A disaster of Titanic proportions

At 11.39 p.m. on the evening of Sunday 14 April 1912, lookouts Frederick Fleet and
Reginald Lee on the forward mast of the Titanic sighted an eerie, black mass coming
into view directly in front of the ship. Fleet picked up the phone to the helm, waited
for Sixth Officer Moody to answer, and yelled 'Iceberg, right ahead!' The greatest
disaster in maritime history was about to be set in motion.

Thirty-seven seconds later, despite the efforts of officers in the bridge and engine room
to steer around the iceberg, the Titanic struck a piece of submerged ice, bursting rivets
in the ship's hull and flooding the first five watertight compartments. The ship's
designer, Thomas Andrews, carried out a visual inspection of the ship's damage and
informed Captain Smith at midnight that the ship would sink in less than two hours.
By 12.30 a.m., the lifeboats were being filled with women and children, after Smith
had given the command for them to be uncovered and swung out 15 minutes earlier.
The first lifeboat was successfully lowered 15 minutes later, with only 28 of its 65
seats occupied. By 1.15 a.m., the waterline was beginning to reach the Titanic's name
on the ship's bow, and over the next hour every lifeboat would be released as officers
struggled to maintain order amongst the growing panic on board.

The closing moments of the Titanic's sinking began shortly after 2 a.m., as the last
lifeboat was lowered and the ship's propellers lifted out of the water, leaving the 1,500
passengers still on board to surge towards the stern. At 2.17 a.m., Harold Bride and
Jack Philips tapped out their last wireless message after being relieved of duty as the
ship's wireless operators, and the ship's band stopped playing. Less than a minute later,
occupants of the lifeboats witnessed the ship's lights flash once, then go black, and a
huge roar signalled the Titanic's contents plunging towards the bow, causing the front
half of the ship to break off and go under. The Titanic's stern bobbed up momentarily,
and at 2.20 a.m., the ship finally disappeared beneath the frigid waters.

What or who was responsible for the scale of this catastrophe? Explanations abound,
some that focus on very small details. Due to a last minute change in the ship's officer
line-up, iceberg lookouts Frederick Fleet and Reginald Lee were making do without a
pair of binoculars that an officer transferred off the ship in Southampton had left in a
cupboard onboard, unbeknownst to any of the ship's crew. Fleet, who survived the
sinking, insisted at a subsequent inquiry that he could have identified the iceberg in
time to avert disaster if he had been in possession of the binoculars.

Less than an hour before the Titanic struck the iceberg, wireless operator Cyril Evans
on the Californian , located just 20 miles to the north, tried to contact operator Jack
Philips on the Titanic to warn him of pack ice in the area. 'Shut up, shut up, you're
jamming my signal', Philips replied. 'I'm busy.' The Titanic's wireless system had
broken down for several hours earlier that day, and Philips was clearing a backlog of
personal messages that passengers had requested to be sent to family and friends in the
USA. Nevertheless, Captain Smith had maintained the ship's speed of 22 knots despite
multiple earlier warnings of ice ahead. It has been suggested that Smith was under
pressure to make headlines by arriving early in New York, but maritime historians
such as Richard Howell have countered this perception, noting that Smith was simply
following common procedure at the time, and not behaving recklessly.
One of the strongest explanations for the severe loss of life has been the fact that
the Titanic did not carry enough lifeboats for everyone on board. Maritime regulations
at the time tied lifeboat capacity to ship size, not to the number of passengers on board.
This meant that the Titanic , with room for 1,178 of its 2,222 passengers, actually
surpassed the Board of Trade's requirement that it carry lifeboats for 1,060 of its
passengers. Nevertheless, with lifeboats being lowered less than half full in many
cases, and only 712 passengers surviving despite a two and a half hour window of
opportunity, more lifeboats would not have guaranteed more survivors in the absence
of better training and preparation. Many passengers were confused about where to go
after the order to launch lifeboats was given; a lifeboat drill scheduled for earlier on
the same day that the Titanic struck the iceberg was cancelled by Captain Smith, in
order to allow passengers to attend church.

Complete the table below.

Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 1-6 on your answer sheet.

Time Person/s Position Action

11.39 p.m. 1 2 Reported sighting of iceberg
3 Andrews Ship's designer Reported how long the Titanic could
stay afloat
12.15 a.m. Smith Captain Ordered 4 to be released
2.17 a.m. Bride & Philips 5 Relayed final 6
1

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 statement contradicts the information
NOT GIVEN if there is no information on this

7
The binoculars for the men on watch had been left in a crew locker in Southampton.
TRUE
FALSE
NOT GIVEN
8
The missing binoculars were the major factor leading to the collision with the iceberg.
 TRUE
FALSE
NOT GIVEN
9
Philips missed notification about the ice from Evans because the Titanic s wireless system
was not functioning at the time.
TRUE
FALSE
NOT GIVEN
10
Captain Smith knew there was ice in the area.
TRUE
FALSE
NOT GIVEN
11
Howell believed the captains failure to reduce speed was an irresponsible action.
TRUE
FALSE
NOT GIVEN
12
The Titanic was able to seat more passengers in lifeboats than the Board of Trade required.
TRUE
FALSE
NOT GIVEN
13
A lifeboat drill would have saved more lives.
TRUE
FALSE
NOT GIVEN

Passage 2:
The way in which information is taught
The way in which information is taught can vary greatly across cultures and time-periods.
Entering a British primary school classroom from the early 1900s, for example, one gains a
sense of austerity, discipline and a rigid way of teaching. Desks are typically seated apart
from one another, with straight-backed wooden chairs that face directly to the teacher and the
chalkboard. In the present day, British classrooms look very different. Desks are often
grouped together so that students face each other rather than the teacher, and a large floor area
is typically set aside for the class to come together for group discussion and learning.

Traditionally, it was felt that teachers should be in firm control of the learning process, and
that the teacher's task was to prepare and present material for students to understand. Within
this approach, the relationship students have with their teachers is not considered important ,
nor is the relationship students have with each other in the classroom. A student's
participation in class is likely to be minimal, aside from asking questions directed at the
teacher, or responding to questions that the teacher has directed at the student. This style
encourages students to develop respect for positions of power as a source of control and
discipline. It is frequently described as the 'formal authority' model of teaching.

A less rigid form of teacher-centred education is the 'demonstrator' model. This maintains the
formal authority model's notion of the teacher as a 'flashlight' who illuminates the material for
his or her class to learn, but emphasises a more individualised approach to form. The
demonstrator acts as both a role model and a guide, demonstrating skills and processes and
then helping students develop and apply these independently. Instructors who are drawn to the
demonstrator style are generally confident that their own way of performing a task represents
a good base model, but they are sensitive to differing learning styles and expect to provide
students with help on an individual basis.

Many education researchers argue for student-centred learning instead, and suggest that the
learning process is more successful when students are in control. Within the student-centred
paradigm, the 'delegator' style is popular. The delegator teacher maintains general authority,
but they delegate much of the responsibility for learning to the class as a way for students to
become independent thinkers who take pride in their own work. Students are often
encouraged to work on their own or in groups, and if the delegator style is implemented
successfully they will build not only a working knowledge of course specific topics, but also
serf-discipline and the ability to co-ordinate group work and interpersonal roles.

Another style that emphasises student-centred education is the 'facilitator' mode of learning.
Here, while a set of specific curriculum demands are already in place, students are encouraged
to take the initiative for creating ways to meet these learning requirements together. The
teacher typically designs activities that encourage active learning, group collaboration and
problem solving, and students are encouraged to process and apply the course content in
creative and original ways. Whereas the delegator style emphasises content, and the
responsibility students can have for generating and directing their own knowledge base, the
facilitator style emphasises form, and the fluid and diverse possibilities that are available in
the process of learning. Until the 1960s,formal authority was common in almost all Western
schools and universities. As a professor would enter a university lecture theatre, a student
would be expected to rush up, take his bag to the desk, and pull out the chair for the professor
to sit down on . This style has become outmoded over time. Now at university, students and
professors typically have more relaxed, collegiate relationships, address each other on a first
name basis, and acknowledge that students have much to contribute in class. Teacher-centred
education has a lingering appeal in the form of the demonstrator style, however, which
remains useful in subjects where skills must be demonstrated to an external standard and the
learning process remains fixed in the earlier years of education. A student of mathematics,
sewing or metalwork will likely be familiar with the demonstrator style. At the highest levels
of education, however, the demonstrator approach must be abandoned in all fields as students
are required to produce innovative work that makes unique contributions to knowledge.
Thesis and doctoral students lead their own research in facilitation with supervisors.

The delegator style is valuable when the course is likely to lead students to careers that
require group projects. Often, someone who has a high level of expertise in a particular field
does not make for the best employee because they have not learnt to apply their abilities in a
co-ordinated manner. The delegator style confronts this problem by recognising that
interpersonal communication is not just a means to learning but an important skill set in itself.
The facilitator model is probably the most creative model, and is therefore not suited to
subjects where the practical component necessitates a careful and highly disciplined manner,
such as training to be a medical practitioner. It may, however, suit more experimental and
theoretical fields ranging from English, music and the social sciences,to science and medical
valuable research that takes place in research labs. In these areas, 'mistakes' in form are
important and aspects of the learning and development process.

Overall, a dear evolution has taken place in the West from a rigid, dogmatic and teacher-
dominated way of learning, to a flexible, creative and student-centred approach. Nevertheless,
different subjects, ages and skill levels suit different styles of teaching, and it is unlikely that
there will ever be one recommended approach for everyone.

Look at the following statements (Questions 1-8) and the styles of teaching below.
Match each statement with the correct teaching style, AD.
Write the correct letter, AD, in boxes 1-8 on your answer sheet.
NB You may use any letter more than once.

List of Teaching Styles

A. Formal authority
B. Demonstrator
C. Delegator
D. Facilitator

14 The emphasis is on students directing the learning process.

15 The teacher shows the class how to do something, then students try it on their own.
16. Student-teacher interaction and student-student interaction is limited.
17. The emphasis is on the process of solving problems together.
18. Students are expected to adjust to the teachers way of presenting information.
19 The teacher designs group activities that encourage constructive interaction.
20 Time is set aside for one-on-one instruction between teacher and student.
21 Group and individual work is encouraged independently of the teacher.

Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-12 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

22
The formal authority model remains popular in educational institutions of the West.
TRUE
FALSE
NOT GIVEN
23
The demonstrator model is never used at tertiary level.
TRUE
FALSE
NOT GIVEN
24
Graduates of delegator style teaching are good communicators.
 TRUE
FALSE
NOT GIVEN
25
The facilitator style is not appropriate in the field of medicine.
TRUE
FALSE
NOT GIVEN
Choose the correct letter, A, B, C or D.
Write the correct letter in box 13 on your answer sheet.

26
What is the best title for Reading Passage 1?
A. Teaching styles and their application
B. Teaching: then and now
C. When students become teachers
D. Why student-centred learning is best

'Freebie' marketing
A. In the late 1890s, while travelling as an itinerant salesperson for the Crown, Cork and Seal
Company, King C. Gillette observed how his corked bottle caps were discarded immediately
after opening. Nevertheless, his company turned a healthy profit and there was immense
business value, Gillette soon came to realise, in a product that was used only a few times.
Gillette had his own personal breakthrough while struggling with a straight-bladed razor—a
slow, fiddly and potentially dangerous instrument that required sharpening on a regular basis .
A simple, disposable blade that could be thrown away when it dulled would meet a real need
and generate strong profits, he correctly reasoned. After founding the American Safety Razor
Company in 1901, his sales leapt from 168 blades in 1903 to 123,648 blades only a year later.

B. What King C. Gillette pioneered is for more than a convenient and affordable way for men
to shave, however; it is the business practice now known as 'freebie marketing' that has
inspired many more companies over the years. Gillette's approach was contrary to the
received wisdom of his era, which held that a single, durable, high-quality and relatively
expensive consumer item with a high profit margin was the best foundation for a business.
Freebie marketing involves two sets of items: a master product that is purchased once, and a
consumable product that is frequently disposed of and repurchased on an ongoing basis. In
this instance, the master product is often sold with little to no profit margin and is sometimes
even dispensed at a loss. As the consumables are purchased over months and years,
however,this can yield a much greater overall profit.

C. Freebie marketing only works if the producer of the master item is also able to maintain
control over the creation and distribution of the consumables. If this does not happen, then
cheaper versions of the consumable items may be produced, leaving the original company
without a source of profit. The video game company Atari, for example, initially sold its
Atom 2600 consoles at cost price while relying on game sales for profit. Several programmers
left Atari, however, and began a new company called Activision which produced cheaper
games of a similar quality. Suddenly, Atari was left with no way to make money. Lawsuits to
block Activision failed, and Atari survived only by adding licensing measures to its
subsequent 5200 and 7800 consoles.

D. In other instances, consumers sometimes find that uses for a master product circumvent the
need to purchase consumables. This phenomenon is well known to have afflicted the
producers of CueCat barcode readers. These were given away free through Wired magazine
with the intention that they would be used by customers to scan barcodes next to
advertisements in the publication and thus generate new revenue flows. Users discovered,
however, that the machines could be easily modified and used for other purposes, such as
building a personal database of book and CD collections . As no licensing agreement was ever
reached between Wired and its magazine subscribers, CueCat were powerless to intervene,
and after company liquidation the barcode readers soon became available in quantities over
500,000 for as little as US$0.30 each.

E. Not all forms of freebie marketing are legal. One notable example of this is the use of
freebie marketing to 'push' habit-forming goods in areas where there is otherwise no market.
For illegal substances this is already restricted on the basis of the product's illegality, but the
use of freebie marketing to promote legal goods such as tobacco, alcohol and pharmaceuticals
is also outlawed because the short-term gain to a small number of commercial outlets is not
deemed worth the social cost of widespread substance abuse.

F. Another practice that is prohibited under antitrust laws is a form of freebie marketing
known as 'tying'. This is when a seller makes the sale of one good conditional on the
acquisition of a second good. In these instances the first good is typically important and
highly desirable, while the second is inferior and undesirable. A music distributor who has the
rights to an album that is in high demand, for example, might only allow stores to purchase
copies of this album if they also buy unpopular stock that does not sell very easily. Because
this typically relies on the manipulation of a natural monopoly on the port of the distributor,
such practices are widely understood to constitute anti-competitive behaviour.

Reading Passage 1 has six sections, A-F.

Choose the correct headings for sections A-F from the list of headings below.
Write the correct number, ix, in boxes 1-6 on your answer sheet.

List of Headings
i. No give-aways for addictive products
ii. Sales of razor blades increase astronomically
iii. Monopoly of consumables is vital for success
iv. Video gaming a risky business
v. A novel method of dual marketing ruled out
vi. Freebie marketing restricted to legal goods
vii. Buyer ingenuity may lead to bankruptcy
viii. A marketing innovation
ix. A product innovation
x. More money to be made from high quality products

27 Section A
28 Section B
29 Section C
30 Section D
31 Section E
32 Section F

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 7-9 on your answer sheet.

33 The new tactic of freebie marketing ran against the ______ of Gillette's time.
34 Occasionally people who buy a master product find ways of using it that get around the
necessity of buying more ______.
35 Wired never had a ______ with its customers about the use of the barcode readers.

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the text for each answer.
Write your answers in boxes 10-13 on your answer sheet.

Freebie marketing is not permitted by law for either illegal or legal __ __36__ __ products.
This type of promotion of goods such as tobacco and alcohol is not considered worth
the __ __37__ __ and has consequently been outlawed.
'Tying' is also prohibited. This is when the sale of an attractive product is __ __38__ __ on the
purchase of another. It tends to occur when the seller takes advantage of a natural monopoly
and is generally considered to be __ __39__ __