Text 1
Practical Intelligence Lends a Hand
Dr Rajendra Persaud explains how practical intelligence is linked to success
This year, record numbers of high school students obtained top grades in their final
exams, yet employers complain that young people still lack the basic skills to succeed at work.
The only explanation offered is that exams must be getting easier. But the real answer could
lie in a study just published by Professor Robert Sternberg, an eminent psychologist at Yale
University in the USA and the world's leading expert on intelligence. His research reveals the
existence of a totally new variety: practical intelligence.
Professor Sternberg's astonishing finding is that practical intelligence, which predicts
success in real life, has an inverse relationship with academic intelligence. In other words, the
more practically intelligent you are, the less likely you are to succeed at school or university.
Similarly, the more paper qualifications you hold and the higher your grades, the less able you
are to cope with problems of everyday life and the lower your score in practical intelligence.
Many people who are clearly successful in their place of work do badly in standard 10
(academic intelligence) tests. Entrepreneurs and those who have built large businesses from
scratch are frequently discovered to be high school or college drop-outs. 10 as a concept is
more than 100 years old. It was supposed to explain why some people excelled at a wide variety
of intellectual tasks, but IQ ran into trouble when it became apparent that some high scorers
failed to achieve in real life what was predicted by their tests.
Emotional intelligence (EQ), which emerged a decade ago, was supposed to explain
this deficit. It suggested that to succeed in real life, people needed both emotional as well as
intellectual skills. EQ includes the abilities to motivate yourself and persist in the face of
frustrations; to control impulses and delay gratification; to regulate moods and keep distress
from swamping the ability to think, and to understand and empathize with others. While social
or emotional intelligence was a useful concept in explaining many of the real-world deficiencies
of super-intelligent people, it did not go any further than the 10 test in measuring success in
real life. Again, some of the most successful people in the business world were obviously
lacking in social charm.
Not all the real-life difficulties we face are solvable with just good social skills - and good
social acumen in one situation may not translate to another. The crucial problem with academic
and emotional intelligence scores is that they are both poor predictors of success in real life.
For example, research has shown that IQ tests predict only between 4% and 25% of success
in life, such as job performance.
Professor Sternberg's group at Yale began from a very different position to traditional
researchers into intelligence. Instead of asking what intelligence was and investigating whether
it predicted success in life, Professor Sternberg asked what distinguished people who were
thriving from those that were not. Instead of measuring this form of intelligence with
mathematical or verbal tests, practical intelligence is scored by answers to real-life dilemmas
such as: 'If you were travelling by car and got stranded on a motorway during a blizzard, what
would you do?' An important contrast between these questions is that in academic tests there
is usually only one answer, whereas in practical intelligence tests - as in real life - there are
several different solutions to the problem.
The Yale group found that most of the really useful knowledge which successful people
have acquired is gained during everyday activities - but typically without conscious awareness.
Although successful people's behavior reflects the fact that they have this knowledge. High
achievers are often unable to articulate or define what they know. This partly explains why
practical intelligence has been so difficult to identify.
Professor Sternberg found that the best way to reach practical intelligence is to ask
successful people to relate examples of crucial incidents at work where they solved problems
demonstrating skills they had learnt while doing their jobs. It would appear that one of the best
ways of improving your practical intelligence is to observe master practitioners at work and, in
particular, to focus on the skills they have acquired while doing the job. Oddly enough, this is
the basis of traditional apprentice training. Historically, the junior doctor learnt by observing the
consultant surgeon at work and the junior lawyer by assisting the senior barrister.
Another area where practical intelligence appears to resolve a previously unexplained
paradox is that performance in academic tests usually declines after formal education ends.
Yet older adults contend that their ability to solve practical problems increases over the years.
The key implication for organizations and companies is that practical intelligence may not be
detectable by conventional auditing and performance measuring procedures. Training new or
less capable employees to become more practically intelligent will involve learning from the
genuinely practically intelligent persons rather than from training manuals or courses.
Perhaps the biggest challenge is in recruitment, as these new studies strongly suggest
that paper qualifications are unlikely to be helpful in predicting who will be best at solving your
company's problems. Professor Sternberg's research suggests that we should start looking at
companies in a completely different way, and take new eyes to see the practical intelligence in
action.
1. Professor Sternberg's study showed that...
a. qualifications are a good indicator of success at work.
b. education can help people cope with real-life problems.
c. people with academic intelligence do not always achieve well at school.
d. people with great achievement at school certainly do poorly at work
e. high grades can indicate a lack of practical intelligence.
2. What is the 'deficit' referred to in the fourth paragraph?
a. People with high IQ scores could not score well in EQ tests.
b. Companies experience problems for the workers’ low IQ
c. EQ tests were unable to predict success at work.
d. High 10 scores tend to face difficulties to cope with real life.
e. People with high EQ scores did not always lead to personal success.
3. Professor Sternberg's research differed from previous studies because...
a. he wanted to find out what was different about successful people.
b. he used verbal testing instead of mathematics.
c. he began by establishing a definition of intelligence.
d. he analyzed whether intelligence could predict success in real life.
e. he used both IQ and EQ tests in his research
4. Part of the reason why practical intelligence had not been identified before Professor
Sternberg's study is that...
a. the behaviour of successful people had never been studied.
b. successful people are too busy with their everyday lives.
c. successful people cannot put their knowledge into words.
d. successful people are unaware of their own abilities.
e. Researchers are more interested in the development of Academic Intelligence
5. In order to increase the practical intelligence of employees, companies need to...
a. hold seminar programs on practical intelligence.
b. adopt an apprentice-style system.
c. organise special courses.
d. devise better training manuals.
e. carry out an audit on all employees.
Text 2
The discovery that language can be a barrier to communication is quickly made by all who
travel, study, govern or sell. Whether the activity is tourism, research, government, policing,
business, or data dissemination, the lack of a common language can severely impede progress
or can halt it altogether. 'Common language' here usually means a foreign language, but the
same point applies in principle to any encounter with unfamiliar dialects or styles within a single
language. 'They don't talk the same language' has a major metaphorical meaning alongside its
literal one.
Although communication problems of this kind must happen thousands of times each day, very
few become public knowledge. Publicity comes only when a failure to communicate has major
consequences, such as strikes, lost orders, legal problems, or fatal accidents — even, at times,
war. One reported instance of communication failure took place in 1970, when several
Americans ate a species of poisonous mushroom. No remedy was known, and two of the
people died within days. A radio report of the case was heard by a chemist who knew of a
treatment that had been successfully used in 1959 and published in 1963. Why had the
American doctors not heard of it seven years later? Presumably, because the report of the
treatment had been published only in journals written in European languages other than
English.
Several comparable cases have been reported, but isolated examples do not give an
impression of the size of the problem — something that can come only from studies of the use
or avoidance of foreign-language materials and contacts in different communicative situations.
In the English-speaking scientific world, for example, surveys of books and documents
consulted in libraries and other information agencies have shown that very little foreign-
language material is ever consulted. Library requests in the field of science and technology
showed that only 13 per cent were for foreign language periodicals. Studies of the sources cited
in publications lead to a similar conclusion: the use of foreign-language sources is often found
to be as low as 10 per cent.
The language barrier presents itself in stark form to firms who wish to market their products in
other countries. British industry, in particular, has in recent decades often been criticized for its
linguistic insularity - for its assumption that foreign buyers will be happy to communicate in
English, and that awareness of other languages is not therefore a priority. In the 1960s, over
two-thirds of British firms dealing with non-English-speaking customers were using English for
outgoing correspondence; many had their sales literature only in English; and as many as 40
per cent employed no-one able to communicate in the customers' languages. A similar problem
was identified in other English-speaking countries, notably the USA, Australia and New
Zealand. And non-English-speaking countries were by no means exempt - although the
widespread use of English as an alternative language made them less open to the charge of
insularity.
The criticism and publicity given to this problem since the 1960s seems to have greatly
improved the situation. Industrial training schemes have promoted an increase in linguistic and
cultural awareness. Many firms now have their own translation services; to take just one
example in Britain, Rowntree Mackintosh now publish their documents in six languages
(English, French, German, Dutch, Italian and Xhosa). Some firms run part-time language
courses in the languages of the countries with which they are most involved; some produce
their own technical glossaries, to ensure consistency when material is being translated. It is
now much more readily appreciated that marketing efforts can be delayed, damaged, or
disrupted by a failure to take account of the linguistic needs of the customer.
The changes in awareness have been most marked in English-speaking countries, where the
realization has gradually dawned that by no means everyone in the world knows English well
enough to negotiate in it. This is especially a problem when English is not an official language
of public administration, as in most parts of the Far East, Russia, Eastern Europe, the Arab
world, Latin America and French-speaking Africa. Even in cases where foreign customers can
speak English quite well, it is often forgotten that they may not be able to understand it to the
required level - bearing in mind the regional and social variation which permeates speech and
which can cause major problems of listening comprehension. In securing understanding, how
'we' speak to 'them' is just as important, it appears, as how 'they' speak to 'us'.
6. The case of the poisonous mushrooms (paragraph 2) suggests that American doctors …
a. should pay more attention to radio reports.
b. only read and listen to medical information if they are in English.
c. try to avoid medical articles which are not written in English.
d. are sometimes unwilling to try foreign treatments.
e. do not always communicate effectively with their patients.
7. According to the writer, the linguistic insularity of British businesses...
a. later spread to other countries.
b. had a negative effect on their business.
c. is not bad now as it used to be in the past.
d. triggered bad relationship among countries.
e. made non-English-speaking companies turn to other markets.
8. According to the writer, English-speaking people need to be aware that...
a. some foreigners have never met an English-speaking person.
b. many foreigners have no desire to learn English.
c. foreign languages may pose a greater problem in the future.
d. English-speaking foreigners may have difficulty understanding English.
e. many foreigners can understand English better than the native speakers.
9. How did British firms deal with non-English-speaking customers in the 1960s?
a. They were using customers’ language for outgoing correspondence.
b. They created sales literature in English and customers' languages.
c. They did not require foreign languages for the new employees.
d. They trained their employees to speak customers' languages.
e. They provided interpreter when doing business transaction with non-English-speaking
customers.
10. The problem of language barrier is always underestimated and only becomes issue when...
a. government has implemented new policy related to national language
b. there have occurred substantial problems or accidents
c. industries have promoted an increase in linguistic and cultural awareness
d. the society avoid the use of foreign-language materials
e. businesses require capability of common language
Text 3
There is a great concern in Europe and North America about declining standards of literacy in
schools. In Britain, the fact that 30 per cent of 16 year olds have a reading age of 14 or less
has helped to prompt massive educational changes. The development of literacy has far-
reaching effects on general intellectual development and thus anything which impedes the
development of literacy is a serious matter for us all. So the hunt is on the cause of the decline
in literacy. The search so far has focused on socio-economic factors, or the effectiveness of
'traditional' versus 'modern' teaching techniques.
The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying
'They can't see the wood for the trees'. When teachers use picture books, they are simply
continuing a long-established tradition that is accepted without question. And for the past two
decades, illustrations in reading primers have become increasingly detailed and obtrusive,
while language has become impoverished-sometimes to the point of extinction.
Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching
reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a
damaging way with all aspects of learning to read. Despite this, from North America to the
Antipodes, the first books that many school children receive are totally without text.
A teacher's main concern is to help young beginner readers to develop not only the ability to
recognize words, but the skills necessary to understand what these words mean. Even if a child
is able to read aloud fluently, he or she may not be able to understand much of it: this is called
'barking at text'. The teacher's task of improving comprehension is made harder by influences
outside the classroom. But the adverse effects of such things as television, video games, or
limited language experiences at home, can be offset by experiencing 'rich' language at school.
Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of
repetitive phrases. The artwork is often marvelous, but the pictures make the language
redundant, and the children have no need to imagine anything when they read such books.
Looking at a picture actively prevents children younger than nine from creating a mental image,
and can make it difficult for older children. In order to learn how to comprehend, they need to
practice making their own meaning in response to text. They need to have their innate powers
of imagination trained.
As they grow older, many children turn aside from books without pictures, and it is a situation
made more serious as our culture becomes more visual. It is hard to wean children off picture
books when pictures have played a major part throughout their formative reading experiences,
and when there is competition for their attention from so many other sources of entertainment.
The least intelligent are most vulnerable, but tests show that even intelligent children are being
affected. The response of educators has been to extend the use of pictures in books and to
simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently
held joint conferences to discuss the noticeably rapid decline in literacy among their
undergraduates.
Pictures are also used to help motivate children to read because they are beautiful and eye-
4
catching. But motivation to read should be provided by listening to stories well read, where
children imagine in response to the story. Then, as they start to read, they have this experience
to help them understand the language. If we present pictures to save children the trouble of
developing these creative skills, then I think we are making a great mistake.
Academic journals ranging from educational research, psychology, language learning,
psycholinguistics, and so on cite experiments which demonstrate how detrimental pictures are
for beginner readers. Here is a brief selection:
The research results of the Canadian educationalist Dale Willows were clear and consistent:
pictures affected speed and accuracy and the closer the pictures were to the words, the slower
and more inaccurate the child's reading became. She claims that when children come to a word
they already know, then the pictures are unnecessary and distracting. If they do not know a
word and look to the picture for a clue to its meaning, they may well be misled by aspects of
the pictures which are not closely related to the meaning of the word they are trying to
understand.
Jay Samuels, an American psychologist, found that poor readers given no pictures learnt
significantly more words than those learning to read with books with pictures. He examined the
work of other researchers who had reported problems with the use of pictures and who found
that a word without a picture was superior to a word plus a picture. When children were given
words and pictures, those who seemed to ignore the pictures and pointed at the words learnt
more words than the children who pointed at the pictures, but they still learnt fewer words than
the children who had no illustrated stimuli at all.
11. Readers are said to 'bark' at a text when ...
a. they read too loudly.
b. there are too many repetitive words.
c. they are discouraged from using their imagination.
d. they read a text multiple times.
e. they have difficulty assessing its meaning.
12. The text suggests that...
a. pictures in books should be less detailed.
b. pictures can slow down reading progress.
c. pictures in books can motivate children to read.
d. picture books are best used with younger readers.
e. pictures make modern books too expensive.
13. University academics are concerned because ...
a. young people are showing less interest in higher education.
b. students cannot understand modern academic texts.
c. academic books are too childish for their undergraduates.
d. there has been a significant change in student literacy.
e. the university graduates do not have interest to read academic text.
14. These statements are true based on the text, except...
a. In recent years, pictures in books have become increasingly detailed.
b. It has been frequently proven that illustration in books can badly influence reading
learning process.
c. Pictures impede children’s imagination when they read books.
d. Oxford and Cambridge universities hold annual conferences to discuss literacy issue.
e. Illustrations in books do not influence children’s reading speed and accuracy.
15. The youngest readers will quickly develop good reading skills if they ...
a. learn to associate the words in a text with pictures.
b. are exposed to modern teaching techniques.
c. are encouraged to ignore pictures in the text.
d. get assistance from their peers who are more intelligent
e. learn the art of telling stories.
Text 4
HIGHS & LOWS
Hormone levels –and hence our moods– may be affected by the weather. Gloomy
weather can cause depression, but sunshine appears to raise the spirits. In Britain, for example,
the dull weather of winter drastically cuts down the amount of sunlight that is experienced which
strongly affects some people. They become so depressed and lacking in energy that their work
and social life are affected. This condition has been given the name SAD (Seasonal Affective
Disorder). Sufferers can fight back by making the most of any sunlight in winter and by spending
a few hours each day under special, full-spectrum lamps. These provide more ultraviolet and
blue-green light than ordinary fluorescent and tungsten lights. Some Russian scientists claim
that children learn better after being exposed to ultraviolet light. In warm countries, hours of
work are often arranged so that workers can take a break, or even a siesta, during the hottest
part of the day. Scientists are working to discover the links between the weather and human
beings’ moods and performance.
It is generally believed that tempers grow shorter in hot, muggy weather. There is no
doubt that ‘crimes against the person’ rise in the summer, when the weather is hotter and fall
in the winter when the weather is colder. Research in the United States has shown a
relationship between temperature and street riots. The frequency of riots rises dramatically as
the weather gets warmer, hitting a peak around 27-30°C. But is this effect really due to a mood
change caused by the heat? Some scientists argue that trouble starts more often in hot weather
merely because there are more people in the street when the weather is good.
Psychologists have also studied how being cold affects performance. Researchers
compared divers working in icy cold water at 5°C with others in water at 20°C (about swimming
pool temperature). The colder water made the divers worse at simple arithmetic and other
mental tasks. But significantly, their performance was impaired as soon as they were put into
the cold water – before their bodies had time to cool down. This suggests that the low
temperature did not slow down mental functioning directly, but the feeling of cold distracted the
divers from their tasks.
Psychologists have conducted studies showing that people become less skeptical and
more optimistic when the weather is sunny. However, this apparently does not just depend on
the temperature. An American psychologist studied customers in a temperature-controlled
restaurant. They gave bigger tips when the sun was shining and smaller tips when it wasn’t,
even though the temperature in the restaurant was the same. A link between weather and mood
is made believable by the evidence for a connection between behavior and the length of the
daylight hours. This, in turn, might involve the level of a hormone called melatonin, produced in
the pineal gland in the brain. The amount of melatonin falls with greater exposure to daylight.
Research shows that melatonin plays an important part in the seasonal behavior of certain
animals. For example, food consumption of stags increases during the winter, reaching a peak
in February/ March. It falls again to a low point in May, then rises to a peak in September, before
dropping to another minimum in November. These changes seem to be triggered by varying
melatonin levels.
In the laboratory, hamsters put on more weight when the nights are getting shorter and
their melatonin levels are falling. On the other hand, if they are given injections of melatonin,
they will stop eating altogether. It seems that time cues provided by the changing lengths of
day and night trigger changes in animals’ behavior - changes that are needed to cope with the
cycle of the seasons. People’s moods too, have been shown to react to the length of the daylight
hours. Skeptics might say that longer exposure to sunshine puts people in a better mood
because they associate it with the happy feelings of holidays and freedom from responsibility.
On the other hand, the belief that rain and murky weather make people more unhappy is borne
out by a study in Belgium, which showed that a telephone counseling service gets more
telephone calls from people with suicidal feelings when it rains.
When there is a thunderstorm brewing, some people complain of the air being ‘heavy’
and of feeling irritable, moody and on edge. They may be reacting to the fact that the air can
become slightly positively charged when large thunderclouds are generating the intense
electrical fields that cause lightning flashes. The positive charge increases the levels of
serotonin (a chemical involved in sending signals in the nervous system). High levels of
serotonin in certain areas of the nervous system make people more active and reactive and,
possibly, more aggressive. When certain winds are blowing, such as the Mistral in southern
France and the Fohn in southern Germany, mood can be affected - and the number of traffic
accidents rises. It may be significant that the concentration of positively charged particles is
greater than normal in these winds. In the United Kingdom, 400,000 ionizers are sold every
year. These small machines raise the number of negative ions in the air in a room. Many people
claim they feel better in negatively charged air.
16. Why did the divers perform less well in colder conditions?
a. They were less able to concentrate.
b. Their body temperature fell too quickly.
c. Their mental functions were immediately affected by the cold.
d. They were used to swimming pool conditions.
e. They are accustomed to dive in normal temperature water.
17. What is the main idea of the second paragraph?
a. There is significant correlation between temperature and street riots.
b. Tempers grow shorter in hot weather.
c. People’s mood cannot change because of the heat.
d. Crime rates increases in the summer.
e. There are more people in the street when the weather is good.
18. The number of daylight hours...
a. affects the performance of workers in restaurants.
b. increases people’s suicidal feelings.
c. influences animal feeding habits.
d. makes animals like hamsters more active.
e. prepares humans for having greater leisure time.
19. Human irritability may be influenced by...
a. how nervous and aggressive people are.
b. The rising number of traffic accidents.
c. reaction to certain weather phenomena.
d. the number of ions being generated by machines.
e. the attitude of people to thunderstorms.
20. It can be concluded from the fourth paragraph that...
a. a connection between behavior and the length of the daylight hours involves the
level of melatonin hormone.
b. people become less skeptical and more optimistic when the weather is sunny.
c. customers give bigger tips when the sun is shining and smaller tips when it isn’t.
d. Melatonin plays an important part in the seasonal behavior of certain animals.
e. food consumption of stags increases during the winter.
Text 5
ALTERNATIVE MEDICINE IN AUSTRALIA
The first students to study alternative medicine at university level in Australia began their four-year, full-time
course at the University of Technology, Sydney, in early 1994. Their course covered, among other therapies,
acupuncture. The theory they learnt is based on the traditional Chinese explanation of this ancient healing art:
that it can regulate the flow of ‘Qi’ or energy through pathways in the body. This course reflects how far some
alternative therapies have come in their struggle for acceptance by the medical establishment.
Australia has been unusual in the Western world in having a very conservative attitude
to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public Health at the
University of Sydney. “We’ve had a tradition of doctors being fairly powerful and I guess they
are pretty loath to allow any pretenders to their position to come into it”. In many other
industrialized countries, orthodox and alternative medicines have worked ‘hand in glove’ for
years. In Europe, only orthodox doctors can prescribe herbal medicine. In Germany, plant
remedies account for 10% of the national turnover of pharmaceutical. Americans made more
visits to alternative therapist than to orthodox doctors in 1990, and each year they spend about
$US 12 billion on the therapies that have not been scientifically tested.
Disenchantment with orthodox medicine has seen the popularity of alternative therapies
in Australia climb steadily during the past 20 years. In a 1983 national health survey, 1.9% of
people said they had contacted a chiropractor, naturopath, osteopath, acupuncturist or herbalist
in the two weeks prior to the survey. By 1990, this figure had risen to 2.6% of the population.
The 550,000 consultations with alternative therapists reported in the 1990 survey represented
about an eighth of the total number of consultations with medically qualified personnel covered
by the survey, according to Dr Laver and colleagues writing in the Australian Journal of Public
Health in 1993. ‘A better educated and less accepting public has become disillusion with the
experts in general and increasingly skeptical about science and empirically based knowledge,’
they said. ‘The high standing of professionals, including doctors, has been eroded as a
consequence.’
Rather than criticizing this trend, increasing numbers of Australian doctors, particularly
younger ones, are forming group practices with alternative therapists or taking courses
themselves, particularly in acupuncture and herbalism. Part of the incentive was financial, Dr
Laver said. ‘The bottom line is that most general practitioners are business people. If they see
potential clientele going elsewhere, they might want to be able to offer a similar service.’
In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who
attended eight alternative therapists’ practices in Sydney. These practices offered a wide range
of alternative therapies from 25 therapists. Those surveyed had experience chronic illnesses,
for which orthodox medicine had been able to provide little relief. They commented that they
liked the holistic approach of their alternative therapists and the friendly, concerned and detailed
attention they had received. The cold, impersonal manner of orthodox doctors featured in the
survey. An increasing exodus from their clinics, coupled with this and a number of other relevant
surveys carried out in Australia, all pointing to orthodox doctors’ inadequacies, have led
mainstream doctors themselves to begin to admit they could learn from the personal style of
alternative therapists. Dr. Patrick Store, President of the Royal College of General Practitioners,
concurs that orthodox doctors could learn a lot about besides manner and advising patients on
preventative health from alternative therapists.
According to the Australian Journal of Public Health, 18% of patients visiting alternative
therapists do so because they suffer from musculo-skeletal complaints; 12% suffer from
digestive problems, which is only 1% more than those suffering from emotional problems.
Those suffering from respiratory complaints represent 7% of their patients, and candida
sufferers represent an equal percentage. Headache sufferers and those complaining of general
ill health represent 6% and 5% of patients respectively, and a further 4% see therapists for
general health maintenance.
The survey suggested that complementary medicine is probably a better term than
alternative medicine. Alternative medicine appears to be an adjunct, sought in times of
disenchantment when conventional medicine seems not to offer the answer.
21. Traditionally, how have Australian doctors differed from doctors in many Western
countries?
a. They have worked closely with pharmaceutical companies.
b. They have often worked alongside other therapists.
c. They have been reluctant to accept alternative therapists.
d. They have regularly prescribed alternative remedies.
e. They have often utilized herbal medicine and plant remedies.
22. In 1990, Americans....
a. were prescribed more herbal medicines than in previous years.
b. consulted alternative therapists more often than doctors.
c. began to avoid therapies that have not been scientifically tested.
d. spent more on natural therapies than orthodox medicines.
e. made more complaints about doctors than in previous years.
23. It can be inferred from the second paragraph that...
a. Australians’ reliance on alternative therapies increases during the past 20 years.
b. 1.9% of Australians had contacted conventional doctors two weeks before the survey.
c. The better educated Australians began to trust the practice of alternative therapies.
d. The less accepting public tried to prove the ineffectiveness of alternative therapies.
e. The 550,000 consultations with alternative therapists represented about eighth percent
of the total number of consultations covered by the survey.
24. The following statements are true about the findings of Australian Journal of Public Health,
except....
a. 7% of the patients suffer from respiratory illness.
b. 18% of patients visit alternative therapists to solve their musculo-skeletal problems.
c. Patients who suffer from headache are 5%
d. About 4% of the patients see therapists for general health maintenance
e. Emotional problems seem to be the least problem complained by the patients.
25. The survey suggested that alternative medicine is better termed complementary medicine
because...
a. The reason people visit this treatment is because of disappointment for conventional
treatment.
b. The reason people visit this treatment is not because of disappointment for
conventional treatment, but for its effectiveness.
c. People visit this treatment only when they have visited conventional treatment.
d. People visit this treatment to complete what they have received in conventional
treatment.
e. This treatment cannot be as popular as conventional treatment.
