Multi-Level Record Abror Rahmatullayev

Test 1

A Internationally, 'giftedness' is most frequently determined by a score on a general

intelligence test, known as an IQ test, which is above a chosen cut- off point, usually at
around the top 2-5%. Children's educational environment contributes to the IQ score and
the way intelligence is used. For example, a very close positive relationship was found
when children's IQ scores were compared with their home educational provision (Freeman,
2010). The higher the children's IQ scores, especially over IQ 130, the better the quality of
their educational backup, measured in terms of reported verbal interactions with parents,
number of books and activities in their home etc. Because IQ tests are decidedly
influenced by what the child has learned, they are to some extent measures of current
achievement based on age-norms; that is, how well the children have learned to
manipulate their knowledge and know-how within the terms of the test. The vocabulary
aspect, for example, is dependent on having heard those words. But IQ tests can neither
identify the processes of learning and thinking nor predict creativity.
B Excellence does not emerge without appropriate help. To reach an exceptionally high
standard in any area very able children need the means to learn, which includes material
to work with and focused challenging tuition - and the encouragement to follow their
dream. There appears to be a qualitative difference in the way the intellectually highly able
think, compared with more average-ability or older pupils, for whom external regulation by
the teacher often compensates for lack of internal regulation. To be at their most effective
in their self-regulation, all children can be helped to identify their own ways of learning-
metacognition - which will include strategies of planning, monitoring, evaluation, and
choice of what to learn. Emotional awareness is also part of metacognition, so children
should be helped to be aware of their feelings around the area to be learned, feelings of
curiosity or confidence, for example.
C High achievers have been found to use self-regulatory learning strategies more often
and more effectively than lower achievers, and are better able to transfer these strategies
to deal with unfamiliar tasks. This happens to such a high degree in some children that
they appear to be demonstrating talent in particular areas. Overviewing research on the
thinking process of highly able children, (Shore and Kanevsky, 1993) put the instructor's
problem succinctly. 'If they [the gifted] merely think more quickly, then we need only teach
more quickly. If they merely make fewer errors, then we can shorten the practice'. But of
course, this is not entirely the case; adjustments have to be made in methods of learning
and teaching, to take account of the many ways individuals think.
D Yet in order to learn by themselves, the gifted do need some support from their
teachers. Conversely, teachers who have a tendency to 'overdirect' can diminish their
gifted pupils' learning autonomy. Although 'spoon-feeding' can produce extremely high
examination results, these are not always followed by equally impressive life successes.
Too much dependence on the teacher risks loss of autonomy and motivation to discover.
However, when teachers help pupils to reflect on their own learning and thinking activities,
they increase their pupils' self-regulation. For a young child, it may be just the simple
question 'What have you learned today?' which helps them to recognise what they are
doing. Given that a fundamental goal of education is to transfer the control of learning from
teachers to pupils, improving pupils' learning to learn techniques should be a major
outcome of the school experience, especially for the highly competent. There are quite a
number of new methods which can help, such as child- initiated learning, ability-peer
tutoring, etc. Such practices have been found to be particularly useful for bright children
from deprived areas.
Multi-Level Record Abror Rahmatullayev

E But scientific progress is not all theoretical, knowledge is also vital to outstanding
performance: individuals who know a great deal about a specific domain will achieve at a
higher level than those who do not (Elshout, 1995). Research with creative scientists by
Simonton (1988) brought him to the conclusion that above a certain high level,
characteristics such as independence seemed to contribute more to reaching the highest
levels of expertise than intellectual skills, due to the great demands of effort and time
needed for learning and practice. Creativity in all forms can be seen as expertise mixed
with a high level of motivation (Weisberg, 1993).
F To sum up, learning is affected by emotions of both the individual and significant
others. Positive emotions facilitate the creative aspects of learning and negative emotions
inhibit it. Fear, for example, can limit the development of curiosity, which is a strong force
in scientific advance, because it motivates problem-solving behaviour. In Boekaerts' (1991)
review of emotion in the learning of very high IQ and highly achieving children, she found
emotional forces in harness. They were not only curious, but often had a strong desire to
control their environment, improve their learning efficiency, and increase their own learning
resources.

Questions 18-22

Look at the following statements (Questions 18-22) and the list of people below.

Match each statement with the correct person or people, A-E.

Write the correct letter, A-E, in boxes 18-22 on your answer sheet.

18 Less time can be spent on exercises with gifted pupils who produce accurate work.
19 Self-reliance is a valuable tool that helps gifted students reach their goals.
20 Gifted children know how to channel their feelings to assist their learning.
21 The very gifted child benefits from appropriate support from close relatives.
22 Really successful students have learnt a considerable amount about their subject.

List of People

A Freeman

B Shore and Kanevsky

C Elshout

D Simonton

E Boekaerts
Multi-Level Record Abror Rahmatullayev

Test 2
A Psychologists have long held that a person's character cannot undergo a
transformation in any meaningful way and that the key traits of personality are determined
at a very young age. However, researchers have begun looking more closely at ways we
can change. Positive psychologists have identified 24 qualities we admire, such as loyalty
and kindness, and are studying them to find out why they come so naturally to some
people. What they're discovering is that many of these qualities amount to habitual
behaviour that determines the way we respond to the world. The good news is that all this
can be learned.
Some qualities are less challenging to develop than others, optimism being one of them.
However, developing qualities requires mastering a range of skills which are diverse and
sometimes surprising. For example, to bring more joy and passion into your life, you must
be open to experiencing negative emotions. Cultivating such qualities will help you realise
your full potential.
B The evidence is good that most personality traits can be altered,' says Christopher
Peterson, professor of psychology at the University of Michigan, who cites himself as an
example. Inherently introverted, he realised early on that as an academic, his reticence
would prove disastrous in the lecture hall. So he learned to be more outgoing and to
entertain his classes. 'Now my extroverted behaviour is spontaneous, he says.
C David Fajgenbaum had to make a similar transition. He was preparing for university,
when he had an accident that put an end to his sports career. On campus, he quickly
found that beyond ordinary counselling, the university had no services for students who
were undergoing physical rehabilitation and suffering from depression like him. He
therefore launched a support group to help others in similar situations. He took action
despite his own pain-a typical response of an optimist.
D Suzanne Segerstrom, professor of psychology at the University of Kentucky, believes
that the key to increasing optimism is through cultivating optimistic behaviour, rather than
positive thinking. She recommends you train yourself to pay attention to good fortune by
writing down three positive things that come about each day. This will help you convince
yourself that favourable outcomes actually happen all the time, making it easier to begin
taking action.
E You can recognise a person who is passionate about a pursuit by the way they are so
strongly involved in it. Tanya Streeter's passion is freediving - the sport of plunging deep
into the water without tanks or other breathing equipment. Beginning in 1998, she set nine
world records and can hold her breath for six minutes. The physical stamina required for
this sport is intense but the psychological demands are even more overwhelming. Streeter
learned to untangle her fears from her judgment of what her body and mind could do. 'In
my career as a competitive freediver, there was a limit to what I could do - but it wasn't
anywhere near what I thought it was,' she says.
F Finding a pursuit that excites you can improve anyone's life. The secret about
consuming passions, though, according to psychologist Paul Silvia of the University of
North Carolina, is that 'they require discipline, hard work and ability, which is why they are
so rewarding.' Psychologist Todd Kashdan has this advice for those people taking up a
Multi-Level Record Abror Rahmatullayev
new passion: 'As a newcomer, you also have to tolerate and laugh at your own ignorance.
You must be willing to accept the negative feelings that come your way,' he says.
G In 2004, physician-scientist Mauro Zappaterra began his PhD research at Harvard
Medical School. Unfortunately, he was miserable as his research wasn't compatible with
his curiosity about healing. He finally took a break and during eight months in Santa Fe,
Zappaterra learned about alternative healing techniques not taught at Harvard. When he
got back, he switched labs to study how cerebrospinal fluid nourishes the developing
nervous system. He also vowed to look for the joy in everything, including failure, as this
could help him learn about his research and himself.
One thing that can hold joy back is a person's concentration on avoiding failure rather than
their looking forward to doing something well. 'Focusing on being safe might get in the way
of your reaching your goals,' explains Kashdan. For example, are you hoping to get
through a business lunch without embarrassing yourself, or are you thinking about how
fascinating the conversation might be?
H Usually, we think of courage in physical terms but ordinary life demands something
else. For marketing executive Kenneth Pedeleose, it meant speaking out against
something he thought was ethically wrong. The new manager was intimidating staff so
Pedeleose carefully recorded each instance of bullying and eventually took the evidence to
a senior director, knowing his own job security would be threatened. Eventually the
manager was the one to go. According to Cynthia Pury, a psychologist at Clemson
University, Pedeleose's story proves the point that courage is not motivated by
fearlessness, but by moral obligation. Pury also believes that people can acquire courage.
Many of her students said that faced with a risky situation, they first tried to calm
themselves down, then looked for a way to mitigate the danger, just as Pedeleose did by
documenting his allegations. Over the long term, picking up a new character trait may help
you move toward being the person you want to be. And in the short term, the effort itself
could be surprisingly rewarding, a kind of internal adventure.
Multi-Level Record Abror Rahmatullayev
Questions 19-22

Look at the following statements (Questions 19-22) and the list of people below.

Match each statement with the correct person, A-G.

Write the correct letter, A-G, in boxes 19-22 on your answer sheet.

19 People must accept that they do not know much when first trying something new.
20 It is important for people to actively notice when good things happen.
21 Courage can be learned once its origins in a sense of responsibility are understood.
22 It is possible to overcome shyness when faced with the need to speak in public.

List of People
A Christopher Peterson
B David Fajgenbaum
C Suzanne Segerstrom
D Tanya Streeter
E Todd Kashdan
F Kenneth Pedeleose
G Cynthia Pury
Multi-Level Record Abror Rahmatullayev

Test 3
A Such is our dependence on fossil fuels, and such is the volume of carbon dioxide
already released into the atmosphere, that many experts agree that significant global
warming is now inevitable. They believe that the best we can do is keep it at a reasonable
level, and at present the only serious option for doing this is cutting back on our carbon
emissions. But while a few countries are making major strides in this regard, the majority
are having great difficulty even stemming the rate of increase, let alone reversing it.
Consequently, an increasing number of scientists are beginning to explore the alternative
of geo-engineering - a term which generally refers to the intentional large-scale
manipulation of the environment. According to its proponents, geo-engineering is the
equivalent of a backup generator: if Plan A - reducing our dependency on fossil fuels -
fails, we require a Plan B, employing grand schemes to slow down or reverse the process
of global warming.
B Geo-engineering has been shown to work, at least on a small localised scale. For
decades, May Day parades in Moscow have taken place under clear blue skies, aircraft
having deposited dry ice, silver iodide and cement powder to disperse clouds. Many of the
schemes now suggested look to do the opposite, and reduce the amount of sunlight
reaching the planet. The most eye-catching idea of all is suggested by Professor Roger
Angel of the University of Arizona. His scheme would employ up to 16 trillion minute
spacecraft, each weighing about one gram, to form a transparent, sunlight-refracting
sunshade in an orbit 1.5 million km above the Earth. This could, argues Angel, reduce the
amount of light reaching the Earth by two per cent.
C The majority of geo-engineering projects so far carried out - which include planting
forests in deserts and depositing iron in the ocean to stimulate the growth of algae - have
focused on achieving a general cooling of the Earth. But some look specifically at reversing
the melting at the poles, particularly the Arctic. The reasoning is that if you replenish the
ice sheets and frozen waters of the high latitudes, more light will be reflected back into
space, so reducing the warming of the oceans and atmosphere.
D The concept of releasing aerosol sprays into the stratosphere above the Arctic has
been proposed by several scientists. This would involve using sulphur or hydrogen
sulphide aerosols so that sulphur dioxide would form clouds, which would, in turn, lead to a
global dimming. The idea is modelled on historic volcanic explosions, such as that of
Mount Pinatubo in the Philippines in 1991, which led to a short-term cooling of global
temperatures by 0.5 °C. Scientists have also scrutinised whether it's possible to preserve
the ice sheets of Greenland with reinforced high-tension cables, preventing icebergs from
moving into the sea. Meanwhile in the Russian Arctic, geo-engineering plans include the
planting of millions of birch trees. Whereas the region's native evergreen pines shade the
snow and absorb radiation, birches would shed their leaves in winter, thus enabling
radiation to be reflected by the snow. Re-routing Russian rivers to increase cold water flow
to ice-forming areas could also be used to slow down warming, say some climate
scientists.
E But will such schemes ever be implemented? Generally speaking, those who are most
cautious about geo-engineering are the scientists involved in the research. Angel says that
his plan is 'no substitute for developing renewable energy: the only permanent solution'.
Multi-Level Record Abror Rahmatullayev
And Dr Phil Rasch of the US-based Pacific Northwest National Laboratory is equally
guarded about the role of geo- engineering: 'I think all of us agree that if we were to end
geo-engineering on a given day, then the planet would return to its pre-engineered
condition very rapidly, and probably within ten to twenty years. That's certainly something
to worry about.'
F The US National Center for Atmospheric Research has already suggested that the
proposal to inject sulphur into the atmosphere might affect rainfall patterns across the
tropics and the Southern Ocean. 'Geo-engineering plans to inject stratospheric aerosols or
to seed clouds would act to cool the planet, and act to increase the extent of sea ice,' says
Rasch. 'But all the models suggest some impact on the distribution of precipitation.'
G 'A further risk with geo-engineering projects is that you can "overshoot",' says Dr Dan
Lunt, from the University of Bristol's School of Geophysical Sciences, who has studied the
likely impacts of the sunshade and aerosol schemes on the climate. 'You may bring global
temperatures back to pre-industrial levels, but the risk is that the poles will still be warmer
than they should be and the tropics will be cooler than before industrialisation. To avoid
such a scenario, Lunt says Angel's project would have to operate at half strength; all of
which reinforces his view that the best option is to avoid the need for geo-engineering
altogether.
H The main reason why geo-engineering is supported by many in the scientific
community is that most researchers have little faith in the ability of politicians to agree -
and then bring in-the necessary carbon cuts. Even leading conservation organisations see
the value of investigating the potential of geo-engineering. According to Dr Martin
Sommerkorn, climate change advisor for the World Wildlife Fund's International Arctic
Programme, 'Human-induced climate change has brought humanity to a position where we
shouldn't exclude thinking thoroughly about this topic and its possibilities.'
Multi-Level Record Abror Rahmatullayev
Questions 37-40

Look at the following statements (Questions 37-40) and the list of scientists below.

Match each statement with the correct scientist, A-D.

Write the correct letter, A-D, in boxes 37-40 on your answer sheet.

37 The effects of geo-engineering may not be long-lasting.

38 Geo-engineering is a topic worth exploring.
39 It may be necessary to limit the effectiveness of geo-engineering projects.
40 Research into non-fossil-based fuels cannot be replaced by geo-engineering.

List of Scientists
A Roger Angel
B Phil Rasch
C Dan Lunt
D Martin Sommerkom