Toefl ibt internet based test 2006 - 2007 part 23 pdf

' ''' ACADEMIC SKILLS Use the procedure to write a synthesis of a reading and a lecture. Take as much time as you need to complete the synthesis. Write 1 50-225 words . Compare your synthesis with the example answer in Chapter 7 on page 533. _I The Out of Africa hypothesis, atso called the replacement hypothesis, contends that mod- em humans originated in Africa, probably from a common ancestor. From there, they migrated to other regions, eventually replacing the populations of Neanderthals and other groups of ear- tier humans that may have survived. Geneticists who support the replacement hypothesis argue I hatthe similarities snared by all of the modem human populations conlirm the existence of a common gene pool, and per- haps even one common lemakl ancestor. They point to the fact that many modern human traits have evolved within the past 200,000 years as evidence of the repiacement hypothesis. Furthermore, they cite studies of DNA in cell st ructures caJled m~ochondria , which codes most of the In herited traits from ancestors. Mos t 01 these sltJdies demon strate that the diversity among human populations is very small as compared with other species. They conclude that there was onty one small population from which all other populations de scended. From their point 01 view, the evidence supports the theory that modern humans migrated from a relatively small area in Africa almosl l 50,OOO years ago , moving along a route through the Middle East 100,000 years ago , and slowly populat ing regions throughout the world by displacing the com- munities of less developed humanlike species that they encountered. Pafeoanthropologists concede that, to date, the oldest lossil remains of modern Homo sapiens have been found in Africa, with the next oldest discovered in the Middle East. Euro- pean fossils are dated at about 50,000 years after the African fossils. T hus , ~ would appear that the replacement hypothf'J!;i!; Is subslantlaled by archaeological evidence. Now that you have read the explanation of human migration patterns in the reading, listen to part of a lec\tJre on a similar topic. o Act i vity 37 , CO 3, Track 3 Summarize the major points in the reading and explain how the lecturer casts doubt on those points . Work within time limits II you ara synthesizing for an assignment that is due in several weeks , you will have plenty 01 time to think, write, and revise, but il you ara synthesizing information lor a test question, you will have to wOO within lime limits, and you need to understand what those limits are. SYNTHESIZING 14. _S!wH, The procedure Is listed again but thiS time the time limits are shown. Pay anention to the tim- ing when you practice using the procedure. Read the assignment or lest question - 1 0 seconds 1. Identify the primary source. 2. Identify the secoudary source. 3. Decide whether the task is eJdensiOn or contrast 4. Determine the specific relationship between the primary and seoondary sources. Read the passage and take notes- 3 minutes Listen to the lecture and take notes-3-5 minutes Plan and write a synlhesis-20 minutes 5. Summarize the primary source. 6. Create a transition senlence to connect the primary source with the secondary source. 7. Summarize the seoondary source while making relerences to the primary source. PIAent:t At".", 38 Use the procedure again to write another synthesis 01 a reading and a Iect1Jre . Write 150 225 WOlds . Try to stay within the time limits to complete the activity ItIis time. Compare your syn- thesis with the example answer in Chapter 7 on page 534. - In 1798, Thomas Malthus published an Essay on the Principle 01 Population, 81guably one of the most important wOO\s ever written on the consequences 01 population growth. Accord- ing to Malthus. without intervention, population will tend to exceed the supply of Iood because, whereas population increases exponentially. Iood supplies do not He also observed thai dis- asters, disease, lamine, and war could have a beneficial effect on population by incteasing mortality rates. and thus slowing population growth. In addition. he pointed out that the sector 01 the population at the highest standard 01 living lended to eXefcise preventive measures to control fertility, but the sector at the lowest standard 01 living had ItIe largest number 01 chil- dren, thereby relinquishing any possibility of Improyement in living conditions, and perhaps even serving as a stimulus for the disease and other lactors that chad< population growth. Citing the lact that the wealthy and better-educated sectors 01 society already controlled population, Malthus pointed out the benelits 01 univefsaJ education to solve the population problem. He recommended raising the minimum wage and providing an incentive lor the poor to choose between haYing more children, which they could support at a low standard of living, or haYing smaller lamilies. which they could provide with a higher standard 01 living. Matthus believed that the ambition to improve their standard 01 living would direct those at the lowest income levels to limit the number of children they brought into the work! once they understood the relationship between their life style and the size 01 their lamlly. 1110 ACADEMIC SKI U S 1M,.,. Now that you have read the explanation of population in the reading, listen 10 part of a lecture on a similar topic. () Activity 38 , CD 3, Track 4 ".""" SUmmarize the majoJ points in the lecture that you have just heard, explaining how they cast doubt on the Ideas in the reading passage . , Practice using the procedure For a plan to be usellJl, you need to practice using it. With a little practice, the procedure will feel very natural 10 you. With a lot 01 practice, it will become automatic. Continue using the procedure 10 gain competence and confidence. Remembef, if you still have to think about the steps while you are going through them, and if it takes you longer than the time limit to complete the synthesis, you have two more practice activities in this chapter. In addition, all of the model tests have opportunities for you to practice synthesis. It will get easier. Practice using the procedure agaln. Write another synthesis 01 a reading and a lecture. Try to stay within the time limits to complete the activity. Compara your synthesis with the example answer In Chapter 7 on page 535. - Crop circtes are not a modem phenomenon. As earty as the late t7th century, circular designs were found in grain crops and recorded in academic te:tls. However, the large number oIayewitness reports lrom England to Australia since 1970 has encouraged a more thorough examination of this phenomenon. To date, reports of more than 10,000 crop circles Irom almost thirty oountries have been collected. Within the past th irty years, the designs have increased in complexity, including rings, lines and geometrical figuras. One 01 the problems associated with a serious scientifIC study of crop circles is the large number of hoaxers who have been discovered or who have admitted to having been a part of elaborate deceptions. Besides the famous team of Doug and Dave, who were attributed with creating a large number 01 circles in Britain, groups in New Zealand and in North America have been identified. Apparently, they flattened the crops by tromping through the rJ&ld wi th heavy boots or by fastening planks of wood onto their boots to create Intricate patterns without mak- Ing footprints. In several experiments, most notably the 1998 demonstration supported by the Discovery Chan ne t, a group of trained ci rcle makers was paid to create patterns. The Disco v- SYNTHESIZING 15 1 ery Channel test in New Zealand was moonted to prove that it was possible for tea ms 10 cre- ate patterns in a relatively short period of time. In less than lour hours , they were able to make 100 circles intefS&Ctlng in a pattern thirty f eet In diameter. Critics pointed out that the location lent itself to secrecy, un like othel'" more populated sites where circles had been discovered. They also criticized the demonstration because, although the team WOI1<ed at night, the area was very well-lighted. Now that you have read the passage on crop circles, fisten to pari 01 a lecture on a similar topic. n Activity 39 , CD 3, Tl1Ick 5 SlJmmarize the map- points In the lecture tha t you have just heard , explaining how they cast doubt on the ideas in the reading passage. I'IA&nt:I. 'ctiMn 4D Practice using the procedure aga in. Write another synthesis of a reading and a lecture. T ry 10 stay within the time limits to complete the activity. Compare your synthesis with the example answer in Chapter 7 on page 536. - In an age 01 globalization, collaboration and strategic alliances may be essential to suc- cess. Of course, there have traditionally beef1 a number of ways to cooperate , Including merg- ers in which two companies form a legal union , or a joint venture wtlefe several companies pool resources to create a separate entity. However , a strategic alliance is much less involved than either a merger or a joint venture . Quite simply, a strategic alliance is a mutual agreement between two or more companies in order to wort!; more effectively toward their goals. Th is usu- ally involves a plan to share resources for mutual benefit For example, one company may have financial resources and another company may have technical expertise. By cootlining these resources, both oompanles would Increase profit In some cases , one company may possess a brand name that would provide a marketing advantage to another company Whose product is relatively unknown but has huge sales potential. In othel'" cases , Intemallonal strat e- gic al li ances open new markets abroad to COIT"IpBIlies that have a product but lack expertise in advertising for that market segment. As compared with other options lor oooperallon, the major advantage 01 strategic alliances is that they may be easily formed and easily dissolved , which makes them a perlect vehicle in a rapidly changing business environment. When a mutual goal has been attained, the aUiance may no longer be beneficial, and, un~ke mergers or joint ventures, which have more Iong-tenn implications, partners in an alliance ca n come together for short-tenn collaboration and then 1 52 ACADEMIC SKILLS realign themselves with other strategic panners when t he markets shift or new technologies require different strategies . Now that you have read the passage 00 business oollaboration. listen to part 01 a lecture 00 a similar topic. o Act i vity 40 , CD 3, Track 6 Summarize the major points in the reading, eKPIaining how the lecture supports these ideas. ADVISOR 'S OFFICE Perspective means "the way you view experiences ." Have you heard the story about the teacup? Two people sit down at a table. Tl1ere Is only enough tea lor one cup so they each have half a cup 01 tea to drink. One p8fSOll looks at the cup and says, "Oh my, the cup is half empty." Tl1e other person looks at the cup and says, '"Oh, look, the cup is half lull." Which kind 01 person are you? At this point in your review, it is easy to become discouraged. However, il you choose the "hall full" perspective, you will have more energy to continue your stud- ies. Yes, there Is certainly a lot to review. II you understand halt 01 the strategies, you have a choice. You can say, "Oh my, I know only hall 01 this ." Instead, you can say, "Oh look, I already know hall 01 thlsl" You choose. My advice is IJeI~vfl in yourstllf. D on' look al the tong distance you have yat to travel. Celebrate the long distance that you have already traveled. Tl1en you will have the energy and the courage to keep going. ttet mater MODEL TEST 2: PROGRESS TEST READING SECTION The Reading section tests your ability to understand reading passages like those in college textbooks. The passages are about 700 words in length. This Is the long format l or the Reading section. On the long formal, you will respond to live passages. After each passage , you will answer 12 - 14 questions about it Only three passages will be graded. The other passages are part of an experimental section for future lests. Because you will now know which passages wilt be graded, you must try to cIo your best on all of them. Most questions are worth 1 point, but the last question in each passage is worth more than 1 point. You will have 100 minutes to read all 01 the passages and an swer the questions. You may lake notes while you read, but notes are not graded. You may use your notes to answer the ques- tions. Some passages may include a WOI'd or phrase thai is under1lned in blue. Click on the word or phrase to see a glossary definition or turplanaUofl. Choose the best answer for multiple-choice questions. FOllow !he directions on the page or on the screen !of computer-assist ed questions. Click on Next 10 go to the neld question. Click on Back to return to the previous question. You may return to previous questions lor all 01 the passages in !he same reading part, but after you go to the neld part, you will not be able to return to passages in a previous part. Be sure thai you have answeted all of the questions for the passages in each part before you click on Next at the end of the passage 10 move 10 lhe neld pan. You can click on Review 10 see a chart of lhe questions you have answered and the questions you have nol answered in each part. From this screen, you can return 10 the question you want to answer in the part that is open. A clock on the screen will show you how much time you have to complete the Reading section. '" 1 54 MODEL TEST 2: PROORESS TEST PART I 1IutI1"" "1IaoIIrca MlllRInll"_'. e" •• " .at While the mucl'l-anlicipaled expansion of the westem frontier was unlokling in accofdance with the d6sign of the Natlonal Pulicy, a ~ north6m frontl6r was opening up the prospects 01 Canadian Industrial developmen t. !al Long the preserve of the lur trade, the Canadian Shield and the western Cofdilleras became a treasury of minerals, li mber and hydroelectric power In the late 19th and earty 20th centuries. As early as 1883, CPR !Canadian Pacific Rail- wayl oonstruction crews blasting through the rugged terrain of northern Ontario diSCClVefed copper and nickel deposits in the vicinity of Sudbury. rm As refining processes, uses, and markets lor the metal developed, Sudbury became the world's largest nickel producer_ The building of the Temiskaming and Northern Ontario Railway led to the discovery 01 rich silver deposits around Cobalt north of Lake Nipi SSing in 1903 and touched o ff a mining boom that spread northward to Kirkland Lake and the Porcupine district. ICl AIIhough the economlc Importance of these mining operations was enduring, they did not capture the public imag i- nation to the same extent as the Klondike gold rush of the late 1 B90s. IDl .at Fortune-seekers lrom ali parts 01 the world llocked to the Klondike and Yukon River II to lor gold starting in 1896. At the height of the gold rush in 1898, unsellied subarctic frontier had a population of about 30, 000 , more than hall 01 whiCtl was concentrated in the newly estab- lished town of Dawson. In the same year, the lederal government created the Yukoo Territory, administered by an appointed commissioner, in an effort to ward off the prospect 01 annexation to Alaska Even il the economic sionili- cance of the Klondike slrike was somewhat exaggerated and short·lived, the tales of sudden riches, heroic and tragic axploits, and the rowdiness and law- lessness of the mining frontier were Immortalized through popular fiction and lolklore, notably the poetic verses of Robert w. Service • .at Perhaps less romantic than the mining booms, the exploitation of forest and waler resources was jus t as vital to national development. The Douglas lir, spruce, and cedar stands 01 British Columbia along with the white pine forests of Ontario satisfied construction demands on the treeless prairies as well as in the growing cilies and towns of central Canada and the United States. British Columbia's forests also supplied lumber to Asia. In addition. the softwood forest wealth of the Cordilleras and the Shield was a valuable source of pulpwood lor the development of the pulp and , which made Canada one of the world's leading exporters of newsprint. the fast flowing rivers 01 the Shield and Cordilleras could readily be harnessed as sources of hydroelec- tric power, replacing coal in the booming factones of central Canada as well as in the evolving mining and pulp and paper industries. The age of electricity under public ownership and control was ushered in by the creation of the OntariO Hydro-Electric Power Commission (now Ontario Hydro) In 1906 to dis- tribute and eventually to produce this vilal source of energy. . seoondary sources. Read the passage and take notes- 3 minutes Listen to the lecture and take notes- 3-5 minutes Plan and write a synlhesis-20 minutes 5. Summarize the primary source. 6 '" 1 54 MODEL TEST 2: PROORESS TEST PART I 1IutI1"" "1IaoIIrca MlllRInll"_'. e" •• " .at While the mucl'l-anlicipaled expansion of. un~ke mergers or joint ventures, which have more Iong-tenn implications, partners in an alliance ca n come together for short-tenn collaboration and then 1 52 ACADEMIC SKILLS realign