Student Power: Road to UTBK 005

Your teeth may be part of your smile, but they have a more important job—they are the first step in the process of digestion.

You have three kinds of teeth. In the very front of your mouth are eight flat, thin teeth called incisors. They are used for cutting and biting food. Next to these are pointed teeth called canines, which also help you tear food. The remaining teeth are molars. These teeth have flat tops for crushing and grinding food.

What is the most important function of your teeth?

• To smile

• To chew food

• To crush food

• To bite food

Your teeth may be part of your smile, but they have a more important job—they are the first step in the process of digestion.

You have three kinds of teeth. In the very front of your mouth are eight flat, thin teeth called incisors. They are used for cutting and biting food. Next to these are pointed teeth called canines, which also help you tear food. The remaining teeth are molars. These teeth have flat tops for crushing and grinding food.

What are the three kinds of teeth?

• Incisors, canines, crush

• Incisors, fangs, bite

• Incisors, tear, grind

• Incisors, canines, molars

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. In example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching.

Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and sub-sequent in-service courses were designed using traditional educational technology and settings. Thus, the participant in these courses are not familiar with the processes, interaction pattern, features and possibilities of teaching learning processes based on ICT.

This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning.

Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at school. Second, designers of teacher education programs should know the pre=service teachers’ perception on ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.

With the statement “One of the current issues about the use of ICT is how it is integrated into the curriculum” (paragraph 2), the author intends to_____

• Emphasize the need for teachers with good literacy in technology

• Explore the reasons for including ICT in the curriculum document

• Explain the curriculum documents for ICT introduction in education

• Argue that current teachers already have good knowledge of using ICT

• Show that teacher education programs have been running expected ICT curriculum

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. In example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching.

Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and sub-sequent in-service courses were designed using traditional educational technology and settings. Thus, the participant in these courses are not familiar with the processes, interaction pattern, features and possibilities of teaching learning processes based on ICT.

This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning.

Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at school. Second, designers of teacher education programs should know the pre=service teachers’ perception on ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.

The author’s idea of the relationship between the use of ICT and learning outcome is analogous with_____

• Vitamin – health

• Speed – aeroplane

• Harvest – irrigation

• Cellphone – crime

• Books – intelligence

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. In example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching.

Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and sub-sequent in-service courses were designed using traditional educational technology and settings. Thus, the participant in these courses are not familiar with the processes, interaction pattern, features and possibilities of teaching learning processes based on ICT.

This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning.

Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at school. Second, designers of teacher education programs should know the pre=service teachers’ perception on ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.

The assumption the author has about teacher education programs is that_____

• The programs have introduced a reasonable knowledge of how to use ICT

• The programs have found out what ICT skills and knowledge the teachers need

• The programs have given materials related to the pre-service teachers’ perceptions of ICT

• The programs were still designed in reference to traditional educational technology and settings

• The programs have participants who are familiar with the processes of technology-mediated educational transactions

Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. In example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to be specifically trained in order to integrate ICT in their teaching.

Schools are known to be resistant to innovation and change. However, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum documents provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and sub-sequent in-service courses were designed using traditional educational technology and settings. Thus, the participant in these courses are not familiar with the processes, interaction pattern, features and possibilities of teaching learning processes based on ICT.

This issue becomes complicated because the students’ thinking skills are often weak. Also, they typically lack information literacy skills although they were born in or after 1982. In addition, they belong to the “Net generation”. Furthermore, they are accustomed to operating in a digital environment for communication, information gathering, and analysis. The problem is that students do not have to understand how their use of technology affects their habits of learning.

Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a needs assessment is important to find out what ICT skills and knowledge teachers need at school. Second, designers of teacher education programs should know the pre=service teachers’ perception on ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.

Which lines of the passage illustrate the ideal ICT teacher education programs most effectively?

• Line 6-7

• Line 9-11

• Line 20-22

• Line 22-25

• Line 24-27

People who stay in education for longer appear to have better ability to compensate for the effects of dementia in the brain, a study suggest. A UK and Finnish team found those with more education were as likely to show the signs of dementia in their brain at death as those with less. But they were less likely to have displayed symptoms during their life time, the study in brain said. Experts said scientists now had to find out why the effect occured.

Over the past decade, studies on dementia have consistently shown that the more time someone spends in education, the lower the risk of dementia will be. But studies have been unable to show whether or not education – which is linked to higher socio-economic status and healthier lifestyles- protect the brain against dementia.

The researchers in this study examined the brains of 872 people who had been part of three large ageing studies. Before their deaths they had also completed questionnaires about their education. The researchers found that more education makes people better able to cope with changes in the brain associated with dementia. It also showed that, for each year spent in education, there was an 11% decreased risk of developing dementia.

In addition, the researchers used data from the Eclipse collaboration, which combines the three European population-based longitudinal studies of ageing from the UK and Finland which have assessed people for up to 20 years. This is the largest study ever to confirm that hitting the books could help people fight the symptoms of dementia in later life. What is not known is why a longer education is so good for people. Another reason could be that educated people find ways of managing and hiding their symptoms. What is needed now is research to find out why an education can make the brain more ‘dementia resistant’.

Rebecca Wood, chief executive of the Alzheimer’s Research Trust, said: “During dementia, proteins build up in the brain and nerve cells become damaged. This research suggests that education is not able to stop the damage but enables the brain to cope better and alleviate its impact.

The topic discussed in the passage is_____

• Roles of education in preventing dementia

• Effects of dementia on learning abilities

• Education effects on dementia

• Dementia and brain function

• Education on treating dementia

People who stay in education for longer appear to have better ability to compensate for the effects of dementia in the brain, a study suggest. A UK and Finnish team found those with more education were as likely to show the signs of dementia in their brain at death as those with less. But they were less likely to have displayed symptoms during their life time, the study in brain said. Experts said scientists now had to find out why the effect occured.

Over the past decade, studies on dementia have consistently shown that the more time someone spends in education, the lower the risk of dementia will be. But studies have been unable to show whether or not education – which is linked to higher socio-economic status and healthier lifestyles- protect the brain against dementia.

The researchers in this study examined the brains of 872 people who had been part of three large ageing studies. Before their deaths they had also completed questionnaires about their education. The researchers found that more education makes people better able to cope with changes in the brain associated with dementia. It also showed that, for each year spent in education, there was an 11% decreased risk of developing dementia.

In addition, the researchers used data from the Eclipse collaboration, which combines the three European population-based longitudinal studies of ageing from the UK and Finland which have assessed people for up to 20 years. This is the largest study ever to confirm that hitting the books could help people fight the symptoms of dementia in later life. What is not known is why a longer education is so good for people. Another reason could be that educated people find ways of managing and hiding their symptoms. What is needed now is research to find out why an education can make the brain more ‘dementia resistant’.

Rebecca Wood, chief executive of the Alzheimer’s Research Trust, said: “During dementia, proteins build up in the brain and nerve cells become damaged. This research suggests that education is not able to stop the damage but enables the brain to cope better and alleviate its impact.

The word alleviate in the last paragraph means____

• Lighten

• Affect

• Worsen

• Minimize

• Overcome

People who stay in education for longer appear to have better ability to compensate for the effects of dementia in the brain, a study suggest. A UK and Finnish team found those with more education were as likely to show the signs of dementia in their brain at death as those with less. But they were less likely to have displayed symptoms during their life time, the study in brain said. Experts said scientists now had to find out why the effect occured.

Over the past decade, studies on dementia have consistently shown that the more time someone spends in education, the lower the risk of dementia will be. But studies have been unable to show whether or not education – which is linked to higher socio-economic status and healthier lifestyles- protect the brain against dementia.

The researchers in this study examined the brains of 872 people who had been part of three large ageing studies. Before their deaths they had also completed questionnaires about their education. The researchers found that more education makes people better able to cope with changes in the brain associated with dementia. It also showed that, for each year spent in education, there was an 11% decreased risk of developing dementia.

In addition, the researchers used data from the Eclipse collaboration, which combines the three European population-based longitudinal studies of ageing from the UK and Finland which have assessed people for up to 20 years. This is the largest study ever to confirm that hitting the books could help people fight the symptoms of dementia in later life. What is not known is why a longer education is so good for people. Another reason could be that educated people find ways of managing and hiding their symptoms. What is needed now is research to find out why an education can make the brain more ‘dementia resistant’.

Rebecca Wood, chief executive of the Alzheimer’s Research Trust, said: “During dementia, proteins build up in the brain and nerve cells become damaged. This research suggests that education is not able to stop the damage but enables the brain to cope better and alleviate its impact.

What do the researchers need to find out about the relationship between dementia and education?

• Whether education protects the brain against dementia

• Which type of education helps people from dementia

• Why education keeps people away from dementia

• Whether education is not able to stop the damage

• Why longer education is so good for people

Basketball was invented in 1891 by a physical education instructor in Springfield, Massachussets, by the name of James Naismith. Because of the terrible weather in winter, his physical education courses were indoors rather than outdoors. The students really hated the idea of boring, repetitive excercises and preferred the excitement and challenge of a game. Naismith figured out a team sport that could be played indoors on a gymnasium floor, that involved a lot of running, that kept all team members involved, and that did not allow the tackling and physical contact of American-style football.

What is the main idea of the passage?

• The life of James Naismith

• The history of sports

• Physical education and exercise

• The origin of basketball

• Basketball