FURTHER PRACTICE TEST 03 (August, 4th, 2021)

I. LISTENING

Part 1. You will hear arboriculturist Marcella Im discussing her job on a radio programme. For
questions 1-9, complete the sentences with a word or short phrase.
Im likens her job to that of a (1) _______________ a term which people generally are more familiar with.
lm says her role mainly involves the growing and maintenance of (2) _______________.
In built-up areas, Im says a big task is ensuring that trees exist (3) _______________ with the concrete
jungle around them and its inhabitants.
(4)_______________are what determine whether Im will use modern or traditional equipment on any
given job.
Safety issues and convenience are why Im would rather not use (5) _______________ if she can help it.
Im's work frequently involves (6)_______________, whereby leaves and branches are removed from
mature trees.
An arboriculturist would be more inclined to be in a (7) _______________ or supervisory position, rather
than actually doing the hands-on work itself like an arborist.
The reason Im wanted to establish her own consultancy was (8) _______________.
Working on the projects associated with (9) _______________ is a far cry from her arborist work
which requires the ability to operate as (10) _______________, something she found most difficult
upon setting up her consultancy.

Part 2. You will hear an expert being interviewed about stress. For questions 11-15, choose the answer
(A, B, C or D) which fits best according to what you hear.
11. Timothy Fry tells us that stress
A. should be controlled rather than eradicated
B. makes for an interesting life
C. is little understood by ordinary people.
D. is an inevitable fact of life.
12. According to Timothy, what produces stress
A. Losing control of a situation
B. Excessive physical exercise
C. A person’s own attitudes and actions
D. Tiredness after a short burst of activity
13. The disadvantage of “deadline euphoria’ is that you
A. may become overconfident of your abilities.
C. might fail to accomplish your objective.
D. might put things off indefinitely.
14. “Self-fulfilling prophecies” come true because
A. we have unrealistic expectations of the future.
B. our attitudes affect what happens.
C. some people are genuinely unlucky.
D. negative events get progressively worse with time.
15. According to Timothy, people have a tendency to
A. want to control the actions of others.
B. alter the course of history
C. overestimate what others can do.
D. make too many mistakes.

Part 3. Listen to a talk and supply the blanks with the missing information. Write NO MORE
THAN THREE WORDS or NUMBERS taken from the recording for each blank.

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Higher quality care, with higher life expectancy and lower rates of disease are often (16)______________
by citizens in the rest of the world.
Spain was one of the top (17)______________ in the world with $ (18)______________ roughtly spent
on each person. In its (19)______________system, most citizens see no out-of-pocket expenses when
they visit public hospitals.
Unlike Spain, only 1,6 % of (20)______________ goes towards healthcare costs. In addition, there is
Medisave system – a (21)______________, where 9% of empolyee salaries are required to
(22)______________ for personal or family care.
Both (23)_____________ are used in the autonomous territory of Hong Kong. However, private hospitals
are reportedly speedy but very expensive.
While these three countries get the most (24)______________, applying worldwide is difficult.
By comparison, that the United States is enormous, with a population of over 320 million makes
(25)______________ harder to implement without serious complications.

II. LEXICO-GRAMMAR
Part 1. Choose the correct answer A, B, C or D to each of the following questions. Write your answers
in the corresponding numbered boxes provided.
1. The event is not compulsory for twelfth-graders so you may leave of your own
.
A. volition B. obligation C. demand D. vindication
2. England's football fans were hoping for a performance of the national team
against Cameroon in this year’s tournament
A. virtuoso B. abysmal C. lucrative D. atrocious
3. No matter how much you exercise, an unhealthy diet will the effects of
training.
A. nullify B. abrogate C. disclaim D. stampede
4. Not only the government but also the citizens have the responsibility to help
the epidemic.
A. ring out B. stamp out C. eke out D. beat out
5. The government is walking a difficult in wanting to control the pandemic
without hampering economic growth.
A. footpath B. fenland C. tightrope D. boulevard
6. I am a doctor so I know what to do, please mind your own business and stop
on my toes.
A. stamping B. pinning C. treading D. rueing
7. The movie had been over two years in before it was produced and
premiered.
A. formulation B. gestation C. induction D. resurrection
8. The whole journal includes stories and pictures women and children in
mountainous regions around the world.
A. strayed from B. shed from C. stalked from D. culled from
9. He wore a(n) expression for weeks following the news that he had not got the
promotion.
A. latent B. exultant C. doleful D. nonchalant
10. Because Henry knows the fact that he has failed the university entrance exam will be known
sooner or later, he decides to it out instead of hiding it.
A. shun B. strive C. quash D. brazen
11. Mary used to be a little country girl who liked to wear clothes before she
turned into a city dweller with a preference for dark fashion.
A. gaudy B. glossy C. noxious D. lustrous
12. The millionaire, who is also a former student of TTL, has donated a
sum of money to the school.
A. gregarious B. munificent C. egoistic D. laconic
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 13. There was a of reliable information on the subject so the research cannot be
conducted.
A dearth B. vestige C. replica D. drought
14. By intuition, I feel that his behaviour hypocrisy, so you had better be careful
with him.
A. shows off B. dallies with C. savours of D. smells out
15. He was enough not to take the job when there was the possibility of getting a
better one a few months later.
A. analytic B. shrewd C. prescient D. ludicrous
Part 2. Write the correct form of each bracketed word in the numbered space provided.
1. In the old days, moviemaking was entwined with political and social life. (MOVIE)
2. It's a sell-fullfilling prophecy : expect things to go wrong, and they probably will. (FULFIL)
3. The smell of cigarettes told her that he had been in the room. (TALE)
4. forces in the industry are preventing its progress towards greater efficiency. (ACT)
5. I hate eating out with friends because after every meal, we will be faced with the
ticklish problem of who will pay. (TICKLE)

III. READING
Part 1. Fill each of the following numbered blanks with ONE suitable word and write your
answers in the corresponding numbered boxes provided.
One of the strongest influences on teenagers today is that of their peers. What their friends think,
how they dress and how they act in class and out of it (1)_______ the behaviour of nearly every teenager.
In their (2)_______ not to be different, some children go so (3)_______ as to hide their intelligence and
ability in case they are made fun of. Generally, teenagers do not want to stand out from the (4)_______.
They want to fit in, to be accepted. In psychological terms the importance of peer pressure can not be
overemphasized. There is a lot of evidence that it has great (5)_______ on all aspects of their lives, from
the clothes they wear, the music they listen to and their (6)_______ to studies, to their ambitions in life,
their relationships and their (7)_______ of self-worth. However, as adolescents grow up into young
adults, individuality becomes more acceptable and in their (8)_______ for their personal style, the
teenager and young adult will begin to experiment and be more willing to (9)_______ the risk of rejection
by the group. Concern about intellectual ability and achieving good exam results can dominate as the
atmosphere of competition develops and worries about the future (10)_______ any fears of appearing too
brainy.
Your answers
1.affect 2. efforts 3. far 4. crowd 5. bearing

6. attitude 7. sense 8. search 9. run 10.

Part 2. Read the following passage and do the tasks that follow.

Trans fatty acids

A recent editorial in the British Medical Journal (BMJ), written by researchers from the University
of Oxford has called for food label to list trans fats as well as cholesterol and saturated fat.
Trans fats (or trans fatty acids) are a type of unsaturated fatty acid. They occur naturally in small amounts
in food produced from ruminant animals* e.g. milk, beef and ham. However, most of the trans fatty acids
in the diet are produced during the partial hydrogenation (hardening) of vegetable oils into semi-solid fats.
They are therefore found in hard margarine, partially hydrogenated cooking oils, and in some bakery
products, fried foods, and other processed foods that are made using these.
Trans fatty acids have an adverse effect on certain chemicals, known as lipids, which are found in
the blood and have been shown to increase the risk of heart disease. They also increase LDL cholesterol
(the bad cholesterol) and decrease HDL-cholesterol (the good cholesterol). They may also have adverse
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effects on cardiovascular disease risk that is independent of an effect on blood lipids. (Mozaffarian et al.
2006).

In a recent review of prospective studies investigating the effects of trans fatty acids, a 2%
increase in energy intake from trans fatty acids was associated with a 23% increase in the incidence of
heart disease. The authors also reported that the adverse effects of trans fatty acids were observed even at
very low intakes (3% of total daily energy intake, or about 2-7g per day) (Mozaffarian et al. 2006).
However, in this recent review, it is only trans fatty acids produced during the hardening of vegetable oils
that are found to be harmful to health. The public health implications of consuming trans fatty acids from
ruminant products are considered to be relatively limited.

Over the last decade, population intakes of trans fatty acids in the UK fell and are now, on
average, well below the recommended 2% of total energy set by the Department of Health in 1991, at
1.2% of energy (Henderson et al. 2003). This is not to say that intakes of trans fatty acids are not still a
problem, and dietary advice states that those individuals who are in the top end of the distribution of
intake should still make efforts to reduce their intakes.

Currently, trans fatty acids in food are labelled in the USA, but not in the UK and Europe. The UK
Food Standards Agency (FSA) is in favour of the revision of the European directive that governs the
content and format of food labels so that trans fatty acids are labelled. This should enable consumers to
make better food choices with regard to heart health (Clarke & Lewington 2006).
Recognising the adverse health effects of trans fatty acids, many food manufacturers and retailers have
been systematically removing them from their products in recent years. For example, they have been
absent for some time from major brands of margarine and other fat spreads, which are now manufactured
using a different technique. Also, many companies now have guidelines in place that are resulting in
formulation and reduction or elimination of trans fatty acids in products where they have in the past been
found, such as snack products, fried products and baked goods. Consequently, the vast majority of
savoury biscuits and crisps produced in the UK do not contain partially hydrogenated oils. Similarly,
changes are being made to the way bakery products are manufactured. For example, a leading European
manufacturer of major brands of biscuits, cakes and snacks have recently announced that these are now
made without partially hydrogenated vegetable oils, a transition that began in 2004. Alongside these
changes, the manufacturer has also reported a cut in the amount of saturates. It is clear that a major
technical challenge in achieving such changes is to avoid simply exchanging trans fatty acids for saturated
fatty acids, which also have damaging health effects.

Foods that are labelled as containing partially-hydrogenated oils or fats are a source of trans fatty
acids (sometimes partially-hydrogenated fats are just labelled as ‘hydrogenated’ fats). These foods include
hard margarine, some fried products and some manufactured bakery products e.g. biscuits, pastries and
cakes.

It is important to note that intake may have changed in the light of reformulation of foods that
have taken place over the past six years in the UK, as referred to earlier. Furthermore, the average intake
of trans fatty acids is lower in the UK than in the USA (where legislation has now been introduced).
However, this does not mean there is room for complacency, as the intake in some sectors of the
population is known to be higher than recommended.
Do the following statements agree with the information given in the reading passage?
In boxes 1-7  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. Trans fatty acids are found in all types of meat. F
2. Health problems can be caused by the consumption of small amounts of trans fatty acids T
3. Experts consider that the trans fatty acids contained in animal products are unlikely to be a serious
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health risk.T
4. In Britain, the intake of trans fatty acids is continuing to decline. NG
5. The amount of saturated fats in processed meats is being reduced by some major producers. NG
6. It is proving difficult to find a safe substitute for trans fatty acids T
7. Some people are still consuming larger quantities of trans fatty acids than the experts consider safe. T
Questions 8-13
Answer the questions below using NO MORE THAN THREE WORDS from the passage for each
answer.
Write your answers in boxes 8-13 on your answer sheet.
8. Scientists at Oxford University propose that information about trans fatty acid should be included on
………FOOD LABELS…………………..
9. In food manufacture, the majority of trans fatty acid is created when ……VEGETABLE OILS………..
are solidified.
10. The likelihood of a person developing …………HEART DISEASES…………..is increased by trans
fatty acid consumption.
11. In the UK, the ……………DEPARTMENT OF HEALTH……………… established a limit for the
daily consumption of trans fatty acids.
12. Partially hydrogenated oils are no longer found in most UK manufactured salty ……BISCUITS AND
CRISPS……….
13. Consumption of trans fatty acids in………USA……………is now higher than in the UK.
Part 3. You are going to read an extract from a newspaper article about camps. Seven paragraphs
have been removed from the extract. Choose from the paragraphs A — H the one which fits each gap
(1 — 7). There is one extra paragraph which you do not need to use.
CAMP DOES STAFF A WORLD OF GOOD
Thousands of young adults work in organised camps each year. Often, directors focus on the good that
going to camps does kids, but a significant component may also be what the staff get out of it. Although
these young people are often idealistic and altruistic, they also expect to gain benefits from these camp
jobs. If directors better understand the positive outcomes sought by young people, they may be able to
recruit more qualified and committed staff for these work experiences.
1.

The goal of the study was to understand counsellors' perceptions of the camp staff experience as
expressed in their own words. Therefore, data for this project were obtained from focus groups. This
group technique allowed for group interaction and greater insight into why certain opinions were held.
The results can be used to improve the planning and design of new programmes, evaluate existing
programmes, and provide insights into the development of marketing strategies.
2.

The general procedure followed in the interview process was to introduce the question and then let the
group members discuss their opinions until they had expressed all their views. If points were vague, the
interviewer probed further to clarify the statement or to gain further explanations and discussion of related
points.
3.

Furthermore, these attachments extended to the campers with whom the staff worked. The staff
interviewed often talked about the importance of the interaction with the campers and having an
opportunity to observe and influence the positive development of a child. Several staff commented on the
challenge of finding a balance between being a friend and being the responsible adult who needed to set
and enforce rules and boundaries.
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4.

Another theme that was prevalent among the staff members was the value they placed on working with
diverse people. Many of the staff viewed the exposure to different backgrounds of campers and staff as an
immensely valuable experience.
5.

Many of the staff talked about the sense of responsibility relative to the lives of their campers and their
own development of judgement. One staff member said, "It is very important that you are good at what
you do because these kids' lives are in your hands. We stand in loco parentis — in other words, in a
temporary parental role —which is very demanding."
6.

Apart from this aspect of the job, staff perceived the chance to acquire technical skills, particularly related
to their careers, as a benefit. Some staff interested in careers in the outdoors commented on the value of
learning these activities and gaining expertise while at camp. For several of the interviewees, the skill
development extended to their perceptions of leadership. A counsellor stated, "I think the most important
thing is that you learn how to incorporate all of your abilities and talents."
7.

Counsellors in the study emphasised communication and innovative thinking. For example, one staff
member talked about communication as it related to parents: "The parents see you when they drop their
kids off, and you have half an hour to impress them one way or another. What you say and how you
present yourself makes a big difference to how they go home."

Missing paragraphs

A. Based on these findings, a number of recommendations may be offered for camp directors in all types
of camps. First, the positive outcomes of being a summer camp staff employee must be reinforced by
camp directors in recruiting as well as in supervising staff. The transfer-ability of personal and
professional skills gained at camp should be a part of the debriefing of camp staff.

B. The focus groups for this research were conducted primarily on college campuses. A total of fifty-two
individuals were involved in the interview process in ten separate focus groups. No one was older than
twenty-seven or younger than eighteen years. The participants had been staff members at day and resident
agency camps, religiously affiliated camps, and independent camps located in eight different regions.

C. They commented favourably on having a "large socio-economic draw" among their staff and
campers. One staff member said, "I got a chance to work with all these different people that I would have
never met outside camp." Working with international staff was also an opportunity that gave some young
adults the opportunity "to see a new aspect of different parts of the world".

D. In addition to this self-knowledge, the camp experience also provided a way to enhance recreation
skills that staff perceived they could draw on throughout their lives. One staff member said, "It's
experiencing things that I have never experienced before, like camp-outs, water rafting, rock climbing.
You can be a counsellor and still be learning these things."

E. Since camp staff perceived themselves to be in positions of authority and leadership and were
involved in meaningful personal relationships, they were viewed as role models or mentors for the
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campers or other staff. Many of the staff commented on their perceptions and the value they attached to
this role. One counsellor summed it up best when he said, "Every action you take, they see as a model for
them."

F. With these issues in mind, the Association of Independent Camps funded systematic research to
analyse the perceived benefits associated with summer camp staff experiences. The concept of benefit
was not used in an economic sense in this research. Rather, a benefit was defined as, "a change that is
viewed to be advantageous — an improvement in condition or gain to an individual." The purpose of this
research was to see how camp staff, themselves, perceived their camp experiences.

G. For many staff this relationship raised their awareness of social issues that influenced the lives of
their campers. Counsellors commented on the difficult lives led by some of their campers and their desire
to make a difference in the children's lives, even if only for a brief time. One staff member said, "If you
give them half an hour, they will remember you for the rest of their lives."

H. Interestingly, one of the most prominent themes to emerge from the data collected was the
relationships between the individual and other camp staff. Every participant in the study mentioned the
importance of the friendships formed at camp. One counsellor summed up these relationships best by
saying, "Knowing someone at camp for a week is like knowing them for a lifetime."

Part 4. You are going to read an article about surveillance. Choose the answer (A, B, C or D) which
you think fits best according to the text.

A History of the World in 100 Objects

In this book we travel back in time and across the globe, to see how we have shaped our world and been
shaped by it over the last two million years. The book tries to tell a history of the world in a way that has
not been attempted before, by deciphering the messages which objects communicate across time –
messages about peoples and places, environments and interactions, about different moments in history
and about our own time as we reflect upon it. These signals from the past – some reliable, some
conjectural, many still to be retrieved – are unlike other evidence we are likely to encounter. They speak
of whole societies and complex processes rather than individual events, and tell of the world for which
they were made.

The history that emerges from these objects will seem unfamiliar to many. There are few well-known
dates, famous battles or celebrated incidents. Canonical events – the making of the Roman Empire, the
Mongol destruction of Baghdad, the European Renaissance – are not centre stage. They are, however,
present, refracted through individual objects. Thus, in my chapter on the ancient inscribed tablet known as
the Rosetta Stone, for example, I show that it has played a starring role in three fascinating stories: as a
legal document in ancient Egyptian times; as a trophy during the rivalry between the French and the
British; and finally as a key to the decipherment of the ancient Egyptian writing system at the end of the
nineteenth century.

If you want to tell the history of the whole world, a history that does not unduly privilege one part of
humanity, you cannot do it through texts alone, because only some of the world has ever had written
records, while most of the world, for most of the time, has not. The clearest example of this asymmetry
between literate and non-literate history is perhaps the first encounter between Europeans and Australian
aboriginals. From the European side we have eye-witness accounts and scientific reports. From the
Australian side, we have only a wooden shield dropped by a man in flight after his first experience of
gunshot. If we want to reconstruct what was actually going on that day, the shield must be interrogated
and interpreted as deeply and as rigorously as the written reports.

All so much easier said than done. Writing history from the study of texts is a familiar process, and we
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have centuries of critical apparatus to assist our assessment of written records. We have learnt how to
judge their frankness, their distortions, their ploys. With objects, we do of course have structures of
expertise – archaeological, scientific, anthropological – which allow us to ask critical questions. But we
have to add to that a considerable leap of imagination, returning the artefact to its former life, engaging
with it as generously, as poetically, as we can in the hope of winning the insights it may deliver.

One of the characteristics of things is that they change – or are changed – long after they have been
created, taking on new meanings that could never have been imagined at the outset. A startlingly large
number of our objects bear on them the marks of later events. Sometimes this is merely the damage that
comes with time, or from clumsy excavation or forceful removal. But frequently, later interventions were
designed deliberately to change meaning or to reflect the pride or pleasures of new ownership. The object
becomes a document not just of the world for which it was made, but of the later periods which altered it.

History looks different depending on who you are and where you are looking from. So although all these
objects in the book are now in museums, it deliberately includes many different voices and perspectives.
It draws on the museums’ own experts, but it also presents research and analysis by leading scholars from
all over the world, as well as comments by people who deal professionally with objects similar to those
discussed. This book also includes voices from the communities or countries where the objects were
made, as only they can explain what meanings these things still carry in their homeland. Countries and
communities around the world are increasingly defining themselves through new readings of their history,
and that history is frequently anchored in such things. So a museum is not just a collection of objects: it is
an arena where such issues can be debated and contested on a global scale.

1. What claim does the author make about his book in the first paragraph?
A. It benefits from new evidence that has not been available to previous historians.
B. It looks at history from the point of view of society rather than individuals.
C. It approaches the interpretation of the past from a novel perspective.
D. It re-evaluates the significance of certain events.
2. The Rosetta Stone serves as an example of an object
A. whose meaning has been re-interpreted many times.
B. whose significance has changed over time.
C. which has been fought over for many reasons.
D. which explains key events over various historical periods.
3. The author believes that basing a history of the world on texts alone
A. leads to too many interpretations.
B. distorts oral versions of history.
C. fails to take account of cultural difference.
D. results in a biased view of history.
4. The author says that compared to the interpretation of texts, the interpretation of objects
calls for
A. a greater level of intuition.
B. more specialised historical background.
C. a more analytical approach.
D. greater attention to detail.
5. What is the author’s attitude to the fact that objects often change over time?
A. He welcomes this as a further layer of significance.
B. He regrets that so many objects have been accidentally damaged.
C. He believes that this makes it easier to judge the importance of the object.
D. He deplores the fact that people have deliberately altered ancient artefacts.
6. Why does the author include comments from people who live in the area where the object
was made?
A. They can throw light on its original function.
B. They have the skills needed to re-create it.
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 C. They help us see it in its wider cultural context.
D. They feel ideas related to it have been neglected.

Part 5. You are going to read about items from science fiction that became real. For questions  1-10,
choose from the sections of the article (A-D). The sections may be chosen more than once.

Higher education today: your views (last updated 1 day ago)

A Yasmin, 1 day ago

I'm sick and tired of being asked why I'm not doing a 'real' degree. I assure you, I most definitely am. A
BA in History is incredibly demanding, yet I've been subjected to snide jibes like, 'Do you want fries with
that?' suggesting that my degree will be a fast track to the fast food industry. I consider what I'm doing a
significant academic undertaking. It requires serious research and a lot of critical thinking. However,
since starting my degree, I struggle to think of a single positive remark which has been made about my
choice of course, especially with regards to employment prospects. But why does a degree have to be
vocational? Isn't it a sad state of affairs when learning for its own sake is seen as a waste of time? It
seems, amongst my peers at least, the only degrees that are immune from this level of scorn are law,
medicine and engineering - with everything else being labelled as useless.
B Will, 1 day ago
There's a tremendous amount of snobbery in this country when it comes to universities. They all pale in
comparison with Oxbridge those ancient academic institutions, bastions of privilege and superiority.
Competition is fierce, but the advantages are immense and - to an outsider - quite unfair. Oxbridge has
opened plenty of doors for people whose talents may not have merited such recognition. If you look at
politics, you can't fail to notice that membership of this prestigious club is practically compulsory. As for
the private sector, it would probably be a dishonest manager or recruiter who admitted to indifference
when seeing an application from a candidate hailing from these hallowed halls. But an Oxbridge degree is
absolutely no guarantee of ability in the real world. The redbrick universities and former polytechnics,
though lacking in prestige, offer today's students opportunities in technical subjects that are more in sync
with the real world than the classics at Oxbridge.
C Hanna, 2 days ago
I take offence when people mockingly refer to my course in Youth Studies as a Mickey Mouse degree.
The implication is that I'm not sufficiently clever for more rigorous studies. However, unless you actually
undertake the course, you're in no position to question its value; academic or otherwise. It may not be as
theory-driven as other courses, but it draws on a variety of disciplines including psychology, criminology,
social policy, sociology and politics. I suppose the best way to describe it is an intellectual programme
with a strong vocational element. Not only is it interesting in itself, but there is an enormous capacity for
youth work in disadvantaged communities across the country and my job prospects are excellent. What I
enjoy most about the course are the annual four-week placements with government support services for
young people. I enjoy putting theories learnt at university into practice and the hands-on experience is
making me job-ready. When I land a job straight after graduating, I'll have the last laugh.
D Damien, 1 week ago
University was once seen as a place where adolescents went to satisfy their intellectual curiosity before
settling on a job and career. Increasingly, however, students now see a degree as a means to an end. When
did the purpose of higher education shift from that idyllic vision, to today's view that it's all about getting
a job? I think the introduction of fees has had a lot to do with it. There was a time when university was
free, but now we fork out thousands of pounds in tuition. Faced with big loans, students want to be sure
they pick a course that leads to a job after graduation. Universities worried about filling seats have
accommodated this demand by introducing a range of practical courses; some in fields that didn't even
exist five years ago - for example, a bachelor's degree in Social Media. That's the changing face of
education today; the shift from established disciplines in favour of new courses and vocational training.
E Lauren, 1 week ago
I think there's a real crisis in higher education. Far too many new graduates are jobless or in non-graduate
jobs, such as security guards, shelf-fillers, factory workers and waiters. It makes you wonder about the
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value of a university degree, especially when students have to invest in themselves so heavily through
tuition fees. I have a friend who's currently working as an office clerk. She took a degree in applied
computer science, an industry that is crying out for good graduates. She told me that although the quality
of teaching on her course was high, it wasn't linked closely enough with what the labour market was
looking for. The feedback she got from prospective employers was that they were looking for applicants
who could work in teams with people from different disciplines; something her studies hadn't prepared
her for. It suggests that universities should work closely with industry in order to better prepare their
students for employment.

Which person gives each of these opinions about higher education?

1. There are people who may not be deserving of their positions.

2. Universities are no longer places for individual discovery.
3. Making judgements on things you know nothing about is wrong.
4. Being told you will only qualify for a menial job is frustrating.
5. There is pressure on universities to maintain student numbers.
6. Joblessness amongst graduates raises questions about degrees.
7. The majority of degrees are perceived to have little worth.
8. Newer institutions offer instruction in areas of greater practicality.
9. Applying knowledge to real-life situations improves job prospects.
10. There is a disconnection between course content and job demands.

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