【正文】 10) What was Jenny?s old job? a) She had been a research officer b) She had been an administrative assistant. c) She had been a production manager. 11) What is the name of Jenny?s new workplace? a) Bristol Marketing and Selling b) Bristol Research. c) Bristol Marketing Research. (12) Who is Jenny?s new boss? a) Bob Foster b) Mary Foster c) Bob Fossey. (13) Why was Mary in a hurry? 2 a) She had to shampoo her hair. b) She had to buy some shampoo. c) She was doing market research for Silken Shampoo. (14) Global Marketing was run as a) a highly bureaucratic anization. b) a flexible anization. c) a friendly anization. (15)Bob Foster ran his firm on a) bureaucratic anization principles. b) flexible anization principles. c) formal anization principles. 9 c 10 b 11 c 12 a 13 c 14 a 15 b Part 3. Question 1620. Complete the following table which summarizes the information about the Beijing and Australian studies of food preparation referred to in the telephone conversation. Use either a word, short phrases or short sentences to plete the table. Generation Grandmothers Mothers Children Influences on food preparation (16) Science amp。 rationality Consumer society, advertising and school friends Effects of Influence Prepare foods according to (17) Plan meals based on (18) Like (19) and (20) they can exchange in the playground 16 tradition 17 the season of the year 18 a balance of the major food products 19 fast foods 20 foods packaged with small gifts Paper 2: READING AND WRITING Information for the candidates: l There are four parts to the reading test, each having one reading passage. l There is one writing task. l You should write ALL your answers in the Answer Sheet as you do the tasks. READINGTEST 50 points Part 1. Read the following account of current changes in university education and mark the statements following the passage as being T( true ) or F ( false) according to the information you get from the text: Passage 1. Changes in university education Universities around the world are undergoing major changes. Government policies now require universities to bee 3 more cost efficient, entrepreneurial and less dependent on public funding. There are three views about the oute of these processes. The first view is that universities are now much more efficient. The second is that although universities need to improve efficiency, the changes have been unnecessarily farreaching and severe. The third view is that the changes have wreaked havoc in several fundamental areas of university activity such as the curriculum, teaching, research and administration. Here we will examine the impact of changes on the lecturing staff. Although most university staff has had to deal with the effects of educational changes, academic staff has borne the greatest burden. In addition, they have had to adjust to variations in salary levels, working conditions and the measurement of teaching performance. This latter issue is clearly set out in a statement by a US university president, “If it moves, we measure it”. It is this move to measurement in academia that has provoked controversy in universities. Traditionally the main, and often only, qualification for teaching has been a Ph. D. in the academic?s specialized field, even if the specialist had few teaching skills. Now, a professional teaching qualification is an essential requirement when academics apply for promotion or tenure. In addition, today the academic must show evidence of teaching ability. In earlier times, whilst there was no formal assessment of the effectiveness of teaching, primitive informal assessments did exist. Today, with the introduction of mercialization processes into universities, the student has been renamed “the customer”. Because the student/customer is paying for an education, she or he has the right to make a judgment about the “product” being offered. Now student assessments of the lecturer?s performance are based upon anonymous questionnaires, administered by staff development departments of universities. Senior university managers and the people who administer the assessment measures in universities believe in the objectivity, reliability, validity and usefulness of the measurement procedures. Lecturers are more critical saying that four factors undermine the reliability of student responses. First, students must plete a four or five page questionnaire six or more times a year and some students bee more cynical with each questionnaire. Second, the questionnaires are usually pleted late in the semester when many student essays/assignments are due. Thus hasty, sometimes illconsidered assessments are made. Third, one subject may be a first year pulsory course with 200 or more students, whilst another is taken by only ten students, all of whom have chosen the course because it is of interest to them. Such variations undermine the principle of reliability of measurement techniques. Fourth, it is well established in anizational studies that whenever performance measures are introduced an improvement is recorded. One reason for this is that the person being measured is able to manipulate the account of the performance. Academics have been known to introduce strategies such as inflating the marking of student papers, or introducing a lengthy lecture/tutorial break for coffee (paid for by the lecturer). These strategies can produce a positive, but false, image of the lecturer?s teaching ability. Mark the following statements as T (true) or F (false) according to the information in the text. 21. There are pressures on universities to bee less entrepreneurial. 22. University changes are affecting the curriculum, teaching, research and administration. 23. The changes have led to mercialization within uni