People who stay in education for longer appear to have better ability to
compensate for the effects of dementia on the brain, a study suggests. A UK and
Finnish team found those with more education whereas likely to show the signs
of dementia in their brains at death as those with less. But they were less
likely to have displayed symptoms during their lifetime, the study in brain
said, Experts said scientists now had to
find out why the effects occurred.
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 lifestyle-protects 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 is 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 collaborations which combines the Europian 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 education
people find ways of managing or hiding their symptoms. What is needed
now is more research to find out why education can make the brain more
‘dementia resistant’.
Rebecca Wood, chief executive of the Alzheimer’s
Research Trust, said: “During dementia, protein build up in the brain and nerve
cells become damaged. This research suggest that education is not able to stop
the damage but enables the brain to cope
better and alleviate its impact.”
1. 1. The
topic discussed in this passage is…..
A.
Roles
of education in preventing dementia
B.
Effects
of dementia on learning ability
C.
Education
effects on dementia
D.
Dementia
and brain functions
E.
Education
for treating dementia
2. 2. The
word alleviate in line 19 means…
A.
Lighten
B.
Affect
C.
Worsen
D.
Minimize
E.
Overcome
3. 3. What
do the researchers need to find out about the relationship between dementia and
education?
A.
Whether
education protect the brain against dementia
B.
Which
type of education helps people from dementia
C.
Why
education keeps people away from dementia
D.
Whether
education is not able to stop the damage
E.
Why
a longer education is so good for people
We cannot live without water. It is critical for
proper body and brain function. It enables our blood to flow properly and helps
us stay energized.
The good news: “Most people can handle mild amount of
‘dehydration,’’ says Dana S. Simpler, MD, internist in private practice. “The
body regulates fluid balance through a number of complex pathways, including
reduced urine production, increased reabsorbtion of water in the intenstines
and thirst-which prompts rehydration.
Simpler is careful to point aout the difference
between being low on fluid and clinical dehydration. “Dehydration mainly occurs
with illness such as fever, diarrhea and vomiting were excessive fluids are
lost and not being replaced or in a sport situations/hot weather where
excessive perspiration is not being replaced,” she explains.
So how much water do you need? And what about that old
standby recommendation to drink eight 8-ounce glasses of water per day? “It is
an oversimplification of what the body actually needs,” says Simpler. “There is
really no ‘optimal’ amount of hydration”. The weather, your diet and exercise
habits are all a factor of how much water you need. Someday you will need more
fluids, other days less.
Those fluids can come from virtually any drink and
even some foods. Milk, smoothies, and juice drinks count. Caffeinated
beverages, such as tea, coffee, and energy drinks count too. Eating
water-containing foods, including tomatoes, cucumbers, watermelons and oranges,
is also a great way to up your fluid intake.
All things considered, it makes sense to clue in
symptoms that can signal the need for more fluids. Here are a couple signs to
pay attention to: you are thirsty (it may seem obvious, but a dry mouth and how
thirsty you are do correlated to how dehydrated you are), you are lightheaded
or worn out (if you feel dizzy, you may be dehydrated) and your urine is extra
dark (concentrated urine is a clear indicator that you are dehydrated. It means
your urine has more waste in it.
2. 4. The
paragraph following the passage will likely talk about..
A.
More
signs of dizziness
B.
More
clues of being thirsty
C.
More
symptoms of lightheaded
D.
More
symptoms of dehydration
E.
More
indicators of having bad urine
3. 5. The
best passage can best summarized as….
A.
Water
is important to support body and brain function
B.
People
need to drink a lot of water to prevent dehydration
C.
Feeling
thirsty is one important signal of dehydration
D.
People
need to pay attention to the indications of dehydrations
E.
Water
is critical to human life, so people need to know the signal of dehydrations
4. 6. What
will happen when you exercise more in a day….
A.
You
will drink more
B.
You
will urinate more
C.
You
will dehydrate quickly
D.
You
will need more fluids
E.
You
will be dehydrated
There
have been a number of differences in the way Geography is now to be
approached in the
National Curriculum. It was decided that there would be a renewed emphasis on spatial knowledge, as well as the human and physical processes. This should cover some technical procedures such as using grid references. There should also be a renewed commitment towards the concept of fieldwork and the use of maps, as well as written communication.
Dealing with
geography, the National Curriculum includes certain topics, but not necessarily
how they
should be taught. For
example, the
focus at key stage 1 is developing knowledge about the
United Kingdom
and the
world. Students should
study certain facts such as the world's seven continents and their locations. They should be able to name and identify the four countries and capital cities of the UK.. Trips to London may include extra-curricular education that can aid student's understanding of the United Kingdom. They also should be able to identify seasonal weather patterns, identify hot and cold areas of the world, and use world maps and
globes to
identify
the UK and other countries and oceans.
As they
progress to key
stage 2, students are expected to extend their knowledge to include
Europe, North and South America as well as signific.ant human and physical features. They should be able to identify the position of latitude, longitude, the Equator and other large features of the world such as the Tropics of
Cancer and Capricorn.
Students at key stage 2 should study more physical geography including the climate zones, biomes, and features such as volcanoes and earthquakes, Trips to destinations such
as Iceland could encourage further learning about some of the world's
physical geography. There is a huge
emphasis on geographical skills at this stage. Students should
be able to use
the eight points
of a compass, four and six-figure grid references and keys on Ordinance Survey maps in order to develop their knowledge.
7.
What is the topic
of the passage?
A. serial
B. cyclical
C. current
D. regular
E. situational
9.
According to the
passage, key stage 2 focuses more on
A. the
tropics of Cancer and Capricorn
B. broader
geographical abilities
C. patterns
of climate change
D. geographical
physics
E.
the trip to Iceland
Many
climate scientists agree that significant societal, economic, and ecological damage would result if
global average temperatures rose by more than 2°C (3.6°F) in such a short time. Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels. The IPCC reported that the global average sea level rose by some 19 - 21 cm (7.5 - 8.3 inches) between J 901 and 2010 and that sea levels rose faster in the second half of the 20th century
than in the first half. It also predicted, again depending on a wide range of scenarios, that by
the end
of the 21"1 century the
global average sea level could rise by another 26- 82 cm (to.2- 32.3 inche) relative to the 1986-2005 average and that a rise of well
over 1 meter (3 feet) could not be ruled out.
The scenarios referred to above depend mainly on future concentrations of certain trace gases, called greenhouse gases that have been injected into the lower atmosphere in increasing amounts through the burning of fossil fuels for industry, transportation and residential uses. Modern global warming is the result of an increase in magnitude of
the so-called greenhouse effect, a warming
of Earth's surface and
lower atmosphere caused by
the presence of
water vapour, carbon dioxide, methane, nitrous oxides,
and other greenhouse gases. In 2014 the IPCC reported that concentrations of carbon dioxide, methane, and nitrous oxides in the atmosphere surpassed those found in ice cores dating back 800,000 years. Of all these gases, carbon dioxide is the most important, both for its role in the greenhouse effect and for its role in the human economy.
10. The passage implies
that sea levels rose faster….
A. In
1901-1950 than in those in 1951-2000
B. In
1951-2000 than those in 1901-1950
C. In
1901-2000 than those in 2001-2100
D. In
the beginning of 20th century than at the end of 21st
century
E. In
the beginning of 20th century than at the end of 21st century
11. The sentence 'Such damage would include increased extinction of many plant and animal species, shifts in patterns of agriculture, and rising sea levels' in lines 2 -3, can best be restated as ....
A. increased extinction of
many plants and
animal
species, shifts in
patterns of
agriculture, and rising
sea levels
B. promote the damage increased extinction of many plants and
animal
species, shifts in
patterns of agriculture, and
rising sea levels result in the damage
C. increased extinction of
many plants and
animal species, shifts in
patterns of
agriculture, and rising sea levels increase the damage
D. increased extinction of
many plants
and animal
species, shifts
in patterns of
agriculture, and rising sea levels are essential to the damage
E. increased extinction of many plants and
animal species, shifts in
patterns of
agriculture, and rising sea levels are part of the damage
12 . Which of the following
obviously shows the author’s bias?
A. Global
average temperatures rose by more than 20 C
B. The
global average sea level could not rise by another 26-82 cm
C. A
rise well over 1m could not be ruled out
D. Greenhouse
gases have been injected into the lower atmosphere
E. Carbon
dioxide is the most important for its role in the greenhouse effect
13. The author first
presents the idea of modern global warming and then she/he….
A. Presents
empirical data
B. Analyzes
research reports
C. Provides
natural incidents
D. Summarizes
report result
E. Argues
for the importance of data
Considering the harmful environmental effects
produced by pollution, overpopulation and depletion of natural resources,
numerous scholars and public officials have called for increased urgency in
motivating people to engage in pro-environmental behaviors. One significant way
of meeting such calls involves out behavior as consumer. For example, people
often have the option of switching from conventional products to
energy-efficient or reusable “green” products. Yet, which green options are
becoming more widely available, many barriers to change remain. For instance,
people are notoriously reluctant to change familiar patterns of behaviors, and
making a switch to green behaviors often necessitates making sacrifices (e.g.
paying more for a less effective product)
Based on research on energy conservation in the wake
of the 1970s energy crisis, researchers have confirmed to investigate
strategies that promote conservation behaviors. However, they need to consider
the underlying motives for conservation in order to develop an effective
strategy. In fact, those motives have been identified. Each of them suggests
different strategies for stimulating conservation. Therefore, public officials
should choose one best strategy to converse environment.
According to an environmental concern perspective,
people are assumed to engage in conservation primarily because they, at some
level, basically care about the security of the planet and its inhabitants. To
motivate green behavior from this perspective, an effective strategy involves
better informing people about the plight of the environment fashion, even if
going green requires some sacrifice on the part of consumers. In contrast, a
rational economic perspective suggests that conservation is primarily determined
by economic reasons. As a result, an effective way to motivate people to go
green is by making green products cheaper, more efficient, and providing
consumers with financial incentives (e.g. tax breaks) to buy them. The motives
related to environmental concern and economic advantage can certainly spur
conservation.
14.
Which of the following best restates the sentence “Considering the harmful
environmental effects produced by pollution, overpopulation, and depletion
natural resources, numerous scholars and public officials have called for
increased urgency in motivating people
to engage pro-environmental behaviors”?
A. The
effects of pollution, overpopulation, and depletion of natural resources lead
scientists and government to promote eco friendly behaviors
B. Because
there are so many effects over the environment, all people together conduct
research to inform the importance of environment
C. Many
scholars and public officials have worked hard to reduce pollution,
overpopulation, and depletion of natural resources
D. Motivating
people to be aware of environment is such a complicated task that their
behaviors remain unchanged
E. Although
a lot of people recognize the effects of pollution, over population, and
depletion of natural resources, pro-environmental behaviors are limited in
practice
15.
Which of the following obviously shows the author’s false idea in the passage?
A. Researchers
have continued to investigate strategies that promote conservation behaviors
B. In
the economic perspective, conservation is primarily determined by economic
reasons
C. One
significant way of meeting such calls involves our behavior as consumers
D. Public
officials should choose one best strategy to conserve environment
E. Each
of the suggests different strategies for putting conservation
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