2011년 4월 22일 금요일

IELTS(Words) from IELTS School

Bellicose : eager to fight;warlike ex) a bellicose nature
Warlike : 1. hostile. 2. soldierly. 3. military
ex) He entered the meeting in a warlike frame of mind.
Aggressive : 1. given to aggression; hostile. 2. forceful, self-assertive.
ex) An aggressive country is always read to start a war.
Combative : pugnacious
ex) In a combative mood
Hostile : adj. 1. of an enemy. 2. (often foll. by to) unfriendly, opposed.
ex) The group's hostile 588 Millions dollars bid for a construction company.
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Technology : knowledge or use of the mechanical arts and applied science
ex) He developed a technology to analyse the data.
Machinery : 1. machines. 2. mechanism. 3. (usu foll by of) organized system. 4. (usu foll by for) means devised.

ex) The upkeep of this machinery is very costly.
On Friday, KDB completed the sale of a 51 percent stake in Daewoo Heavy Industries & Machinery for 1.69 trillion won ($1.68 billion) to a consortium led by Doosan Heavy Industries & Construction Co. (출처: The Korea Herald)
금요일 산업은행은 대우중공업의 지분 51% 16900억원에 두산중공업이 이끄는 컨소시엄에 매각했다.


Mechanics : (usu treated as sing.) 1. branch of applied mathematics dealing with motion etc. 2. science of machinery. 3. routine technical aspects of a thing ( mechanics of local government)
ex) The mechanics of staging a play are very complicated.

During the competition, which is held every year in the region, mechanics from Korea, Singapore, Hong Kong and Guam undergo written and practical tests in auto maintenance and repair. (출처: The Korea Herald)
매년 이 지역에서 열리고 있는 이 대회에는 한국, 싱가포르, 홍콩, 괌에서 온 정비사들이 자동차 정비와 수리 부문에서 필기시험과 실기시험을 치른다.


Electronics : (treated as sing.) science of the movement of electrons in a vacuum, gas, semiconductor, etc., esp. in devices in which the flow is controlled and utilized.
ex) Break new ground in the field of electronics.

Automation : 1. use of automatic equipment in place of manual labor. 2. production of goods etc. by this.
ex) Automation meant the loss of many factory jobs.

IELTS (Reading about The True Cost of Food) from IELTS 7


Test 2 – READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
The True Cost of Food
A  For more than forty years the cost of food has been rising. It has now reached a point where a growing number of people believe that it is far too high, and that bringing it down will be one of the great challenges of the twenty first century. That cost, however, is not in immediate cash. In the West at least, most food is now far cheaper to buy in relative terms than it was in 1960. The cost is in the collateral damage of the very methods of food production that have made the food cheaper: in the pollution of water, the enervation of soil, the destruction of wildlife, the harm to animal welfare and the threat to human health caused by modern industrial agriculture.

B  First mechanisation, then mass use of chemical fertilisers and pesticides, then monocultures, then battery rearing of livestock, and now genetic engineering - the  onward march of intensive farming has seemed unstoppable in the last half-century, as  the yields of produce have soared. But the damage it has caused has been colossal.  In Britain, for example, many of our best-loved farmland birds, such as the skylark, the grey partridge, the lapwing and the corn bunting, have vanished from huge stretches of countryside, as have even more wild flowers and insects. This is a direct result of the way we have produced our food in the last four decades. Thousands of miles of hedgerows, thousands of ponds, have disappeared from the landscape. The faecal filth of salmon farming has driven wild salmon from many of the sea lochs and rivers of Scotland. Natural soil fertility is dropping in many areas because of continuous industrial fertiliser and pesticide use, while the growth of algae is increasing in lakes because of the fertiliser run-off.

C  Put it all together and it looks like a battlefield, but consumers rarely make the connection at the dinner table. That is mainly because the costs of all this damage are what economists refer to as externalities: they are outside the main transaction, which is for example producing and selling a field of wheat, and are borne directly by neither producers nor consumers. To many, the costs may not even appear to be financial at all, but merely aesthetic - a terrible shame, but nothing to do with money. And anyway they, as consumers of food, certainly aren't paying for it, are they?

D   But the costs to society can actually be quantified and, when added up, can amount to staggering sums. A remarkable exercise in doing this has been carried out by one of the world's leading thinkers on the future of agriculture, Professor Jules Pretty, Director of the Centre for Environment and Society at the University of Essex. Professor Pretty and his colleagues calculated the externalities of British agriculture for one particular year. They added up the costs of repairing the damage it caused, and came up with a total figure of £2,343m. This is equivalent to £208 for every hectare of arable land and permanent pasture, almost as much again as the total government and EU spend on British farming in that year. And according to Professor Pretty, it was a conservative estimate.

E   The costs included: £120m for removal of pesticides; £16m for removal of nitrates; £55m for removal of phosphates and soil; £23m for the removal of the bug cryptosporidium from drinking water by water companies; £125m for damage to wildlife habitats, hedgerows and dry stone walls; £1,113m from emissions of gases likely to contribute to climate change; £106m from soil erosion and organic carbon losses; £169m from food poisoning; and £607m from cattle disease. Professor Pretty draws a simple but memorable conclusion from all this: our food bills are actually threefold. We are paying for our supposedly cheaper food in three separate ways: once over the counter, secondly through our taxes, which provide the enormous subsidies propping up modern intensive farming, and thirdly to clean up the mess that modern farming leaves behind.

F  So can the true cost of food be brought down? Breaking away from industrial agriculture as the solution to hunger may be very hard for some countries, but in Britain, where the immediate need to supply food is less urgent, and the costs and the damage of intensive farming have been clearly seen, it may be more feasible. The government needs to create sustainable, competitive and diverse farming and food sectors, which will contribute to a thriving and sustainable rural economy, and advance environmental, economic, health, and animal welfare goals.

G   But if industrial agriculture is to be replaced, what is a viable alternative? Professor Pretty feels that organic farming would be too big a jump in thinking and in practices for many farmers. Furthermore, the price premium would put the produce out of reach of many poorer consumers. He is recommending the immediate introduction of a ‘Greener Food Standard’, which would push the market towards more sustainable environmental practices than the current norm, while not requiring the full commitment to organic production. Such a standard would comprise agreed practices for different kinds of farming, covering agrochemical use, soil health, land management, water and energy use, food safety and animal health. It could go a long way, he says, to shifting consumers as well as farmers towards a more sustainable system of agriculture.



  

Questions 14-17
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter, A-G, in boxes 14-17 on your answer sheet.

NB      You may use any letter more than once.

14      a cost involved in purifying domestic water
15      the stages in the development of the farming industry
16      the term used to describe hidden costs
17      one effect of chemicals on water sources

Questions 18-21
Do the following statements agree with the claims of the writer in Reading Passage 2?
In boxes 18-21 on your answer sheet, write
YES           if the statement agrees with the claims of the writer
NO            if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

18      Several species of wildlife in the British countryside are declining.
19      The taste of food has deteriorated in recent years.
20      The financial costs of environmental damage are widely recognised.
21      One of the costs calculated by Professor Pretty was illness caused by food.

Questions 22-26
Complete the summary below.
Choose NO MORE THAN THREE WORDS from the passage for each answer:
Write your answers in boxes 22-26 on your answer sheet.

Professor Pretty concludes that our 22 .................... are higher than most people realise, because we make three different types of payment. He feels it is realistic to suggest that Britain should reduce its reliance on 23 .................... .
Although most farmers would be unable to adapt to 24 .................... , Professor Pretty wants the government to initiate change by establishing what he refers to as a 25 .................... . He feels this would help to change the attitudes of both 26 .................... and .................... .


Answer keys
14     E
15     B
16     C
17     B
18     YES
19     NOT GIVEN
20     NO
21     YES
22     food bills/costs
23     (modern) intensive farming
24     organic farming
25     Greener Food Standard
26     IN EITHER ORDER
          farmers (and)
          consumers

IELTS (Reading about pagoda) from IELTS 7


< Lesson 5>

Test 2 – READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.

In a land swept by typhoons and shaken by earthquakes, how have Japan's tallest and seemingly flimsiest old buildings - 500 or so wooden pagodas - remained standing for centuries? Records show that only two have collapsed during the past 1400 years. Those that have disappeared were destroyed by fire as a result of lightning or civil war. The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood.

Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock absorbers to dampen the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo - Japan's first skyscraper - was considered a masterpiece of modern engineering when it was built in 1968.

Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky - nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and settle itself rather than fight nature's forces. But what sort of tricks?

The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples. The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. When the pagoda reached Japan, however, its architecture was freely adapted to local conditions - they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.

The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building's overall width. For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.

But this does not totally explain the great resilience of Japanese pagodas. Is the answer that, like a tall pine tree, the Japanese pagoda - with its massive trunk-like central pillar known as shinbashira - simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is suspended from the top of the pagoda - hanging loosely down through the middle of the building. The weight of the building is supported entirely by twelve outer and four inner columns.

And what is the role of the shinbashira, the central pillar? The best way to understand the shinbashira's role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute of Technology. Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake-table’ in his laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. The ancient craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the principles that were, more than a thousand years later, applied in the construction of Japan's first skyscraper. What those early craftsmen had found by trial and error was that under pressure a pagoda's loose stack of floors could be made to slither to and fro independent of one another. Viewed from the side, the pagoda seemed to be doing a snake dance - with each consecutive floor moving in the opposite direction to its neighbours above and below. The shinbashira, running up through a hole in the centre of the building, constrained individual storeys from moving too far because, after moving a certain distance, they banged into it, transmitting energy away along the column.

Another strange feature of the Japanese pagoda is that, because the building tapers, with each successive floor plan being smaller than the one below, none of the vertical pillars that carry the weight of the building is connected to its corresponding pillar above. In other words, a five-storey pagoda contains not even one pillar that travels right up through the building to carry the structural loads from the top to the bottom. More surprising is the fact that the individual storeys of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats. Interestingly, such a design would not be permitted under current Japanese building regulations.

And the extra-wide eaves? Think of them as a tightrope walker's balancing pole. The bigger the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her balance. The same holds true for a pagoda. ‘With the eaves extending out on all sides like balancing poles,’ says Mr Ishida, ‘the building responds to even the most powerful jolt of an earthquake with a graceful swaying, never an abrupt shaking.’ Here again, Japanese master builders of a thousand years ago anticipated concepts of modern structural engineering.


  

Questions 1-4

Do the following statements agree with the claims of the writer in Reading Passage 1?
In boxes 1-4 on your answer sheet, write
YES           if the statement agrees with the claims of the writer
NO            if the statement contradicts the claims of the writer
NOT GIVEN    if it is impossible to say what the writer thinks about this

1        Only two Japanese pagodas have collapsed in 1400 years.
2        The Hanshin earthquake of 1995 destroyed the pagoda at the Toji temple.
3        The other buildings near the Toji pagoda had been built in the last 30 years.
4       The builders of pagodas knew how to absorb some of the power produced by severe weather conditions.

Questions 5-10

Classify the following as typical of

A  both Chinese and Japanese pagodas
B  only Chinese pagodas
C  only Japanese pagodas

Write the correct letter, A, B or C, in boxes 5-10 on your answer sheet.

5        easy interior access to top
6        tiles on eaves
7        use as observation post
8        size of eaves up to half the width of the building
9        original religious purpose
10      floors fitting loosely over each other







Questions 11-13

Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 11-13 on your answer sheet.

11   In a Japanese pagoda, the shinbashira
A  bears the full weight of the building.
B  bends under pressure like a tree.
C  connects the floors with the foundations.
D  stops the floors moving too far.

12   Shuzo Ishida performs experiments in order to
A  improve skyscraper design.
B  be able to build new pagodas.
C  learn about the dynamics of pagodas.
D  understand ancient mathematics.

13   The storeys of a Japanese pagoda are
A  linked only by wood.
B  fastened only to the central pillar.
C  fitted loosely on top of each other.
D  joined by special weights.













Answer keys
1       YES
2       NO
3       NOT GIVEN
4       YES
5       B
6       A
7       B
8       C
9       A
10     C
11     D
12     C
13     C










IELTS(Writing) University vs College from IELTS 7


You should spend about 40 minutes on this task.

Write about the following topic:

Some people think that universities should provide graduates with the knowledge and skills needed in the workplace. Others think that the true function of a university should be to give access to knowledge for its own sake, regardless of whether the course is useful to an employer.

What, in your opinion, should be the main function of a university?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.


Complete Essay 1

The notion that universities must choose between providing students with skills relevant to an employer or teaching them knowledge for its own sake relies on a false dichotomy. In fact, teaching students knowledge for its own sake develops key skills that many employers are wise enough to value highly.

Universities have traditionally been places where students are taught to think and reason in general, as opposed to community colleges or vocational schools, which teach specific skills and trades. It is foolish to say, however, that this means that universities do not teach skills valuable to an employer. On the contrary, knowing how to track down information, evaluate sources, think critically, and approach problems innovatively are all highly valuable workplace skills.

They are in fact the skills necessary for high level jobs in just about any business. Manual workers, even highly skilled manual workers, may not need to be good thinkers, but anyone who aspires to one day enter the world of management does. They need to have a decent understanding of human psychology, of philosophy (ethics at the very least), and of sociology. It helps too to be able to construct and deconstruct narratives, which is the art at the center of the study of literature, and to be able to draw on the moral lessons found in the study of history and mythology. In short, it pays to have a liberal arts education, a university education that has encouraged the pursuit of education for its own sake.

Creative and critical thinking are also prerequisites for many other careers. For instance, a person with a degree in English Literature can reasonably hope to break into journalism, even though it is possible to take degrees that train one specifically for that job. Likewise, someone with proven writing skills may be more valuable to a computer company than one trained in programming. A person who has good language skills can usually pick up a computer programming language fairly quickly, and has the added benefit of being able to explain the program to clients unfamiliar with technical jargon.

Thus, it is clear that universities, in teaching people to be good thinkers in general, prepare people to work a wider range of jobs than any more focused program ever could.

Complete Essay 2

Universities should of course teach skills that will be generally useful in the workplace, but they should not necessarily be focused purely on training people to be employees. Students are going to grow up to be more than just workers. They will also be citizens, relatives, and friends. These are important roles, and the skills taught at university in what might be termed a “classical liberal arts” education prepare people to fulfill them.

Consider, for instance, that in a democracy every person has a responsibility to help choose the government of the nation. To make an informed choice when voting, it is necessary to be able to do research, to figure out what candidates have said, and to find the facts necessary to evaluate the reasonableness of their claims. It is necessary too to be able to think critically, and to identify questionable premises and logical fallacies in the arguments one reads. These skills might not be necessary to ring up sales at a cash register, or to synthesize a new bacteria in a lab, or to do any one of a host of jobs lying in between in the spectrum of complexity. However, they are clearly useful to everyone as citizens.

In the same way, humans are social animals. As such, we are constantly dealing with others, both at work and in our personal lives. How should we react when others hurt us? How can we resolve ethical conflicts? For that matter, how do we even identify such conflicts when we encounter them? These sorts of question may not occur on the job, or at any rate not occur specifically and predictably as part of a given job, but people need to know how to answer them nonetheless.

Universities should be places that educate people in such a way as to prepare them to handle adult life. This naturally includes providing skills that will be useful to employers, but that is but a small subset of the skills people need. It is also the least important. Businesses will train new employees in specific skills if those skills are really vital to the job. No other institution or organization will train young adults to be good people or citizens. That, then, is left wholly to universities, and must be considered its proper charge.