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READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
1 on pages 2 and 3.

How to find your way out of a food desert

Ordinary citizens have been using the internet to draw attention to the lack of
healthy eating options in inner cities
Over the last few months, a survey has been carried out of over 200 greengrocers and
consenience stores in Crown Heights, a neighborhood in Brooklyn, New York. As researchers
from the Brooklyn Food Association enter the details, colorful dots appear on their online map,
which display the specific location of each of the food stores in a handful of central Brooklyn
neighborhoods. Clicking on a dot will show you the store’s name and whether it carries fresh
fruit and vegetables, wholegrain bread, low-fat dairy and other healthy option.
The researchers plan eventually to survey the entire borough of Brooklyn. “We want to get to a
more specific and detailed description of what that looks like,’ says Jeffrey Heehs, who leads
the project. He hopes it will help residents find fresh food in urban areas where the stores sell
mostly packaged snacks or fast food, areas otherwise known as food deserts. The aim of the
project is also to assist government officials in assessing food availability, and in forming
future policies about what kind of food should be sold and where.
In fact, the Brooklyn project represents the intersection of two growing trends: mapping fresh
food markets in US cities, and private citizens creating online maps to local neighborhood
features. According to Michael Goodchild, a geographer at the University of California at
Santa Barbara, citizen map makers may make maps because there is no good government
map, or to record problems such as burned-out traffic lights.
According to recent studies, people at higher risk of chronic disease and who receive minimal
incomes for the work they do, frequentlys live in neighborhoods located in food deserts. But
hows did these food deserts arise? Linda Alwitt and Thomas Donley, marketing researchers at
DePauI University in Chicago, found that supernarkets often can’t afford the amount of land
required for their stores in cities. City planning researcher Cliff Guy and colleagues at the
University of Leeds in the UK found in 2004 that smaller urban groceries tend to close due to
competition from suburban supermarkets.
As fresh food stores leave a neighborhood, residents find it harder to eat well ane stay healthy.
Food deserts are linked with lower local health outcomes, and they may be a driving force in
the health disparities between lower-income and affluent people in the US. Until recently, the
issue attracted little national attention, and received no ongoing funding for research.
Now, more cities are becoming aware of their food landscapes. Last year, the United States
Department of Agriculture launched a map of where food stores are located in all the US
counties. Mari Gallagher, who runs a private consulting Finn, says her researchers have
mapped food stores and related them to health statistics for the cities of Detroit, Chicago,
Cincinnati and Washington, D.C. These maps help cities identify where food deserts are and,
occasionally, have documented that people living in food deserts have higher rates of diet-
related diseases.

The Brooklyn project differs in that it's ran by a local core of five volunteers who have worked
on the Project for the past year, rather than trained, academic researchers. To gather data, they
simply go to individual stores with pre-printed surveys in hand, and once the storekeeper’s
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permission has heen obtained, cheek off boxes on their list against the products for sale in the
store. Their approach to data collection and research has been made possible by technologies
such as mapping software and GPS-enabled smart phones, Google Maps and OpenStteetMap,
an open-source online map with a history of involvement in social issues. Like the Brooklyn
Food Association volunteers, many citizen online map makers use maps to bring local
problems to official attention, Goodchild says. Heehs, the mapping project leader, says that
after his group gathers more data, it will compare neighborhoods, come up with solutions to
address local needs, and then present them to New York City officials. Their website hasn't
caught much local or official attention yet, however. It was launched only recently, but its
creators haven't yet set up systems to see who's looking at it.
Experts who visited the Brooklyn group’s site were optimistic but cautious. ‘This kind of
detailed information could be very useful,’ says Michele Ver Ploeg, an economist for the
Department af Agriculture. To make the map more helpful to both residents and policy
makers, she would like to see price data for healthy products, too. Karen Ansel, a registered
dietician and a spokesperson for the American Dietetic Association, found the site confusing
to navigate. ‘That said, with this infornation in place the group has the tools to build a more
user-friendly site that could be ... very helpful to consumers,’ she says, ‘The group also should
ensure their map is available to those who don’t have internet access at home,’ she adds. In
fact, a significant proportion of Brooklyn residents don’t have internet at home, and 8 percent
rely on dial-up service, instead of high-speed internet access, according to Gretchen Maneval,
director of Brooklyn College’s Center for the Study of Brooklyn. ‘It's still very much a work in
progress,’ Heehs says of the online map. They’ll start advertising it online and by email to
other community groups, such as urban food garden associations, next month. He also hopes
warmer days in the spring will draws out fresh volunteers to spread awareness and to finish
surveying, as they have about two-thirds of Brooklyn left to cover.
Questions 1 - 6 Complete the notes below.

Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-6 on your answer sheet.

Data on food deserts and their effects on health

The Brooklyn Food Association

• The online map provides users with a store's name, 1.................... and details of its
produce
• One goal of the mapping project is to help authorities develop new 2 ........................... On
food.
• Citizen maps are sometimes made when 3.........................maps are unsatisfactory.

Reasons for the development of food deserts

• New research suggests that people living in food deserts often have low 4

• Some supermarkets are unable to buy enough 5............................. inside cities for their
stores
• Small grocery stores in cities often cannot cope with supermarket 6...........................
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Questions 7-13

Do the following statements agree with the information given in Reading Passage
1? In boxes 7-13 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the staturnent contradicts the information
NOT GIVEN if there ts no information on this

7 A group of professional researchers are in charge of the Brooklyn project.

8 The Brooklyr project team caries out their assessment of stores without the owner's
knowledge.
9 The Brooklyn project has experienced technical difficulties setting up the website.

10 The city government has taken a considerable interest in the Brooklyn project website.
11 Michele Ver Ploeg believes the Brooklyn project website should contain additional
information.
12 The rate of internet use in Brooklyn is unlikely to increase in the near future.

13 Jeffrey Heehs would like more people to assist with the Brooklyn project research.
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READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage
2 on pages 6 and 7.

The dingo debate

Graziers see them as pests, and poisoning is common, but some bitlogists think
Australia's dingoes are the best weapon in a war against imported cats and
foxes
A. A plans flies a slow pattern over Carlton Hill station, a 3,600 square kilometre ranch in
the Kimberley region in northwest Australia. As the plane Circles, those aboard drop
1,000 small pieces of meat, one by one, onto the scrubland below, each piece laced
with poison; this practice is known as baiting.
Besides 50.000 head of cattle, Cariton Hill is home to the dingo, Australia’s largest
mammalian predator and the bane of a grazier’s (cattle farmer's) life. Stuart Mckechnie,
manager of Carlton Hill, complain that graziers’ livelihoods are threatened when
dingoes prey on cattle. But one man wants the baiting to end, and for dingoes to once
again roam Australia’s wide-open spaces. According to Chris Johnson of James Cook
University, ‘Australia needs more dingoes to protect our biodiversity.’
B. Aboult 4.000 years ago, Asian sailors introduced dingoes to Australia. Throughout the
ensuing millennia, these descendants of the wolf spread across the continent and, as the
Tasmanian tiger disappeared completely from Australia, dingoes became Australia’s top
predators. As agricultural development took place, the European setter found that they
could not safely keep their livestock where dingoes roamed. So began one of the most
sustained efforts at pest control in Australia's history. Over the last 150 years, dingoes
have been shot and poisoned, and fences have been used in attempt to keep them away
from livestock. But at the same time, as the European settlers tried to eliminate one
native pest from Australia, they introduced more of their own.
C. In 1860, the rabbit was unleashed on Australia by a wealthy landowner, and by 1980,
rabbits bad covered most of the mainland. Rabbits provided a huge prey base for two
other introduced species; the feral (wild) cat and red fox.
The interation between foxes, cats and rabbits is a huge problem for native mammals.
In good years, rabbit numbers increase dramaticaly, and fox and cat populations grow
quickly in response to the abundance of this prey. When bad seasons follow, rabbit
numbers are significantly reduced - and the dwindling but still large fox and cat
populations ace left with little to eat besides native mammals.
D. Australian mammals generally reproduce much more slowly than rabbits, cats and foxes
- an adaptation to prevent overpopulation in the arid environment, where food can be
scarce and unreliable - and populations decline because they can't grow fast enough to
animals killed by the predators. Johnson says dingoes are the solution to this problem
because they keep cat and fox populations under control. Besides regularly eating the
smaller predators, dingoes will kill them simply to lessen competition.
Dingo packs in large, stable territories and generally have only one fertile female,
which limits their rate of increase. In the 4,000 years that dingoes have been in
Australia, they have contributed to few, if any, extinctions, Johnson says.
E. Reaching out from a desolate spot where three states meet, for 2,500 km in ether
direction, is the world's longest fence, two metres high and stretching from the coast in
Queensland to the Great Australian Bight in South Australia; it is there to keep dingoes
out of southeast Australia. Though it has been only partly successful in excluding
dingoes from the southeast, the fence separates the main types of livestock found in
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Australia. To the northwest of the fence, cattle predominate; to the southeast, sheep fill
the landscape. In fact, Australia is a land dominated by these animals - 25 million cattle,
100 million sheep and just over 20 million people.
F. While there is no argument that dingoes will prey on sheep if given the chance, they
don’t hunt cattle once the calves are much past two or three weeks old, according to
Mckechnie. And a study in Queensland suggests that dingoes don’t even prey heavily on
the newborn calves unless their staple prey disappears due to deteriorating conditions
like drought.
This study, co-authored by Lee Allen of the Robert Wicks Researct Centre in
Queensland, suggests that the aggressive baiting programs used against dingoes may
actually be counter- productive for graziers. When dingoes are removed from an area by
baiting, the area is recolonised by younger, more solitary dingoes. These animals aren’t
capable of going after the large prey like kangaroos, so they turn to calves. In their
study, some of the higrest rates of calf predation occurred in areas that had been baited.
G. Mark Clifford, general manager of a firm that manages over 200,000 head of cattle, is not
convinced by Allen’s assertion, Clifford says, ‘It’s obvious if we drop or loosen control on
dingoes, we are going to lose more calves. He doesn't believe that dingoes will go after
kangaroos when calves are around. Nor is he pessuaded of dingoes’supposed ecological
benefits, saying he is not convinced that they manage to catch that often, believing they are
more likely to catch small native animals instead. H. McKechnie agrees that dingoes kill the
wallabjes (small native animals) that compete with his cattle for food, but points out that in
parts of Western Austratia, there are no foxes, and not very many cats. He doesn’t see how
relaxing controls on dingoes in his area will improve the ecological balance.
Johnson sees a need for a change in philosophy on the part of graziers. ‘There might be
a number of different ways of thinking through dingo management in cattle country,’ he
says.’At the moment, though, that hasn't got through to graziers. There’s still just one
prescription, and that is to bait as widely as possible.’

Questions 14-20
Reading Passage 2 has eight sections, A-H.
Which section contains the following information?
Write the correct letter, A-H, in boxes 14-20 on your answer sheet.
NB You May use any letter more than once
14 a depscription of a barrier designed to stop dingoes, which also divides two kinds of
non-native animals
15 how dingoes ensure that rival species do not dominate
16 a reference to a widespread non-native species that other animals feed on

17 a mention of the dingo’s arrival in Australia

18 reasearch which has proved that dingoes have resorted to eating young livestock

19 a description of a method used to kill dingoes

20 the way that the structure of dingo grougs affects how quickly their numbers grow
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Questions 21-23

Look at the following statements (Questions 21-23) and the list of people
below. Match each statement with the correct person, A, B, C or D

Write the correct letter, A, B, C or D, in boxes 21-23 on your answer sheet.

21 Dingoes tend to hunt native animals rather than hunting other non-native predators.

22 The presence of dingoes puts the income of some people at risk.

23 Dingoes have had little impact on the dying out of animal species in Australia.
List of People

A Stuart McKechnie
B ChrisJohnson
C Lee Allen
D Mark Clifford

Questions 24 - 26 Complete the

Sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each
answer. Write your answers in boxes 24-26 on your answer sheet.

24 The dingo replaced the..................as the main predatory animal in Australia.

25 Foxes and cats are more likely to hunt native animals when there are fewer

26 Australian animals reproduce at a slow rate as a natural way of avoiding

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but in the field.

In 1965, David Levis, a physician and
Pacific navigation and experienced yachtsman, set to work using his
own unique philosophy he took the yacht he
voyaging had owned for many years and navigated
through the islands in order to contact those
The many tiny islands of the Pacific Ocean men who still find their way at sea using
had no human population until ancestors of traditional methods. He then accompanied
today’s islander sailed from Southeast Asia these men, in their traditional canoes, on test
in ocean going canoes approximately 2,000 voyages from which all modern instruments
years ago. At the present time, the debate were banished from sight, through Lewis
continues about exactly how they migrated secretly used them to confirm the navigator’s
such vast distances across the ocean, without calculations. His most famous such voyage
any of the modern technologies we take for was a return trip of around 1,000 nautical miles
granted. between two islands in mid-ocean. Far from
Although the romantic vision of some drifting, as proposed by Sharp, Lewis found
early twentieth-century writers of fleets of that ancient navigators would have known
heroic navigators simultaneously setting sail which stars rose and set in certain positions
had come to be considered by later along the horizon and this gave them fixed
investigators to be exaggerated, no directions by which to steer their boats.
considered assessment of Pacific voyaging The geographer Edwin Doran followed
was forthcoming until 1956 when the a quite different approach. He was interested
American historian Andrew Sharp published in obtaining exact data on canoe sailling
his research. Sharp challenged the ‘heroic performance, and to that end employed the
vision’ by asserting that the expertise of the latest electronic instrumentation. Doran
navigators was limited, and that the travelled on board traditional sailing canoes
settlement of the islands, was not in some of the most remote parts of the
systematic, being more dependent on good Pacific, all the while using his instruments
future by drifting canoes. Sharp’s theory to record canoe speeds in different wind
was widely challenged, and deservedly so. strengths - from gales to calms - and the
If nothing else, however, it did spark angle canoe could sail relative to the wind.
renewed interest in the topic and In the process, he provided the first really
precipitated valuable new research. present information on the attributes of
traditional sailing canoes.
Since the 1960s a wealth of
investigations has been conducted, and most A further contribution was made by
of them, thankfully, have been of the ‘non Steven Horvath. As a physiologist,
armchair’ variety. While it would be wrong Horvath’s interest was not in navigation
to denigrate all ‘armchair’ research - that techniques or in canoes, but in the physical
based on an examination of available capabilities of the men themselves. By
published materials - it has turned out that adapting standard physiological techniques.
so little progress had been made in the area Horvath was able to calculate the energy
of Pacific voyaging because most writers expenditure required to paddle canoes of this
relied on the same old sources - travellers’ sort at times when there was no wind to fill
journals or missionary narratives compiled the sails, or when the wind was contrary. He
by unskilled observers. After Sharp, this concluded that paddles, or perhaps long
began to change, and researchers conducted oars,
most of their investigations not in libraries,
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could indeed have propelled for long distances another; experiments such as these cannot
what were primarily sailing vessels. categorically confinn or negate a hypothesis.
The strength of this research lay in the range
Finally, a team led by P Wall Garrard
of methodologies employed. When we
conducted important research, in this case splice together these findings we can
by making investigations while remaining propose that traditional navigators used a
safely in the laboratory. Wall Garrard’s variety of canoe types, sources of power
unusual method was to use the findings of and navigational techniques, and it was this
linguists who had studied the languages of adaptability which was their greatest
the Pacific islands, many of which are accomplishment. These navigators observed
remarkably similar although the islands the conditions prevailing at sea at the time a
where they are spoken are sometimes voyage was made and altered their
thousands of kilometers apart. Clever techniques accordingly. Furthermore, the
adaptation of computer simulation chances of the navigators were not drifting
techniques pioneered in other disciplines helplessly at sea but were most likely part
allowed him to produce convincing models of a systematic migration; as such, the
suggesting the migrations were indeed Pacific peoples were able to view the ocean
systematic, but not simultaneous. Wall as an avenue, not a barrier, to
Garrard prop the migrations should be seen communication before any other
not as a single journey made by a massed race on Earth. Finally, one unexpected but
fleet of canoes, but as a series of ever more most welcome consequence of this research
ambitious voyages, each pushing further has been a renaissance in the practice of
into the unknown ocean. traditional voyaging. In some groups of
What do we learn about Pacific islands in the Pacific today young people
navigation and voyaging from this research? are resurrecting the skills of their ancestors,
Quite correctly, none of the researchers tried when a few decades ago it seemed they
to use their findings to prove one theory or would be last forever.

Questions 27-31
Do the following statements agree with the claims of the writer in Reading Passage
3? In boxes 27-31 on your answer sheet, write

YES if the statement agree 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 The Pacific islands were uninhabited when migrants arrived by sea from Southeast Asia.
28 Andrew Sharp was the first person to write about the migrants to the islands.

29 Andrew Sharp believed migratory voyages were based more on luck than skill.

30 Despite being controversial, Andrew Sharp’s research had positive results.

31 Edwin Doran disagreed with the findings of Lewis’s res

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Questions 32-36

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

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

32 David Lewis's research was different because

A he observed traditional navigators at work.
B he conducted test voyages using his own yacht.
C he carried no modem instruments on test voyages.
D he spoke the same language as the islanders he sailed with.
33 What did David Lewis's research discover about traditional navigators?

A They used the sun and moon to find their position.

B They coud not sail further than about 1,000 nautical miles.
C They knew which direction they were sailing in.
D They were able to drift tor long distances.
34 What are we told about Edwin Doran’s research?
A Data were collected after the canoes had retuned to land.
B Canoe characteristics were recorded using modern instruments.
C Research was conducted in the most densely populated regions.
D Navigators were not allowed to see the instruments Doran used.
35 Which of the following did Steven Horvath discover during his research?
A Canoe design was less important than human strength.
B New research methods had to be developed for use in
canoes.
C Navigators became very tired on the longest voyages.
D Human energy may have been used to assist sailing canoes.

36 What is the writer’s opinion of P Wall Garrard’s research?

A He is disappointed it was conducted in the laboratory.
B He is impressed by the originality of the techniques used.
C He is surprised it was used to help linguists with their research.
D He is concerned that the islands studied are long distances apart.
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Questions 37-40
Complete each sentence with the correct ending, A-F, below. Write
the correct letter, A-F, in boxes 37-40 on your answer sheet
37 One limitation in the information produced by all of this research is that it.
38 The best thing about this type of research.
39 The most important achievement of traditional navigators.

40 The migration of peopte from Asia to the Pacific.

A was the variety of experimental techniques used.

B was not of interest to young islanders today.
C was not conclusive evidence in support of a single theory.
D was being able to change their practices when necessary.
E was the first time humans intentionally crossed an ocean.
F was the speed with which it was conducted.

READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 on pages 6 and 7.

The gender gap in New Zealand’s high

school examination results
Results from New Zealand’s new national are giving that
examinations for secondary schools country’
some cause for concern

A. The issue is the difference in pass rates between the sexes: at each level of
the examination and across all school types, the difference is about 10
percentage points. Girls are doing better in every subject, and those in
girls-only schools are taking top honours. The results are not a surprise: high
school girls have been outperforming boys academically for more than a
decade. It is an international phenomenon, and within Australia was the
subject of much debate and controversy.
Within New Zealand back in the 1980s, there was a concerted
campaign, called ‘Girls Can Do Anything’, which was aimed at lifting
girls’ participation rates, achievement levels and aspirations. This was so
successful that the pendulum has now swung to the other extreme. Views
differ on how worried people should be. After all, for much of history,
girls were excluded from any form of education, an this new phenomenon
could be seen as a temporary over correction before the balance is righted.
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B. However the New Zealand State Ministry of Education says it is taking

the issue seriously. It is working with a reference group on boys’
education which has been set up, and it has commissioned an Australian
academic to report on interventions that have been found to work for
boys, drawing particularly on Australia’s experience. But some, such as
former prison manager Celia Lashlie, the author of a book for parents
of teenage boys, believe there is still resistance within the Education
Ministry towards doing anything about the problem.

C. Education Ministry learning policy manager Steve Benson says that the ‘National
Certificate in Educational Achievement’, or NCEA, as New Zealand’s high
school exams are called, is useful to employers and to universities because it
provides a fine-grained picture of pupils’ performance in every aspect of a
subject, rather than just a pass or fail in an overall area. ‘In most parts of the
curriculum, for example in maths, there isn’t really a gender gap. But literacy is a
different matter. Even boys who are good at writing tend not to write so much.
There’s actually a quantity issue.

D. The discrepancy in reading and writing skills between males and females shows
up as early a College, says that the written content of NCEA papers is more
demanding than the previous system of secondary school qualifications in New
Zealand, even in subjects such as statistics and accounting.

E. New Zealand 15-year-olds do very well in international reading tests, but beneath
this average lies a wide variance, with New Zealand European girls most
represented at the top and New Zealand Pacific Island boys at the bottom. Yet
some European girls drop out, and some Pacific Island boys excel. In other
words, the range in performance within each gender group is much greater than
the gender differences. Ethnic differences, and differences in socio-economic
status, may be more significant than the simple boy/girl explanation.

F. This makes the Education Ministry nervous about pushing solutions that emphasise
stereotyped gender differences, rather than looking at under-achievement as a
whole. Rob Burroughs, principal of Linwood High School in Christchurch, agrees.
For three years his school ran separate boys’ classes to try to address the disparity in
performance, before abandoning them. The research showed that the boys did
better in their own class than in the co-educational environment. But when he
looked at which teachers they had, and how well those teachers’ other classes did, it
became clear that the difference was, instead, to do with the quality of instruction.

G. At Onslow College, Dr Stuart Martin would do away with the NCEA Level 1 exam if he
could. He says that in Year 11, aged 15, boys are simply not mature enough to cope.
‘They tend to think that just passing is enough, and that it’s not necessary to work hard
for a Merit or an Excellence grade. Often they are busy with other activities and part
time jolts. Boys’ competitive instinct tends to come out later in their schooling years,
especially if there is money attached or other tangible rewards. By 17, boys are catching
up academically with the girls, and by the end of Year 13, boys are again winning the
top prizes.’
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H. Boys in single-sex schools do better in NCEA across all levels, something economist
Brian Easton reported after analysing data from the first year of NCEA’s
implementation. He said the results were valid, even when socio economic status was
taken into account. Dr Paul Baker, head of Waitaki Boys’ High School in Oamaru,
agrees. He thinks that although it is possible for all schools to do more to boost boys’
performance, it is easier in a boys’ school, where activities cannot be ‘captured by girls’

Questions 14-16 Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 14-16 on your answer sheet
High school assessment in New Zealand
New Zealanders are worried at the outcomes of their high school assessment system, because
the 14 .............................of girls are higher than those of boys by 10%. A gender gap has been
apparent for over a 15............................This situation is not unique to New Zealand, and has
been noticed in 16...........................also.

Questions 17-20
Reading Passage 2 has eight paragraphs, A-H.

Which paragraph contains the following information9

Write the correct letter, A-H, in boxes 17-20 on your answer sheet.
17 an advantage of New Zealand’s secondary school tests

18 a mention of current government initiatives to boost male achievement

19 when gender difference in literacy skills first becomes evident

20 findings that relate academic achievement to race

Questions 21-26
Look at the following people (Questions 21-26) and the list of statements
below. Match each person with the correct statement, A-H.

Write the correct letter, A-H, in boxes 21-26 on your answer

sheet

21 Celia Lashlie
22 Steve Benson
23 Roger Moses

24 Rob Burroughs
25 Stuart Martin

26 Paul Baker
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List of Statements

A Boys gain lower marks on NCEA if they attend an all-boys’ school.

B Boys are disadvantaged by girls tending to take over at school.

C Good teaching is more important than whether classrooms are singlesex

or mixed.
D Mathematical skills were not so important in the past.
E The difference in achievement between school boys and girls is
only evident in some subjects.
F Older boys are more motivated to study than younger boys.
G The NCEA exams have higher literacy standards than past exams did.
H The New Zealand government is reluctant to take action on behalf of
boys.

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
1 on pages 2 and 3.
Multiple Intelligences
The first intelligence test was developed in France by Alfred Binet early in the 20th century. By
the 1920s and 1930s, intelligence tests and their product, an individual’s IQ (Intelligence
Quotient), had become widely used in many societies around the world. Tests of this type,
however, have now fallen into disrepute. All they test is linguistic and logical- mathematical
intelligence and this traditional definition of intelligence is now regarded as too narrow. We now
know that 75% of teachers are sequential, analytical presenters but 70% of students do not
actually learn this way. A number of investigators now believe that the mind consists of several
independent modules or ‘intelligences’. The educational psychologist most responsible for this
change of attitude is Howard Gardner, professor of education at Harvard University in the
United States and the creator of the Multiple Intelligence theory.
Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions:
we are not all the same, we do not all have the same kinds of minds, and education works most
effectively if these differences are taken into account. Gardner argues that there are at least
eight kinds of intelligence that are important to fuller human development and that are
available for almost everyone to develop. These intelligences are:
1. Linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Spatial intelligence
5. Bodily-kinesthetic intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence
Gardner also speculates on the possibility of there being both a spiritual intelligence and
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an existential intelligence but comes to no definite conclusions.

Following are some characteristics of the different intelligences, along with ways to exercise
and develop them:
Linguistic intelligence:
Involves reading, writing, speaking, and conversing in one’s own or foreign languages. It may
be exercised through reading interesting books, listening to recordings, using various kinds of
computer technology, and actively participating in discussions.
Logical-mathematical intelligence:
Involves number and computing skills, developing an awareness of patterns, and the ability to
solve different kinds of problems through logic. It may be exercised through playing number
and logic games, and solving various kinds of puzzles.
Musical intelligence:
Involves understanding and expressing oneself through music and rhythmic movements or
dance. It may be exercised through exposure to a variety of recordings, engaging in rhythmic
activities,
and singing, dancing, or playing various instruments.
Spatial intelligence:
Involves the ability to create and manipulate mental images, and the orientation of the body
in space. It may be developed through sharpening observation skills, solving mazes and
other spatial tasks, and using imagery and active imagination.
Bodily-kinesthetic intelligence:
Involves physical coordination through the use of fine and gross motor skills. It may be
exercised by manipulating construction materials, dancing and playing various active sports and
games.
Interpersonal intelligence:
Involves understanding how to communicate with and understand other people and how to work
collaboratively. It may be exercised through cooperative games, group projects and discussions,
and dramatic activities or role-playing.
Intrapersonal intelligence:
Involves comprehending our emotions, and growing in the ability to control and work with
them consciously. It may be exercised through participating in independent projects, journal-
writing, and finding quiet places for reflection.
Naturalist intelligence:
Involves understanding the natural world of plants and animals. It may be exercised by
exploring nature, making collections of objects, studying and grouping them.
Applying Multiple Intelligence theory to the classroom
Gardner proposes that the eight intelligences he has identified are independent, in that they
develop at different times and to different degrees in different individuals. They are, however,
closely related, and many teachers and parents are finding that when an individual develops
proficiency in one area, the whole constellation of intelligences may be enhanced. Gardner
refers to intelligences as potentials that will or will not be activated, depending upon the values
of a particular society, and the personal decisions made by individuals and/or their families. A
student who believes that intelligence can be developed is likely to be persistent and
adventurous. However, a learner who thinks they have no control over their ability level is more
likely to get upset when faced with failure, as it can only be construed as evidence of inadequate
SALINA NG 0777487129

ability. The fluid theory of intelligence advocated by Gardner encourages students to stretch
themselves.
Does the fact that we each have a unique profile mean that teachers should plan individual
lessons for every student in the class to take this into account? Clearly, this would be
impractical and the solution lies in including classroom activities designed to appeal to each of
the intelligence types.
Gardner suggests that the challenge of the coming decades is to stop treating everyone in a
uniform way. He proposes ‘individually configured education’ - an education that takes
individual differences seriously and creates practices that serve different kinds of minds
equally well.
Questions 1 - 4
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-4 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 Intelligence tests became popular worldwide in the early 20th century.

2 Traditional intelligence tests focused on assessing language and mathematical ability.

3 New types of intelligence tests have now been developed to assess the potential of
schoolchildren.
4 Research has shown that the majority of students benefit when information is taught in a
sequential manner.
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Questions 5 -10
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 5-10 on your answer sheet.
Intelligence type Characteristics Examples of ways to develop
the intelligence

Linguistic language ability • taking part in 5

...................... • reading

Logical-mathematical numeracy/logic skills • number games

• solving puzzles

Musical expression through music • playing musical

and dance instruments • performing
• listening to different 6

Spatial manipulation of mental • tasks requiring

images of objects in space imagination • improving
7.......................

Bodily-kinesthetic physical skills • working with 8

....................... • playing sports

Interpersonal communication skills • group work

• drama

Intrapersonal understanding and • working alone

controlling 9 • reflection
.............................................

Naturalist understanding nature • exploration of nature

• organising 10....................... of
items

Questions 11-13 Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each
answer. Write your answers in boxes 11-13 on your answer sheet.
11 In the experience of teachers and parents, when............................in one intelligence is
improved, other areas may also develop.
12 If a learner feels their level of intelligence is fixed, they may not cope with

as well as a learner who believes intelligence is flexible.

13 Gardner believes that in the future educational programmes need to cater for the
.......................between students.
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READING PASSAGE 2 (A UNIQUE GOLDEN TEXTILE)

You should spend about 20 minutes on Questions 14-26 , which are based on Reading
passage on pages 7 and 8.
Question 14-19
Reading passage 2 has six paragraphs A-F
Choose the correct heading for each paragraph from the list of heading
below. White the correct number , i-ix, in boxes 14-19 on your answer sheet.

List of Headings
i Experimenting with an old idea
ii Life cycle of Madeagascar spiders
iii Advances in the textile industry
iv Resources needed to meet the project’s demands
v The physical properties of spider silk

vi A scientific analysis of spider silk

vii A unique work of art
viii Importance of the silk textile market

ix Difficulties of raising spiders in captivity

14 Paragraph A
15 Paragraph B
16 Paragraph C

17 Paragraph D
18 Paragraph E

19 Paragraph F

A unique golden textile

A two-man project to use spider silk is achieved after 4 years
A. A rare textile made from the silk of more than a million wild spiders has been on display at
the American Museum of Natural History in New York City. To produce this golden cloth, 70
people spent four years collecting golden orb spiders from telephone poles in Madagascar, while
another dozen workers carefully extracted about 80 feet of silk filament from each of the
arachnids. The resulting 11-foot by 4-foot textile is the only large piece of cloth made from
natural spider silk existing in the world today.
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B. Spider silk is very elastic and strong compared with steel or Kevlar, said textile expert Silom
Peers, who co-led the project. Kevlar is a lightweight synthetic fabric which is chemically
related to nylon. It is very tough and durable and used in bullet-proof vest. Kevlar is also
resistant to wear, tear, and heat and has absolutely no melting point. But the tensile strength of
spider silk is even greater than Kevlar's aramid filaments, and greater than that of high-grade
steel. Most importantly, spider silk is extremely lightweight: a strand of spider silk long enough
to circle the Earth would weigh less than 500 grams (18 oz). Spider silk is also especially
ductile, able to stretch up to 140 per cent of its length without breaking. It can hold its strength
below-40c. This gives it a very high toughness, which equals that of commercial fibers.

C. Researchers have long been intrigued by the unique properties of spider silk.
Unfortunately, spider silk is extremely hard to mass produce. Unlike silk worms, which are
easy to raise in captivity, spiders have a habit of chomping off each other’s heads when
housed together. According to Peers, there’s scientific research going on all over the world
right now trying to replicate the tensile properties of spider silk a apply it to all sorts of areas
in medicine and industry, but no one up until now has succeeded in replicating 100 per cent
of the properties of natural spider silk.

D. Peers came up with the idea of weaving spider silk after learning about the French missionary
Jacob Paul Camboue, who worked with spiders in Madagascar during the 1880s and 1890s.
Camboue built a small, hand-driven machine to extract silk from up to 24 spiders at once,
without harming them. The spiders were temporarily restrainer their silk extracted, and then let
go, Peers managed to build a replica of this 24-spider silking machine that was used at the turn
of the century, said Nicholas Godley, who co-led the project with Peers. As an experiment, the
pair collected an initial batch of about 20 spiders. When we stuck them in the machine and
started turning it, lo and behold, this beautiful gold-colored silk started coming out’, Godley
said.

E. But to make a textile of any significant size, the silk experts had to drastically scale up their
plan. Fourteen thousand spiders yield about an ounce of silk, Godley said, and the textile
weighs about 2.6 pounds. The numbers are overwhelming. To get as much silk as they needed,
Godley and Peers began hiring dozens of spider handlers to collect wild arachnids and
carefully harness them to the silk-extraction machine. We had to find people who were willing
to work with spiders, Godley said, because they bite ' By the end of the project, Godley and
Peers extracted silk from more than 1 million female golden orb spiders, which are abundant
throughout Madagascar and known for the rich golden color of their silk, Because the spiders
only produce silk during the rainy season , workers collected all the spiders between October
and June. Then an additional 12 people used hand-powered machines to extract the silk and
where it into 96- filament thread. Once the spiders had been silked, they were released back into
the wild, where Godley said it takes them about a week to regenerate their skill. We can go
back and re-silk the same spiders, he said. It’s like the gift that never stops giving.
SALINA NG 0777487129

F. Of course, spending four years to produce a single textile of spider silk isn’t very practical for
scientists trying to study the properties of spider silk, or companies that want to manufacture the
fabric for the use as a biomedical product, or an alternative to Kevlar armor. Several groups
have tried inserting spider genes into bacteria or even cows and goats to produce silk, but so
far, the
attempts have been only moderately successful. Part of the reason it’s so hard to generate spider
silk in the lab is that it starts out as a liquid protein that’s produced by a special gland in the
spider’s abdomen. Using their spinneret, spiders apply force to rearrange the protein’s molecular
structure and transfonn it into solid silk. When we talk about a spider spinning silk, we’re
talking about how the spider applies forces to produce a transformation from liquid to solid,
said spider silk expert Todd Blackledge of the University of Akron , Ohio , US, who was not
involved in creating the textile. Scientists simply can’t replicate the efficiency with which a
spider produces silk. Every year we’re getting closer and closer to being able to mass-produce
it, but we’re not there yet. For now, it seems we’ll have to be content with one incredibly
beautiful cloth, graciously provided by more than a million spiders.

Questions 20-23

Look at the following statements (Questions 20-23) and the list of researchers below
Match each statement with the correct researcher, A ,B or C Write the correct letter A,
B or C in boxes 20-23 on your answer sheet

NB You may use any letter more than once

20 It takes a tremendous number of spiders to make a small amount of silk

21 Scientists want to use the qualities of spider silk for medical purposes

22 Scientists are making some progress in their efforts to manufacture spider silk
23 Spider silk compares favourably to materials known for their strength

List of Researchers

A Simon Peers
B Nicholas Godley
C Todd Blackledge
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Questions 24-26 Complete the summary below

Choose ONE WORD ONL Y from the passage for each answer Write your answers
in boxes 24-26 on your answer sheet
Producing spider silk in the lab
Both scientists and manufacturers are interested in producing silk for many different
purposes. Some researchers have tried to grow silk by introducing genetic material into
24........................................ and some animals. But these experiments have been somewhat
disappointing.
It is difficult to make spider silk in a lab setting because the silk comes from a liquid
protein made in a 25...................................... inside the spiders body. When a spider spins
silk, it causes a 26................................that turns this liquid into solid silk Scientists cannot
replicate this yet.

READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 ,which are based on Reading Passage 3
on page 10 and 11.
The power of persuasion
A new Zealand restaurateur assesses some recent research from the USA

Some scientists peer at things through high-powered telescopes, others tempt rats through mazes,
or mix bubbling fluids in glass beakers. Then there is Robert Cialdini, whose unorthodox research
involves such mundane items as towels and chocolates. Nonetheless, Cialdini believes he is
discovering important insights into how society works, because he is donducting research into
why some people are more persuasive than others.

Cialdini hopes that, by applying a little science, we should all be able to get our own way more
often. This is in part a personal quest with its origins in his own experience : Cialdini claims
that for his whole life he has been easy prey for salespeople and fundraisers who have
managed to persuade him to buy things he did not want or give to charities he had never heard
of.

His research methodology has certainly raised a few eyebrow. Having concluded that laboratory
experiments on the psychology of persuasion were telling only a part of the story, Cialdini began
to probe influence in the real world, enrolling in sales-training programmes. In this way, he
believes he learned first hand a great deal about how to sell automobiles from a car lot, insurance
from an office ,and even encyclopaedias door to door . Most recently his research has involved
the now famous experiments with towels. Many hotels leave a little card in each bathroom
asking guests to reuse towels and thus conserve water and reduce pollution. Cialdini and his
colleagues wanted to test the relative effectiveness of different text on those cards. Could hotels
best motivate their guests to co-operate simply because it would help save the planet, or were
other factors more compelling ?
SALINA NG 0777487129

To test this ,the researchers redesigned the cards, replacing the environmental message with
the simple ( and truthful) statement tha the majority of guests at the hotel had reused their
towel at least once. Those guests who received this message were found to be 26% more
likely to reuse their towel than those given the original message, and 74% more likely than
those receiving no message at all.

This was just one study that has enabled Cialdini to identify his Six Principles of Persuasion. The
phenomenon revealed by the towel experiment he calls “ social proof’: the idea that our decisions
are influenced by what other people like us are doing . More perniciously , social proof is the force
underpinning some people’s anxiety not to be left behind by their neighbours, thus the desire for a
bigger house or a faster car. Afurther principle, which he names “ reciprocity,was tested in a
restaurant by measuring how patrons would respond to after-dinner chocolates. When the
chocolates were dropped individually in front of each diner, tips went up 14%. This is reciprocity
in action: we want to return favours done to us, often without bothering to accurately calculate
whether what we are giving is proportionate to what we have received.

Cialdini’s research has established four more such principles. ‘Searcity’ is the idea that people
want more of things they can have less of, a notion that advertisers ruthlessly exploit- limit of four
per customer” , Parents can also make use of scarcity by telling their little ones that this is a very
unusual chance so they should seize it immediately. The principle of ‘authority’ states that we trust
people who know what they are talking about. Cialdini maintains that many professional don’t
display their credentials , fearing it is boastful or arrogant to publicise their expertise. The
principle he labels4 consistency’ suggests that we want to act in ways that are consistent with
undertaking we have already made. For example , if you are soliciting charitable donations, first
ask colleagues if they think they will sponsor you. Later, return with a sponsorship form to those
who said yes and remind them of their earlier undertaking . The final principle is ‘likeness’ : we
are more easily persuaded by those who seem similar to ourselves. In one study, people were sent
survey forms and asked to return them to a named researcher. When the researcher falsely
identified herself ( e.g Cynthia Johnson is sent a survey by Cindy Johansen’), surveys were twice
as likely to be completed.

Many of Cialdini’s claims about persuasion are just that- highly persuasive-and I can readily see
evidence for some of them in my own workplace. But Cialdini’s experiments were conducted in
the United Stateds and I wonder how well all of his findings can be applied here in New Zealand
or elsewhere around the world. For instance, I do understand the general principle of ‘ reciprocity’
but cannot imagine New Zealand waiting staff using his cynical chocolate trick in their restaurants
because the culture of tipping in this country is so different, But it is true that the way to a diner’s
heart is to give them something they are not expecting in the way of service and in this country
reciprocation would more likely take the form of a return visit to the restaurant and not a tip. It
may be that age is also a factor and that different generations would react differently to say , the ‘
consistency’ principle . I suspect that younger people in this country would respond quite
positively to this sort of approach, where as their parents might be put off by any hint of a hard
sell, Perhaps in the end we must accept that some of us are simply bom with more persuasion
skills than others and that we have less control over such matters than Cialdini might like to
think.
SALINA NG 0777487129

Question 27-31
Choose the correct letter, A, B,C or D
Write the correct letter in boxes 27-31 on your answer sheet.
27 What point is the writer making about Robert Cialdini in the first paragraph?

A He wants to change the way society operates.

B He uses a wide variety of research techniques.
C He has an unconventional approach to this work.
D He refuses to make use of animals in his experiments.

28 What is the writer doing in the second paragraph?

A identifying a motivation for the research
B assessing on aspect of Cialdini’s character
C questioning Cialdini’s scientific research techniques
D applauding researchers who examine their own experience

29 What are we told about Cialdini’s research methodology?

A it was conducted in a laboratory
B it involved him taking courses of study .
C it was focused on one particular product.
D it was based on interviews with salespeople

30 What was Cialdini’s research question for the towel experiment?

A is it more effective not to use a card?
B Does the message make any difference?
C Why is the threat of pollution so persuasive ?
D Can hotels be persuaded to provide more towels?

31 The results of the towel experiment suggest that guests

A were disinclined to tell the truth about towel use
B preferred not to receive a message with their towels
C were more receptive to messages about other guests.
D responded more positively to an environmental message
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Questions 32-36
Complete the summary using the list of phrases, A-J, below.
White the correct letter, A-J , in boxes 32-36 on your answer sheet.
The six principles of persuasion
Cialdini’s towel experiment demonstrated the principle he named ‘ social proof, which can result
in competitive materialism . His research using chocolates suggests that people don’t always
assess the 32............................... of transaction . A further principle recommends that advertisers
and parents should claim that something is a 33.................................In order to be more
persuasive. The authority principle is often ignored when some professionals are concerned
their actions might be considered 34 ........................................

He similarly suggests that people will give more to charity if they can be reminded of

35............................Lastly , even something like a 36..................................... Has been shown to

result in move surveys being completed.
A rare opportunity
B previous commitments
c generous response
D true qualification
E similar name
F ruthless exploitation
G social obligation
H relative value
I bad behavior
J small favor

Questions 37-40

Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 37-40 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 The writer sees evidence of the reciprocity principle in his own family

28 Persuasion may operate in different ways in different countries.

29 New Zealand diners are likely to leave tips if they are given chocolate

30 Oder New Zealanders would be more attracted to consistency

SALINA NG 0777487129

KEY

How to find your way out The dingo debate Pacific navigation and
of a food desert voyaging
1. location 14. E 27. True
2. policies 15. D 28. False
3. government 16. C 29. True
4. incomes 17. B 30. True
5. land 18. F 31. Not given
6. competition 19. A 32. A
7. False 20. D 33. C
8. False 21. D 34. B
9. Not given 22. A 35. D
10. False 23. B 36. B
11. True 24. Tasmanian tiger 37. C
12. Not given 25. rabbits 38. A
13. True 26. over population 39. D
40. E

The gender gap in

New Zealand’s high
school
examination results
14. Points
15. Decade
16. Australia
17. C
18. B
19. D
20. H
21. H
22. E
23. G
24. C
25. F
26.B
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Multiple Intelligences A unique golden The power of

1. True textile 14.vii persuasion 27.C
2. True 15.v 28.A
3. Not given 16.ix 29.B
4. False 17.i 30.B
5. discussions 18.iv 31.C
6. recordings 19.vi 32.H
7. observation skills 20.B 33.A
8. construction materials 21. A 34.1
9. emotions 22.C 35.B
10. collections 23 .A 36.E
11. proficiency 24.bacteria 37.NOT GIVEN
12. failure 2 5. gland 38.YES
13. individual differences 26.force 39. NO
40.NO