought the manuscript from a Jesuit college in Italy in 1912.

Over the year s, the manuscript has attracted the attention of everyone from amateur dabblers to top
codebreakers, all determined to succeed where countless others have failed. Academic research papers,
books and websites are devoted to making sense of the contents of the manuscript, which are freely
available to all. ‘Most other mysteries involve second-hand reports,' says Dr Gordon Rugg of Keele
University, a leading Voynich expert. ‘But this is one that you can see for yourself.'

It is certainly strange: page after page of drawings of weird plants, astrological symbolism and human
figures, accompanied by a script that looks like some form of shorthand. What does it say - and what are
the drawings about? Voynich himself believed that the manuscript was the work of the 13th- century
English monk Roger Bacon, famed for his knowledge of alchemy, philosophy and science, hi 1921
Voynich's view that Bacon was the writer appeared to win support fr om the work of William Newbold,
Professor of Philosophy at the University of Pennsylvania, who claimed to have found the key to the
cipher system used by Bacon. According to Newbold, the manuscript proved that Bacon had access to a
microscope centuries before they were supposedly first invented. The claim that this medieval monk had
observed living cells created a sensation. It soon became clear, however, that Newbold had fallen victim
to wishful thinking. Other scholars showed that his ‘decoding' methods produced a host of possible
inteipretations.

The Voynich manuscript has continued to defy the efforts of world-class experts, hi 1944, a team was
assembled to tackle the mystery, led by William Friedman, the renowned American codebreaker. They
began with the most basic codebreaking task: analysing the relative frequencies of the characters making
np the text, looking for signs of an underlying structure. Yet Friedman's team soon found themselves in
deep water. The precise size of the ‘alphabet' of the Voynich manuscript was unclear: it’s possible to
make out more than 70 distinct symbols among the 170,000-character text. Furthermore, Friedman
discovered that some words and phrases appeared more often than expected in a standard language,
casting doubt on claims that the manuscript concealed a real language, as encryption typically reduces
word fr equencies.

Friedman concluded that the most plausible resolution of this paradox was that ‘Voynichese’ is some
sort of specially created artificial language, whose words are devised from concepts, rather than

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linguistics. So could the Voynich manuscript be the earliest-known example of artificial language?

'Friedman's hypothesis commands respect because of the lifetime of cryptaualytical expertise he

brought to bear,' says Rob Churchill, co-author of The Voynich Manuscript. That still leaves a host of
questions unanswered, however, such as the identity of the author and the meaning of the bizarre
drawings.

'It does little to advance our understanding of the manuscript as a whole,' says Churchill.

Even though Friedman was working more than 60 years ago, he suspected that major insights would
come from using the device that had already transformed codebreaking: the computer, hi this he was
right - it is now the key tool for uncovering clues about the manuscript's language.

The insights so far have been perplexing. For example, in 2001 another leading Voynich scholar. Dr
Gabriel Landini of Birmingham University in the UK, published the results of his study of the manuscript
using a pattern-detecting method called spectral analysis. This revealed evidence that the manuscript
contains genuine words, rather than random nonsense, consistent with the existence of some underlying
natural language. Yet the following year, Voynich expert René Zandbergen of the European Space Agency
in Darmstadt, Germany showed that the entropy of the text (a measure of the rate of transfer of
information) was consistent with Friedman's suspicions that an artificial language had been used.

Many are convinced that the Voynich manuscript isn't a hoax. For how could a medieval hoaxer create so
many telltale

signs of a message from random nonsense? Yet even this has been challenged in new research by Rugg.
Using a system, first published by the Italian mathematician Girolamo Cardano in 1150, in which a
specially constructed grille is used to pick out symbols from a table, Rugg found he could rapidly
generate text with many of the basic traits of the Voynich manuscript. Publishing his results in 2004,
Rugg stresses that he hadn't set out to prove the manuscript a hoax. T simply demonstrated that it's
feasible to hoax something this complex in a few months,' he says.

Inevitably, others beg to differ. Some scholars, such as Zandbergen, still suspect the text has genuine
meaning, though believe it may never be decipherable. Others, such as Churchill, have suggested that
the sheer weirdness of the illustrations and text hint at an author who had lost touch with reality.

What is clear is that the book-sized manuscript kept under lock and key at Yale University has lost none
of its fascination. 'Many derive great intellectual pleasure from solving puzzles,' says Rugg. 'The Voynich
manuscript is as challenging a puzzle as anyone could ask for.'

Questions 27-30

Do the following statements agree with the information given in Reading Passage 3?

In boxes 27-30 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

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NOT GIVEN if there is no information on this
2ì it is uncertain when the Voynich manuscript was written.

28 Wilfrid Voynich donated the manuscript to the Beinecke Library.

29 Interest in the Voynich manuscript extends beyond that of academics and professional
codebreakers.

30 The text of the Voynich manuscript contains just under Ì0 symbols.

Questions 31-34

Look at the following statements (Questions 31-34) and the list of people below.

Match each statement with the correct person, A-H.

Write the correct letter, A-H, in boxes 31-34 on your answer sheet.

31 The number of times that some words occur make it unlikely that the manuscript is based on an
authentic language.

32 Unlike some other similar objects of fascination, people can gam direct access to the Voynich
manuscript.

33 The person who wrote the manuscript may not have been entirely sane.

34 It is likely that the author of the manuscript is the same person as suggested by Wilfrid

List of People

A Gordon Rugg

B Roger Bacon

C William Newbold

D William Friedman

E Rob Churchill

F Gabriel Landini

G Rene Zandbergen

H Girolamo Cardano

Questions 35-39 Complete the summary below.

Choose NO MORE THAN TWO W ORDS from the passage for each answer.
Write your answers in boxes 35-39 on your answer sheet.

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 Voynich Researchers

William Newbold believed that the author of the Voynich manuscript had been able to look at cells

through a 35 ................. Other researchers later demonstrated that there were flaws in

his argument.

William Friedman concluded that the manuscript was mitten in an artificial language that was based on

36 ....................................... He couldn't find out the meaning of this language but he

believed that the 37 ............ would continue to bring advances in code breaking.

Dr Gabriel Landini used a system known as 38 ......................... in his research, and

claims to have demonstrated the presence of genuine words. Dr Gordon Rugg’s system involved a grille,

that made it possible to quickly select symbols that appeared in a 39 Rugg's conclusion was that the

manuscript

lacked genuine meaning.

Question 40

Choose the correct letter, A, B, C or D.

Write the collect letter in box 40 on your answer sheet.

The writer’s main aim in this passage is to

A explain the meaning of the manuscript.

B detennine the true identity of the manuscript’s author.

C describe the numerous attempts to decode the manuscript.

D identify which research into the manuscript has had the most media coverage.

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Passage 3: The Voynich
Manuscript
27 NG
28 F
29 True
30 False
31 D
32 A
33 E
34 C
35 Microscope
36 Concepts
37 Computer
38 Spectral
39 Analysis table
40 C

READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 on
pages 11 and 12.

Questions 27 - 31

Reading Passage 3 has five sections, A-E.

Choose the correct heading for each section from the list of headings below. Write the correct number, i-
vi, in boxes 27-31 on your answer sheet.

List of Headings

i Evidence of outdoor dwellings

ii Learning to make fire

iii A perfect place to live

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iv Examining the cave contents

V Contrasting two types of home

vi A vital source of power

27 Section A

28 Section B

29 Section C

30 Section D

31 Section E

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 Neanderthal Technology

A. We think of our prehistoric ancestors as people of the ice and snow, living in caves, and for many
of the west European Neanderthalers that is a just picture of their life. But where there were no caves,
further to the east on the Russian steppe, for example, open-air sites with some sort of constructed shelter
were the only option.

We now know much more about the cave sites than the open-air ones because, historically, it was the
cave sites of Western Europe that were first explored by archaeologists and also because openair sites
are harder to find - many of them have disappeared under deep mud deposits or under the rising
postglacial seas. Caves, moreover, aid the survival of archaeological material and can preserve the
records of remote millennia.

B. In south-west France, the limestone caves of the Périgord region made ideal homes for the
Neanderthal people. There were good supplies of flint to hand for axes and the like, and the caves were
often sited in small river valleys that offered protection against the worst of the weather. The
Neanderthalers liked south-facing caves, for obvious reasons of sunshine and wind avoidance, and caves
at some height above the valley floor offered refuge from floods and good game-watching vantage

The Périgord region during the last ice age was, in fact, an exceptionally benign habitat for humans. It
enjoyed a rather maritime climate with cooler summers that permitted the extension of tundra and steppe
over its higher plateaux, and its year-round high levels of sunshine favoured the growth of the ground
plants needed by reindeer, bison and horse. Winters were mildish for the ice age, animals never needed
to migrate far from summer to winter, and men never needed to travel far from home to find abundant
supplies of meat.

C. In Central and Eastern Europe, where caves were unavailable, such open-air sites as have been
discovered were mostly located near water - both because this was a good area to be for people and
animals, and also because the sedimentation potential of lakes and stream courses has aided
archaeological preservation - whereas erosion has presumably blown away sites which were out in the
open. Some of the open-air sites in Germany, Central Europe and Russia have provided valuable
information about Neanderthal man and his way of life. From Moldova, for example, comes evidence that
has been interpreted as the remains of wind-break structures, or even a large tent: n ring, up to about 8 x
5m in size, of mainly mammoth bones enclosing a dense concentration of stone tools, animal bones and
ash.

D. From the west European caves more evidence of built structures is available, and some of it goes
back a long way in time. In the Grotte du Lazaret, near Nice, at a date during the last ice age but one,
claims for some sort of skin tent within the cave have been advanced, on the basis of arrangements of
large stones out from the cave wall that might have supported timber struts for a covering of skins up to
the rock face above.

At Lazaret, what might be openings in the hypothesised tents seem to point away from the cave mouth,
and finds of wolf and fox foot bones, without the rest of the skeletons, inside these ‘tents’ have been
thought to indicate the use of animal pelts as bed coverings. The two patches of ash at Lazaret that mark
ancient fires, with stone tools around them evidently made and used on the spot, are edged with small

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marine molluse shells, prompting the excavator to suggest that seaweed had been used as bedding
around the fires. The cave of Baume-Bonne in the Basses-Alpes region of France, another early site,
boasts ten square metres of cobbles brought up from the local river and laid down, as though to take care
of a puddle area in the cave, with the smoothest and roundest surfaces of the stones uppermost, and
there are other similar cases.

E. The ash encountered in concentrations at some sites testifies to the Neanderthal people’s use of fire:
not surprising, since use of fire was, by Neanderthal times, an already ancient accomplishment of evolving
humanity, and survival in the sub-arctic conditions faced by the Neanderthalers is inconceivable without
control of fire. Fire gave warmth, light, heat for cooking and defence against predatory animals. A charred
piece of birch from Krapina in Croatia, is thought to be the remains of a fire-making twirl stick. But
Neanderthal hearths, in the sense of specially constructed places for fire, are fewer and harder to identify
with certainty than the mere ash piles that are a regular feature of their sites. They seem often to have just
lit a small fire (40- 50cm across) on the existing ground surface of the cave, without preparation. Judging
from the shallow penetration of heat effects under the ash, this fire was only of a short duration.
Sometimes the fires were larger in size, up to one metre across, and quite irregular in shape. It is not
always easy to decide how much additional structure some fires possessed: claims of stone circles to
contain the fire run up against the fact that stones tend to litter the cave floors everywhere and those
around a fire can quite accidentally look as though they were arranged in a circle.

Questions 32 - 36

Look at the following findings (Questions 32-36) and the list of places below. Match each finding with the
correct place A-E.

Write the correct letter, A-E, in boxes 32-36 on your answer sheet.

NB You may use any letter more than once.

32 a burnt piece of wood

33 evidence of efforts to prevent pools of water forming

34 the remains of sea creatures

35 a circular arrangement of animal bones

36 evidence suggesting the use of animal fur for warmth

List of Places

A The Périgord region

B Moldova

C The Grotte du Lazaret

D The cave of Baume-Bonne

E Krapina

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Questions 37 - 39 Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 37-39 on your answer sheet.

The use of fire

Neanderthalers could not have survived without fire because the conditions they lived in were 37 Most

evidence of purpose-built fires takes the form of ash

piles, features of which suggest that the fires lasted a 38 .........................time. It is hard

to be certain about the size and structure of the fires, though they were certainly needed to protect the

occupants from dangerous 39 .................................................................... among other

things. Question 40

Choose the correct letter, A, B, C or D.

Write the correct letter in box 40 on your answer sheet.

The purpose of the writer of this article is to

A argue that Neanderthal homes were bigger than originally thought.

B explain why Neanderthal people migrated to Western Europe.

C discuss what is known about Neanderthal settlements.

D track the progress of early Neanderthal development.

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 27. v

28. iii

29. i

30. iv

31. vi

32. E

33. D

34. C

35. B

36 C

37 sub-arctic

38. short

39. Animals

40. D

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