Какой из примеров иллюстрирует взаимодействие общества и природы тест: Attention Required! | Cloudflare

Тест по теме «Общество» 10 кл. (базовый). По учебнику под ред. Боголюбова (базовый).

О – 10 Тест по теме «Общество» (базовый уровень). В – 1.

1. Выделяя основные элементы общества, их взаимосвязь и взаимодействие, ученые характеризуют общество как

1) систему, 2) часть природы, 3) материальный мир, 4) цивилизацию.

2. Общество в понимании ученых – это

1) направленное развитие от менее совершенного к более совершенному,

2) способы взаимодействия и формы объединения людей,

3) часть живой природы, подчиняющаяся её законам,

4) материальный мир в целом.

3. Верны ли следующие суждения об обществе?

А. Общество находится в состоянии постоянного развития, что позволяет характеризовать его как динамическую систему.

Б. Общество в широком смысле слова – это весь окружающий человека мир.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

4. Верны ли следующие суждения об обществе?

А. Понятие «общество» применимо к объединению людей, связанных сходными интересами.

Б. Общество является совокупностью подсистем и социальных институтов.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

5. Найдите в приведенном списке общественные явления и выберите верную комбинацию букв

а) возникновение государства,

б) генетическая предрасположенность человека к отдельным заболеваниям,

в) создание новых лекарственных препаратов,

г) формирование наций,

д) способность человека к чувственному восприятию мира.

1) абд, 2) бгд, 3) авг, 4) авд.

6. Найдите в приведенном списке черты общества как динамичной системы и выберите верную комбинацию букв

а) обособление от природы,

б) отсутствие взаимосвязи подсистем и общественных институтов,

в) способность к самоорганизации и к саморазвитию,

г) выделение из материального мира,

д) постоянные изменения,

е) возможность деградации отдельных элементов.

1) вде, 2) агд, 3) бвг, 4) где.

7. Примером влияния природных факторов на развитие общества является

1) возникновение первых очагов цивилизации в долинах крупных рек,

2) создание древнейшего памятника писаного права – законов Хаммурапи,

3) строительство пирамид в Древнем Египте,

4) распад империи Карла Великого.

8. В отличие от природы общество

1) является системой, 3) выступает в качестве творца культуры,

2) находится в развитии, 4) развивается по собственным законам.

9. Какой из примеров иллюстрирует воздействие общества на природу

1) разгром Ярославом Мудрым печенегов под Киевом,

2) формирование кастовой системы в Древней Индии,

3) строительство ирригационных сооружений в Древнем Китае,

4) издание Иваном Четвертым в 1550 году нового Судебника.

10. Запишите слово, пропущенное в схеме.

11. Установите соответствия между подсистемами общества социальными ситуациями: каждой позиции, данной в первом столбце, подберите соответствующую позицию из второго столбца.

СОЦИАЛЬНЫЕ СИТУАЦИИ ПОДСИСТЕМЫ ОБЩЕСТВА

А) организация предпраздничной торговли, 1) экономическая,

Б) проведение референдума о доверии президенту, 2) политическая,

В) принятие закона об общественных организациях, 3) духовная.

Г) написание приключенческого романа,

Д) производство товаров массового спроса,

Е) проведение научного исследования.

Оформите ответ в тетради в виде таблицы:

А

Б

В

Г

Д

Е

12. Прочитайте приведенный ниже текст, каждое положение которого пронумеровано.

(1) Группа ученых во главе с А. Печчеи организовала так называемый Римский клуб – международную неправительственную организацию, цель которой – изучение проблем современного мира. (2) Обострение глобальных проблем свидетельствует, по мнению ряда специалистов, о кризисе современной цивилизации. (3) Другие же считают, что попытки разрешить глобальные проблемы укрепляют единство стран и народов. (4) В работе Римского клуба принимают участие специалисты разных стран.

Определите, какие положения носят

А) фактический характер,

Б) характер оценочных суждений

Оформите ответ в тетради в виде таблицы:

1

2

3

4

13. Запишите слово, пропущенное в схеме:

14. Верны ли следующие суждения о взаимосвязи сфер общественной жизни?

А. Спад производства вызывает снижение уровня жизни большинства населения.

Б. Политика, проводимая властями, может способствовать успешному экономическому развитию страны.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

15. Расширяясь, предприятие заняло помещение драматического театра. Одна из политических партий заявила протест, утверждая, что в результате страдают граждане, ограниченные в доступе к культурным ценностям.

Настоящий конфликт затрагивает

1) политическую и социальную сферы жизни общества,

2) экономическую и социальную сферы жизни общества,

3) политическую и духовную сферы жизни общества,

4) все сферы жизни общества.

16. Выберите одно из предложенных высказываний и изложите свои мысли по поводу поднятой проблемы. Приведите необходимые аргументы для обоснования своей позиции.

Выполняя задание, используйте знания, полученные в курсе обществознания, соответствующие понятия, а также факты общественной жизни и собственный жизненный опыт.

1.

Философия

«Общество – свод камней, который обрушился бы, если бы один не поддерживал другого» (Сенека).

2.

Философия

«В безнравственном обществе все изобретения, увеличивающие власть человека над природой, — не только не благо, Нои несомненное и очевидное зло» (Л.Н. Толстой).

3.

Философия

«Человек немыслим вне общества» (Л.Н. Толстой).

О – 10 Тест по теме «Общество» (базовый уровень). В – 2.

1. Общество в понимании ученых – это

1) направленное развитие от менее совершенного к более совершенному,

2) способы взаимодействия и формы объединения людей,

3) часть живой природы, подчиняющаяся её законам,

4) материальный мир в целом.

2. В отличие от природы общество

1) является системой, 3) выступает в качестве творца культуры,

2) находится в развитии, 4) развивается по собственным законам.

3. Какой из примеров иллюстрирует воздействие общества на природу

1) разгром Ярославом Мудрым печенегов под Киевом,

2) формирование кастовой системы в Древней Индии,

3) строительство ирригационных сооружений в Древнем Китае,

4) издание Иваном Четвертым в 1550 году нового Судебника.

4. Запишите слово, пропущенное в схеме:

5. Расширяясь, предприятие заняло помещение драматического театра. Одна из политических партий заявила протест, утверждая, что в результате страдают граждане, ограниченные в доступе к культурным ценностям.

Настоящий конфликт затрагивает

1) политическую и социальную сферы жизни общества,

2) экономическую и социальную сферы жизни общества,

3) политическую и духовную сферы жизни общества,

4) все сферы жизни общества.

6. Прочитайте приведенный ниже текст, каждое положение которого пронумеровано.

(1) Группа ученых во главе с А. Печчеи организовала так называемый Римский клуб – международную неправительственную организацию, цель которой – изучение проблем современного мира. (2) Обострение глобальных проблем свидетельствует, по мнению ряда специалистов, о кризисе современной цивилизации. (3) Другие же считают, что попытки разрешить глобальные проблемы укрепляют единство стран и народов. (4) В работе Римского клуба принимают участие специалисты разных стран.

Определите, какие положения носят

А) фактический характер,

Б) характер оценочных суждений

Оформите ответ в тетради в виде таблицы:

1

2

3

4

7. Выделяя основные элементы общества, их взаимосвязь и взаимодействие, ученые характеризуют общество как

1) систему, 2) часть природы, 3) материальный мир, 4) цивилизацию.

8. Найдите в приведенном списке общественные явления и выберите верную комбинацию букв

а) возникновение государства,

б) генетическая предрасположенность человека к отдельным заболеваниям,

в) создание новых лекарственных препаратов,

г) формирование наций,

д) способность человека к чувственному восприятию мира.

1) абд, 2) бгд, 3) авг, 4) авд.

9. Верны ли следующие суждения об обществе?

А. Общество находится в состоянии постоянного развития, что позволяет характеризовать его как динамическую систему.

Б. Общество в широком смысле слова – это весь окружающий человека мир.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

10. Найдите в приведенном списке черты общества как динамичной системы и выберите верную комбинацию букв

а) обособление от природы,

б) отсутствие взаимосвязи подсистем и общественных институтов,

в) способность к самоорганизации и к саморазвитию,

г) выделение из материального мира,

д) постоянные изменения,

е) возможность деградации отдельных элементов.

1) вде, 2) агд, 3) бвг, 4) где.

11. Запишите слово, пропущенное в схеме.

12. Верны ли следующие суждения о взаимосвязи сфер общественной жизни?

А. Спад производства вызывает снижение уровня жизни большинства населения.

Б. Политика, проводимая властями, может способствовать успешному экономическому развитию страны.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

13. Примером влияния природных факторов на развитие общества является

1) возникновение первых очагов цивилизации в долинах крупных рек,

2) создание древнейшего памятника писаного права – законов Хаммурапи,

3) строительство пирамид в Древнем Египте,

4) распад империи Карла Великого.

14. Верны ли следующие суждения об обществе?

А. Понятие «общество» применимо к объединению людей, связанных сходными интересами.

Б. Общество является совокупностью подсистем и социальных институтов.

1) Верно только А, 3) Верны оба суждения,

2) Верно только Б, 4) Оба суждения не верны.

15. Установите соответствия между подсистемами общества социальными ситуациями: каждой позиции, данной в первом столбце, подберите соответствующую позицию из второго столбца.

СОЦИАЛЬНЫЕ СИТУАЦИИ ПОДСИСТЕМЫ ОБЩЕСТВА

А) организация предпраздничной торговли, 1) экономическая,

Б) проведение референдума о доверии президенту, 2) политическая,

В) принятие закона об общественных организациях, 3) духовная.

Г) написание приключенческого романа,

Д) производство товаров массового спроса,

Е) проведение научного исследования.

Оформите ответ в тетради в виде таблицы:

А

Б

В

Г

Д

Е

16. Выберите одно из предложенных высказываний и изложите свои мысли по поводу поднятой проблемы. Приведите необходимые аргументы для обоснования своей позиции.

Выполняя задание, используйте знания, полученные в курсе обществознания, соответствующие понятия, а также факты общественной жизни и собственный жизненный опыт.

1.

Философия

«Общество – свод камней, который обрушился бы, если бы один не поддерживал другого» (Сенека).

2.

Философия

«В безнравственном обществе все изобретения, увеличивающие власть человека над природой, — не только не благо, Нои несомненное и очевидное зло» (Л.Н. Толстой).

3.

Философия

«Человек немыслим вне общества» (Л.Н. Толстой).

90000 Answers for Nature or Nurture? 90001 90002 Nature or Nurture? 90003 90004 90005 90006 A 90007 90008 90005 A few years ago, in one of the most fascinating and disturbing experiments in behavioural psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for their willingness to obey instructions given by a ‘leader’ in a situation in which the subjects might feel a personal distaste for the actions they were called upon to perform.Specifically, Milgram told each volunteer ‘teacher-subject’ that the experiment was in the noble cause of education, and was designed to test whether or not punishing pupils for their mistakes would have a positive effect on the pupils ‘ability to learn. 90008 90005 90006 B 90007 90008 90005 Milgram’s experimental set-up involved placing the teacher-subject before a panel of thirty switches with labels ranging from ’15 volts of electricity (slight shock) ‘to’ 450 volts (danger — severe shock) ‘in steps of 15 volts each.The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer. The supposed ‘pupil’ was in reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of groans, screams and writhings together with an assortment of statements and expletives denouncing both the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of the pupil, andto administer whatever level of shock was called for as per the rule governing the experimental situation of the moment.90008 90005 90006 C 90007 90008 90005 As the experiment unfolded, the pupil would deliberately give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher levels of punishment, and turned to Milgram with questioning locks and / or complaints about continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on with the experiment.If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end. His final argument was, ‘You have no other choice. You must go on. ‘ What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong persona! and moral revulsion against the rules and conditions of the experiment. 90008 90005 90006 D 90007 90008 90005 Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts.The overwhelming consensus was that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists felt that ‘most subjects would not go beyond 150 volts’ and they further anticipated that only four per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about one in 1.000 would give the highest shock of 450 volts. 90008 90005 90006 E 90007 90008 90005 What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country How can we possibly account for this vast discrepancy between what calm, rational, knowledgeable people predict in the comfort of their study and what pressured, flustered, but cooperative teachers ‘actually do in the laboratory of real life? 90008 90005 90006 F 90007 90008 90005 One’s first inclination might be to argue that there must be some sort of built-in animal aggression instinct that was activated by the experiment, and that Milgram’s teacher- subjects were just following a genetic need to discharge this pent-up primal urge onto the pupil by administering the electrical shock.A modern hard-core sociobiologist might even go so far as to claim that this aggressive instinct evolved as an advantageous trait, having been of survival value to our ancestors in their struggle against the hardships of life on the plains and in the caves, ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways. 90008 90005 90006 G 90007 90008 90005 An alternative to this notion ot genetic programming is to see the teacher-subjects ‘actions as a result of the social environment under which the experiment was carried out.As Milgram himself pointed out. Most subjects in the experiment see their behaviour in a larger context that is benevolent and useful to society — the pursuit of scientific truth. The psychological laboratory has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An action such as shocking a victim, which in isolation appears evil, acquires a completely different meaning when placed in this setting ‘. 90008 90005 90006 H 90007 90008 90005 Thus, in this explanation the subject merges his unique personality and personal and moral code with that of larger institutional structures, surrendering individual properties like loyalty, self-sacrifice and discipline to the service of malevolent systems of authority.90008 90005 90006 I 90007 90008 90005 Here we have two radically different explanations for why so many teacher-subjects were willing to forgo their sense of personal responsibility for the sake of an institutional authority figure. The problem for biologists, psychologists and anthropologists is to sort out which of these two polar explanations is more plausible. This, in essence, is the problem of modem sociobiology — to discover the degree to which hard-wired genetic programming dictates, or at least strongly biases, the interaction of animals and humans with their environment, that is, their behaviour.Put another way sociobiology is concerned with elucidating the biological basis of all behaviour. 90008 90002 Questions 1-6 90003 90005 90062 Reading Passage has nine paragraphs 90006, A-I. 90007 90065 90008 90005 90062 Which paragraph contains the following information? 90065 90008 90005 90062 Write the correct letter 90006 A-I 90007 in boxes 90006 1-5 90007 on your answer sheet.90065 90008 90005 90080 1 90081 ABCDEFGHI a biological explanation of the teacher-subjects ‘behaviour 90082 Answer: F 90083 Locate 90008 90005 90080 2 90081 AB 90008.90000 90001 IELTS Reading Practice Test 4 90002 90003 90004 The old, print-friendly test 90005 90006 90007 90008 Section 1 90009 90010 Adam’s Wine 90011 90003 90013 A 90014 90006 Water is the giver and, at the same time, the taker of life. It covers most of the surface of the planet we live on and features large in the development of the human race. On present predictions, it is an element that is set to assume even greater significance. 90007 90003 90013 B 90014 90006 Throughout history, water has had a huge impact on our lives.Humankind has always had a rather ambiguous relationship with water, on the one hand receiving enormous benefit from it, not just as a drinking source, but as a provider of food and a means whereby to travel and to trade. But forced to live close to water in order to survive and to develop, the relationship has not always been peaceful or beneficial. In fact, it has been quite the contrary. What has essentially been a necessity for survival has turned out in many instances to have a very destructive and life-threatening side.90007 90003 90013 C 90014 90006 Through the ages, great floods alternated with long periods of drought have assaulted people and their environment, hampering their fragile fight for survival. The dramatic changes to the environment that are now a feature of our daily news are not exactly new: fields that were once lush and fertile are now barren; lakes and rivers that were once teeming with life are now long gone; savannah has been turned to desert. What perhaps is new is our naive wonder when faced with the forces of nature.90007 90003 90013 D 90006 90014 Today, we are more aware of climatic changes around the world. Floods in far-flung places are instant news for the whole world. Perhaps these events make us feel better as we face the destruction of our own property by floods and other natural disasters. 90007 90003 90013 E 90014 90006 In 2002 many parts of Europe suffered severe flood damage running into billions of euros. Properties across the continent collapsed into the sea as waves pounded the coastline wreaking havoc with sea defences.But it was not just the seas. Rivers swollen by heavy rains and by the effects of deforestation carried large volumes of water that wrecked many communities. 90007 90003 90013 F 90014 90006 Building stronger and more sophisticated river defences against flooding is the expensive short-term answer. There are simpler ways. Planting trees in highland areas, not just in Europe but in places like the Himalayas, to protect people living in low-lying regions like the Ganges Delta, is a cheaper and more attractive solution.Progress is already being made in convincing countries that the emission of carbon dioxide and other greenhouse gases is causing considerable damage to the environment. But more effort is needed in this direction. 90007 90003 90013 G 90014 90006 And the future? If we are to believe the forecasts, it is predicted that two-thirds of the world population will be without fresh water by 2025. But for a growing number of regions of the world the future is already with us. While some areas are devastated by flooding, scarcity of water in many other places is causing conflict.The state of Texas in the United States of America is suffering a shortage of water with the Rio Grande failing to reach the Gulf of Mexico for the first time in 50 years in the spring of 2002 pitting region against region as they vie for water sources . With many parts of the globe running dry through drought and increased water consumption, there is now talk of water being the new oil. 90007 90003 90013 H 90014 90006 Other doom-laden estimates suggest that, while tropical areas will become drier and uninhabitable, coastal regions and some low-lying islands will in all probability be submerged by the sea as the polar ice caps melt.Popular exotic destinations now visited by countless tourists will become no-go areas. Today’s holiday hotspots of southern Europe and elsewhere will literally become hotspots — too hot to live in or visit. With the current erratic behaviour of the weather, it is difficult not to subscribe to such despair. 90007 90003 90013 I 90014 90006 Some might say that this despondency is ill-founded, but we have had ample proof that there is something not quite right with the climate. Many parts of the world have experienced devastating flooding.As the seasons revolve, the focus of the destruction moves from one continent to another. The impact on the environment is alarming and the cost to life depressing. It is a picture to which we will need to become accustomed. 90007 90003 90013 Questions 1-8 90006 90014 Reading Passage 1 has eight paragraphs labelled 90013 A-I 90014. 90006 Choose the most suitable headings for paragraphs 90013 B-I 90014 from the list of headings below. 90007 90003 Write the appropriate numbers (I-XII) in boxes 90013 1-8 90014 on your answer sheet.90006 90013 One of the headings has been done for you as an example. 90014 90006 90074 Note: There are more headings than paragraphs, so you will not use all of them. 90075 90007 90003 90013 Example: 90014 Paragraph 90013 A 90014 — Answer 90013 VII 90014 90007 90003 90013 List of Headings 90014 90006 90013 I 90014 Environmental change has always been with us 90006 90013 II 90014 The scarcity of water 90006 90013 III 90014 Rivers and seas cause damage 90006 90013 IV 90014 Should we be despondent? Or realistic? 90006 90013 V 90014 Disasters caused by the climate make us feel better 90006 90013 VI 90014 Water, the provider of food 90006 90013 VII 90014 What is water? 90006 90013 VIII 90014 How to solve flooding 90006 90013 IX 90014 Far-flung flooding 90006 90013 X 90014 Humans ‘relationship with water 90006 90013 XI 90014 The destructive force of water in former times 90006 90013 XII 90014 Flooding in the future 90006 90013 XIII 90014 A pessimistic view of the future 90007 90003 90013 1 90014 Paragraph B IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 2 90014 Paragraph C IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 3 90014 Paragraph D IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 4 90014 Paragraph E IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 5 90014 Paragraph F IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 6 90014 Paragraph G IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 7 90014 Paragraph H IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90006 90013 8 90014 Paragraph I IIIIIIIVVVIVIIVIIIIXXXIXIIXIII 90007 90003 90013 Questions 9-15 90006 90014 Choose the appropri ate letters 90013 A-D 90014 and write them in boxes 90013 9-15 90014 on your answer sheet.90007 90003 90013 9 90014 The writer believes that water 90006 90013 A 90014 is gradually becoming of greater importance. 90006 90013 B 90014 will have little impact on our lives in future. 90006 90013 C 90014 is something we will need more than anything else. 90006 90013 D 90014 will have even greater importance in our lives in the future. 90007 90003 90013 10 90014 Humankind’s relationship with water has been 90006 90013 A 90014 two-sided. 90006 90013 B 90014 one-sided.90006 90013 C 90014 purely one of great benefit. 90006 90013 D 90014 fairly frightening. 90007 90003 90013 11 90014 The writer suggests that 90006 90013 A 90014 we are in awe of the news we read and see on TV every day. 90006 90013 B 90014 change to the environment leaves us speechless. 90006 90013 C 90014 we should not be in awe of the news we read and see on TV every day. 90006 90013 D 90014 our surprise at the environmental change brought about by nature is something new.90007 90003 90013 12 90014 According to the text, planting trees 90006 90013 A 90014 has to be co-ordinated internationally. 90006 90013 B 90014 is more expensive than building sea and river defences. 90006 90013 C 90014 is a less expensive answer to flooding than building river defences. 90006 90013 D 90014 is not an answer to the problem of flooding in all regions. 90007 90003 90013 13 90014 By 2025, it is projected that 90006 90013 A 90014 at least half the world population will have fresh water.90006 90013 B 90014 the majority of the world population will have fresh water. 90006 90013 C 90014 one-third of the world population will have fresh water. 90006 90013 D 90014 fresh water will only be available to half of the world population. 90007 90003 90013 14 90014 According to the text, in the future low-lying islands 90006 90013 A 90014 will still be habitable. 90006 90013 B 90014 will not be under water. 90006 90013 C 90014 are likely to be under water. 90006 90013 D 90014 will probably not be under water.90007 90003 90013 15 90014 According to the writer 90006 90013 A 90014 people do not need to get used to environmental damage. 90006 90013 B 90014 people will need to get used to climate changes that cause environmental damage. 90006 90013 C 90014 people are now more used to environmental damage than they have been in the past. 90006 90013 D 90014 the general despondency about environmental changes is ill-founded. 90007 90274 90003 90004 For this task: Answers with explanations :: Vocabulary 90005 90007 90279.90000 90001 CAE Reading and Use of English Practice Test 10 90002 90003 CAE Reading and Use of English Part 8 90004 90005 You are going to read an article about the Royal Society, a British scientific institution. For questions 90006 47-56 90007, choose from the sections of the article (90006 A-E 90007). The sections may be chosen more than once. 90010 90005 In which section of the article are the following mentioned? 90012 90006 47 90007 a belief that a certain development has been of particular use to scientists ABCDE 90012 90016 48 90017 the variety of ways in which the Royal Society encourages people who are not scientists to consider scientific issues ABCDE 90012 90016 49 90017 a rapid reaction to research being made public ABCDE 90012 90016 50 90017 a particular development that requires urgent action to improve it ABCDE 90012 90016 51 90017 a resource for information on past scientific discoveries ABCDE 90012 90016 52 90017 a lack of understanding of scientific matters among people in general ABCDE 90012 90016 53 90017 a system that the Royal Society introduced ABCDE 90012 90016 54 90017 the fact that scientists do not always reach firm conclusions ABCDE 90012 90016 55 90017 a problem that is not limited to the world of science ABCDE 90012 90016 56 90017 the belief that certain things that are possible are not desirable ABCDE 90010 90043 The unstoppable spirit o f inquiry 90044 90045 90046 The president of the Royal Society, Martin Rees, celebrates the long history of one of Britain’s greatest institutions.90047 90010 90005 90006 A 90007 90012 The Royal Society began in 1660. From the beginning, the wide dissemination of scientific ideas was deemed important. The Society started to publish Philosophical Transaction, the first scientific journal, which continues to this day. The Society’s journals pioneered what is still the accepted procedure whereby scientific ideas are subject to peer review — criticised, refined and codified into ‘public knowledge’. Over the centuries, they published Isaac Newton’s researches on light, Benjamin Franklin’s experiments on lightning, Volta’s first battery and many of the triumphs of twentieth century science.Those who want to celebrate this glorious history should visit the Royal Society’s archives via our Trailblazing website. 90010 90005 90006 У 90007 90012 The founders of the Society enjoyed speculation, but they were also intensely engaged with the problems of their era, such as improvements to timekeeping and navigation. After 350 years, our horizons have expanded, but the same engagement is imperative in the 21st century. Knowledge has advanced hugely, but it must be deployed for the benefit of the ever-growing population of our planet, all empowered by ever more powerful technology.The silicon chip was perhaps the most transformative single invention of the past century; it has allowed miniaturisation and spawned the worldwide reach of mobile phones and the internet. It was physicists who developed the World Wide Web and, though it impacts us all, scientists have benefited especially. 90010 90005 90006 C 90007 90012 Traditional journals survive as guarantors of quality, but they are supplemented by a blogosphere of widely varying quality. The latter cries out for an informal system of quality control.The internet levels the playing fields between researchers in major centres and those in relative isolation. It has transformed the way science is communicated and debated. In 2002 three young Indian mathematicians invented a faster scheme for factoring large numbers -something that would be crucial for code-breaking. They posted their results on the web. Within a day, 20,000 people had downloaded the work, which was the topic of hastily convened discussions in many centres of mathematical research around the world.The internet also allows new styles of research. For example, in the old days, astronomical research was stored on delicate photographic plates; these were not easily accessible and tiresome to analyse. Now such data (and large datasets in genetics and particle physics) can be accessed and downloaded anywhere. Experiments and natural events can be followed in real-time. 90010 90005 90006 D 90007 90012 We recently asked our members what they saw as the most important questions facing us in the years ahead and we are holding discussion meetings on the ‘Top Ten’.Whatever breakthroughs are in store, we can be sure of one thing: the widening gulf between what science enables us to do and what it’s prudent or ethical actually to do. In respect of certain developments, regulation will be called for, on ethical as well as prudential grounds. The way science is applied is a matter not just for scientists. All citizens need to address these questions. Public decisions should be made, after the widest possible discussion, in the light of the best scientific evidence available.That is one of the key roles of the Society. Whether it is the work of our Science Policy Centre, our journals, our discussion meetings, our work in education or our public events, we must be at the heart of helping policy-makers and citizens make informed decisions. 90010 90005 90016 E 90017 90012 Our science is not dogma. Its assertions are sometimes tentative, sometimes compelling; noisy controversy does not always connote balanced arguments; risks are never absolutely zero, even if they are hugely outweighed by potential benefits.In promoting an informed debate, the media are crucial. When reporting a scientific controversy, the aim should be neither to exaggerate risks and uncertainties, nor to gloss over them. This is indeed a challenge, particularly when institutional, political or commercial pressures distort the debate. Scientists often bemoan the public’s weak grasp of science — without some ‘feel’ for the issues, public debate can not get beyond sloganising. But they protest too much: there are other issues where public debate is, to an equally disquieting degree, inhibited by ignorance.The Royal Society aims to sustain Britain’s traditional strength in science, but also to ensure that wherever science impacts on people’s lives, it is openly debated. 90010 90074 90005 90076 For this task: Answers with explanations :: Vocabulary 90077 90010 90079.90000 90001 IELTS Reading Practice Test 6 90002 90003 Section 2 90004 90005 A Silent Force 90006 90007 90008 A 90009 90010 There is a legend that St Augustine in the fourth century AD was the first individual to be seen reading silently rather than aloud, or semi- aloud, as had been the practice hitherto. Reading has come a long way since Augustine’s day. There was a time when it was a menial job of scribes and priests, not the mark of civilisation it became in Europe during the Renaissance when it was seen as one of the attributes of the civilised individual.90011 90007 90008 B 90009 90010 Modern nations are now seriously affected by their levels of literacy. While the Western world has seen a noticeable decline in these areas, other less developed countries have advanced and, in some cases, overtaken the West. India, for example, now has a large pool of educated workers. So European countries can no longer rest on their laurels as they have done for far too long; otherwise, they are in danger of falling even further behind economically. 90011 90007 90008 C 90009 90010 It is difficult in the modern world to do anything other than a basic job without being able to read.Reading as a skill is the key to an educated workforce, which in turn is the bedrock of economic advancement, particularly in the present technological age. Studies have shown that by increasing the literacy and numeracy skills of primary school children in the UK, the benefit to the economy generally is in billions of pounds. The skill of reading is now no more just an intellectual or leisure activity, but rather a fully-fledged economic force. 90011 90007 90008 D 90009 90010 Part of the problem with reading is that it is a skill which is not appreciated in most developed societies.This is an attitude that has condemned large part of the population in most Western nations to illiteracy. It might surprise people in countries outside the West to learn that in the United Kingdom, and indeed in some other European countries, the literacy rate has fallen to below that of so-called less developed countries. 90011 90007 90008 E 90009 90010 There are also forces conspiring against reading in our modern society. It is not seen as cool among a younger generation more at home with computer screens or a Walkman.The solitude of reading is not very appealing. Students at school, college or university who read a lot are called bookworms. The term indicates the contempt in which reading and learning are held in certain circles or subcultures. It is a criticism, like all such attacks, driven by the insecurity of those who are not literate or are semi-literate. Criticism is also a means, like all bullying, of keeping peers in place so that they do not step out of line. Peer pressure among young people is so powerful that it often kills any attempts to change attitudes to habits like reading.90011 90007 90008 F 90009 90010 But the negative connotations apart, is modern Western society strongly opposing an uncontrollable spiral of decline? I think not. 90011 90007 90008 G 90009 90010 How should people be encouraged to read more? It can easily be done by increasing basic reading skills at an early age and encouraging young people to borrow books from schools. Some schools have classroom libraries as well as school libraries. It is no good waiting until pupils are in their secondary school to encourage an interest in books; it needs to be pushed at an early age.Reading comics, magazines and low brow publications like Mills and Boon is frowned upon. But surely what people, whether they be adults or children, read is of little import. What is significant is the fact that they are reading. Someone who reads a comic today may have the courage to pick up a more substantial tome later on. 90011 90007 90008 H 90009 90010 But perhaps the best idea would be to stop the negative attitudes to reading from forming in the first place. Taking children to local libraries brings them into contact with an environment where they can become relaxed among books.If primary school children were also taken in groups into bookshops, this might also entice them to want their own books. A local bookshop, like some local libraries, could perhaps arrange book readings for children which, being away from the classroom, would make the reading activity more of an adventure. On a more general note, most countries have writers of national importance. By increasing the standing of national writers in the eyes of the public, through local and national writing competitions, people would be drawn more to the printed word.Catch them young and, perhaps, they just might then all become bookworms. 90011 90007 Questions 90008 16-22 90009 90010 Reading Passage 2 has eight paragraphs labelled 90008 A-H 90010. 90009 Choose the most suitable heading for each paragraph from the list of headings below. 90011 90007 Note: There are more headings than paragraphs, so you will not use all of them. 90009 90057 One of the headings has been done for you as an example. Any heading may be used 90008 more than once. 90010 90060 90011 90007 90057 90060 90057 List of Headings 90009 90060 90008 I 90010 Reading not taken for granted 90009 90008 II 90010 Taking children to libraries 90009 90008 III 90010 Reading: the mark of civilisation 90009 90008 IV 90010 Reading in St Augustine’s day 90009 90008 V 90010 A large pool of educated workers in India 90009 90008 VI 90010 Literacy rates in developed countries have declined because of people’s attitude 90009 90008 VII 90010 Persuading people to read 90009 90008 VIII 90010 Literacy influences the economies of countries in today’s world 90009 90008 IX 90010 Reading benefits the economy by billions of pounds 90009 90008 X 90010 The attitude to reading amongst the young 90009 90008 XI 90010 Reading becomes an economic force 90009 90008 XII 90010 The writer’s attitude to the decline in reading 90011 90007 90008 90010 90008 Example: 90010 Paragraph H 90008 Answer VII 90010 90011 90007 90008 16 90010 Paragraph A IIIIIII VVVIVIIVIIIIXXXIXII 90009 90008 17 90010 Paragraph B IIIIIIIVVVIVIIVIIIIXXXIXII 90009 90008 18 90010 Paragraph C IIIIIIIVVVIVIIVIIIIXXXIXII 90009 90008 19 90010 Paragraph D IIIIIIIVVVIVIIVIIIIXXXIXII 90009 90008 20 90010 Paragraph E IIIIIIIVVVIVIIVIIIIXXXIXII 90009 90008 21 90010 Paragraph F IIIIIIIVVVIVIIVIIIIXXXIXII 90009 90008 22 90010 Paragraph G IIIIIIIVVVIVIIVIIIIXXXIXII 90011 90007 90008 90010 Questions 90008 23 -27 90009 90010 Do the following statements agree with the information given in Reading Passage 2? 90011 90007 90008 YES 90010 if the statement agrees with the writer’s claims 90009 90008 NO 90010 if the statement contradicts the writer’s claims 90009 90008 NOT GIVEN 90057 90060 90010 if there is impossible to say what the writer thinks about this 90011 90007 90008 23 90010 European countries have been satisfied with past achievements for too long and have allowed other countries to overtake them in certain areas.YesNoNot given 90009 90008 24 90010 Reading is an economic force. YesNoNot given 90009 90008 25 90010 The literacy rate in less developed nations is considerably higher than in all European countries. YesNoNot given 90009 90008 26 90010 If you encourage children to read when they are young the negative attitude to reading that grows in some subcultures will be eliminated. YesNoNot given 90009 90008 27 90010 People should be discouraged from reading comics and magazines. YesNoNot given 90011 90169 90007 90171 For this task: Answers with explanations :: Vocabulary 90172 90011 90174.