READING PASSAGE 1
You should spend about 20 minutes on Questions 1–14, which are related to Reading Passage 1.

The Yellowstone Caldera

A

    A caldera is a round collapse basin or depression formed by magma being ejected from an underground reservoir. This removal of magma causes the ground above to weaken, therefore resulting in collapse. A caldera is similar to, but different from a crater, which is caused by the displacement of rocks during an eruption. Some calderas are as wide as 25 kilometers across and can explode more than 50 cubic kilometers of magma. Resurgent bulges form in calderas as a result of magma being forced into the magma chamber below the surface. These can form small mountains which may or may not be eruptive.
    Mallard Lake dome of Yellowstone is an example of a resurgent dome.

    B

      The Yellowstone caldera is an old eruption site of a large resurgent volcano, which has created a beautiful valley in the Wyoming area of the United States, covered with breath taking geysers that are a result of the volcanic eruption and the heat underneath. It is the site of one of the world’s largest hydrothermal systems, including the earth’s largest concentration of geysers- over half of the total, the most famous of which is named Old Faithful. The caldera is carefully monitored by tilt meters and other remote sensors because since the time of its previous eruption, the magma has been pushing crust back up and refilling. One day it will release its pressure, or erupt, again. Even though it is difficult to predict eruptions in the short term, there are possible precursors or warnings such as small earthquakes known as harmonic tremors.

      C

        The Yellowstone area developed through three different eruptions over a span of two million years. Some of the world’s largest eruptions are included within the Yellowstone eruptions. There was an eruption forming the Huckleberry Ridge Tuff 2.1 million years ago which created the 75km long Island Park caldera. The second was the eruption 1.3 million years ago that formed the 16km wide Henry’s Fork caldera. This is located in the western edge of the first caldera. The most recent eruption, 640,000 years ago created the Lava Creek Tuff, and formed the present caldera with a size of 45 x 85km. The actual caldera is mostly in Wyoming, but the park reaches into the states of Idaho and Montana. The Lava Creek Tuff eruption covered such an area that the ash can still be found in places as far away as Iowa, Louisiana, and California.

        D

          The United States Geological Survey reports that there is a 93% probability that the caldera will erupt again within the next 150,000 years. The rise and fall of the Yellowstone Plateau, which averages more or less 0.6 inches every year, is used as an indication of changes in magma chamber pressure. At present, the upward movement of the Yellowstone caldera floor – almost 3 inches per year for the past few years – is more than three times greater than ever observed since such measurements began in 1923. From mid-Summer 2004 through mid-Summer 2008, the land surface within the caldera has moved upwards as much as 8 inches in some locations. The number and frequency of minor earthquakes is also monitored, and has shown an upward trend. However, U.S. Geological Survey scientists with the Yellowstone Volcano Observatory "see no evidence that another such cataclysmic eruption will occur at Yellowstone in the foreseeable future. The periods between these events are neither regular nor predictable."

          E

            It is suggested that no one in this lifetime will live to see a Yellowstone eruption, but it would be a spectacular event and could quite possibly be one of the largest eruptions in the Earth’s history. Due to the size of the magma chamber, the next eruption could be larger than those found in the geological record. The ash flow would be so large that it would suffocate many people in the covered area. The population in the surrounding area would be severely affected, as the lava flow would destroy everything in its way, including houses and structures as well as the beautiful features of Yellowstone National Park. It would cause a catastrophic loss of human lives as well as inestimable monetary loss. By way of comparison, the 1980 Mount St. Helens eruption caused an estimated $1bn in damages (the equivalent of $3bn today), and the Yellowstone volcano is expected to erupt with 10,000 times the force of Mount St. Helens.

            Questions 1–5

            Choose the correct heading for each section and move it into the gap.

            List of Headings

            • The features of a caldera
            • The frequency of eruptions
            • The probability of another eruption
            • The caldera in Yellowstone
            • Potential consequences of an eruption
            • Different types of eruptions
            • What to do in the event of an eruption
            • Periodic eruptions over time
            • The natural beauty of one caldera
            • What happens in an eruption
            READING PASSAGE 1
            You should spend about 20 minutes on Questions 1–14, which are based on Reading Passage 1.

            The Yellowstone Caldera

            A

            A caldera is a round collapse basin or depression formed by magma being ejected from an underground reservoir. This removal of magma causes the ground above to weaken, therefore resulting in collapse. A caldera is similar to, but different from a crater, which is caused by the displacement of rocks during an eruption. Some calderas are as wide as 25 kilometers across and can explode more than 50 cubic kilometers of magma.
            Resurgent bulges form in calderas as a result of magma being forced into the magma chamber below the surface. These can form small mountains which may or may not be eruptive.
            Mallard Lake dome of Yellowstone is an example of a resurgent dome.

            B

            The Yellowstone caldera is an old eruption site of a large resurgent volcano, which has created a beautiful valley in the Wyoming area of the United States, covered with breath taking geysers that are a result of the volcanic eruption and the heat underneath. It is the site of one of the world’s largest hydrothermal systems, including the earth’s largest concentration of geysers- over half of the total, the most famous of which is named Old Faithful. The caldera is carefully monitored by tilt meters and other remote sensors because since the time of its previous eruption, the magma has been pushing crust back up and refilling. One day it will release its pressure, or erupt, again. Even though it is difficult to predict eruptions in the short term, there are possible precursors or warnings such as small earthquakes known as harmonic tremors.

            C

            The Yellowstone area developed through three different eruptions over a span of two million years. Some of the world’s largest eruptions are included within the Yellowstone eruptions. There was an eruption forming the Huckleberry Ridge Tuff 2.1 million years ago which created the 75km long Island Park caldera. The second was the eruption 1.3 million years ago that formed the 16km wide Henry’s Fork caldera. This is located in the western edge of the first caldera. The most recent eruption, 640,000 years ago created the Lava Creek Tuff, and formed the present caldera with a size of 45 x 85km. The actual caldera is mostly in Wyoming, but the park reaches into the states of Idaho and Montana. The Lava Creek Tuff eruption covered such an area that the ash can still be found in places as far away as Iowa, Louisiana, and California.

            D

            The United States Geological Survey reports that there is a 93% probability that the caldera will erupt again within the next 150,000 years. The rise and fall of the Yellowstone Plateau, which averages more or less 0.6 inches every year, is used as an indication of changes in magma chamber pressure. At present, the upward movement of the Yellowstone caldera floor – almost 3 inches per year for the past few years – is more than three times greater than ever observed since such measurements began in 1923. From mid-Summer 2004 through mid-Summer 2008, the land surface within the caldera has moved upwards as much as 8 inches in some locations. The number and frequency of minor earthquakes is also monitored, and has shown an upward trend. However, U.S. Geological Survey scientists with the Yellowstone Volcano Observatory "see no evidence that another such cataclysmic eruption will occur at Yellowstone in the foreseeable future. The periods between these events are neither regular nor predictable."

            E

            It is suggested that no one in this lifetime will live to see a Yellowstone eruption, but it would be a spectacular event and could quite possibly be one of the largest eruptions in the Earth’s history. Due to the size of the magma chamber, the next eruption could be larger than those found in the geological record. The ash flow would be so large that it would suffocate many people in the covered area. The population in the surrounding area would be severely affected, as the lava flow would destroy everything in its way, including houses and structures as well as the beautiful features of Yellowstone National Park. It would cause a catastrophic loss of human lives as well as inestimable monetary loss. By way of comparison, the 1980 Mount St. Helens eruption caused an estimated $1bn in damages (the equivalent of $3bn today), and the Yellowstone volcano is expected to erupt with 10,000 times the force of Mount St. Helens.

            Questions 6–10

            Choose TRUE if the statement agrees with the information given in the text, choose FALSE if the statement contradicts the information, or choose NOT GIVEN if there is no information on this.

            A crater forms instead of a caldera when a smaller volcanic eruption takes place.

            7 A bulge or dome will always form in the same place over a magma chamber.

            8 None of the Earth’s largest eruptions occurred in the Yellowstone area.

            9 The Lava Creek eruption sent traces over a very wide region.

            10 Geologists spend a large amount of their time trying to predict the next Yellowstone eruption.

            READING PASSAGE 1
            You should spend about 20 minutes on Questions 1–14, which are based on Reading Passage 1.

            The Yellowstone Caldera

            A

            A caldera is a round collapse basin or depression formed by magma being ejected from an underground reservoir. This removal of magma causes the ground above to weaken, therefore resulting in collapse. A caldera is similar to, but different from a crater, which is caused by the displacement of rocks during an eruption. Some calderas are as wide as 25 kilometers across and can explode more than 50 cubic kilometers of magma.
            Resurgent bulges form in calderas as a result of magma being forced into the magma chamber below the surface. These can form small mountains which may or may not be eruptive.
            Mallard Lake dome of Yellowstone is an example of a resurgent dome.

            B

            The Yellowstone caldera is an old eruption site of a large resurgent volcano, which has created a beautiful valley in the Wyoming area of the United States, covered with breath taking geysers that are a result of the volcanic eruption and the heat underneath. It is the site of one of the world’s largest hydrothermal systems, including the earth’s largest concentration of geysers- over half of the total, the most famous of which is named Old Faithful. The caldera is carefully monitored by tilt meters and other remote sensors because since the time of its previous eruption, the magma has been pushing crust back up and refilling. One day it will release its pressure, or erupt, again. Even though it is difficult to predict eruptions in the short term, there are possible precursors or warnings such as small earthquakes known as harmonic tremors.

            C

            The Yellowstone area developed through three different eruptions over a span of two million years. Some of the world’s largest eruptions are included within the Yellowstone eruptions. There was an eruption forming the Huckleberry Ridge Tuff 2.1 million years ago which created the 75km long Island Park caldera. The second was the eruption 1.3 million years ago that formed the 16km wide Henry’s Fork caldera. This is located in the western edge of the first caldera. The most recent eruption, 640,000 years ago created the Lava Creek Tuff, and formed the present caldera with a size of 45 x 85km. The actual caldera is mostly in Wyoming, but the park reaches into the states of Idaho and Montana. The Lava Creek Tuff eruption covered such an area that the ash can still be found in places as far away as Iowa, Louisiana, and California.

            D

            The United States Geological Survey reports that there is a 93% probability that the caldera will erupt again within the next 150,000 years. The rise and fall of the Yellowstone Plateau, which averages more or less 0.6 inches every year, is used as an indication of changes in magma chamber pressure. At present, the upward movement of the Yellowstone caldera floor – almost 3 inches per year for the past few years – is more than three times greater than ever observed since such measurements began in 1923. From mid-Summer 2004 through mid-Summer 2008, the land surface within the caldera has moved upwards as much as 8 inches in some locations. The number and frequency of minor earthquakes is also monitored, and has shown an upward trend. However, U.S. Geological Survey scientists with the Yellowstone Volcano Observatory "see no evidence that another such cataclysmic eruption will occur at Yellowstone in the foreseeable future. The periods between these events are neither regular nor predictable."

            E

            It is suggested that no one in this lifetime will live to see a Yellowstone eruption, but it would be a spectacular event and could quite possibly be one of the largest eruptions in the Earth’s history. Due to the size of the magma chamber, the next eruption could be larger than those found in the geological record. The ash flow would be so large that it would suffocate many people in the covered area. The population in the surrounding area would be severely affected, as the lava flow would destroy everything in its way, including houses and structures as well as the beautiful features of Yellowstone National Park. It would cause a catastrophic loss of human lives as well as inestimable monetary loss. By way of comparison, the 1980 Mount St. Helens eruption caused an estimated $1bn in damages (the equivalent of $3bn today), and the Yellowstone volcano is expected to erupt with 10,000 times the force of Mount St. Helens.

            F

            When searching for a word in their own language in a bilingual dictionary, students will probably find that there is more than one English translation. If they have doubts over which to use, they could try a back translation. This involves looking up the English translations one by one in a monolingual dictionary, and if a word has a definition that matches the word in their language, it is safe to use.

            G

            If students hunt for every new word they see or hear, they may spend their whole day with the dictionary in their hand, and that’s not what they should be doing! Students have to be clever and choose the right words to check and the right time to do it. In order to become much more efficient language learners, students should not check meanings immediately. For example, when reading, they should finish the sentence (or better, the paragraph) before even thinking about the dictionary. If they haven’t guessed the meaning and it still seems important, then and only then should they look it up. To avoid interrupting their reading for too long, students should check meaning in their own language using a bilingual dictionary. In the classroom, if students hear a new word or the teacher has written it on the board, they should wait and continue listening. Typically, what the teacher says next may help them to understand the word without having to resort to dictionaries, and simply turning straight to the dictionary may result in students not hearing what follows, and this will make understanding the lesson more difficult.

            Questions 11–14

            Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer.

            Measurements taken while monitoring Yellowstone Changing levels of the plateau The rise seen in the bottom of the caldera How often and how many small happen
            Interpretation of present evidence In the experts believe there is little to no chance of a major volcanic event Because of their irregularity, it is hard to determine the between eruptions at Yellowstone
            Possible outcomes of an eruption The underground lava reservoir is larger, meaning a larger potential eruption Pyroclastic flow (ash and lava) would be large enough to suffocate people and destroy buildings as well as the surrounding landscape
            Comparison to known events A nearby volcano caused a thousand million dollars’ worth of damage in the late 20th century Scientists predict Yellowstone would be more powerful than Mount St Helens
            READING PASSAGE 2
            You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

            How 9,000 lists written over 300 years are helping to test theories of economic growth

            In 1752, Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, was reprimanded by the local weavers’ guild for “weaving cloth and combing wool, counter to the guild ordinance”.

            When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and fined the equivalent of one third of a maidservant’s annual wages. The entire affair was then recorded neatly in a ledger.

            What makes this detail of Juliana’s life so interesting is that it is one among a vast number of observations in a huge database on the lives of southwest German villagers between 1600 and 1900. Built by a team led by Professor Sheilagh Ogilvie in the University of Cambridge's Faculty of Economics, the database includes court records, guild ledgers, parish registers, village censuses, tax lists and – the most recent addition – 9,000 handwritten inventories listing over a million personal possessions belonging to ordinary women and men across three centuries. Ogilvie, who discovered the inventories in the archives of two German communities 30 years ago, believes they may hold the answer to a conundrum that has long puzzled economists: the lack of evidence for a causal link between education and a country’s growth and development.

            “It might sound as if this is a no-brainer,” explains Ogilvie. “Education helps us to work more productively, invent better technology, earn more, have fewer children and invest more in them – surely it must be critical for economic growth? But, if you look back through history, there’s no evidence that having a high literacy rate made a country industrialise earlier.”

            She explains that between 1600 and 1900, England had only mediocre literacy rates by European standards, yet its economy grew fast and it was the first country to industrialise. Germany and Scandinavia had excellent literacy rates, but their economies grew slowly and they industrialised late.

            “Modern cross-country analyses have also struggled to find evidence that education causes economic growth, even though there is plenty of evidence that growth increases education,” she adds.

            The inventories Ogilvie is analysing listed the belongings of women and men at marriage, remarriage and death. The villagers’ entire worldly goods were listed. Inventories of agricultural equipment and craft tools revealed economic activities; ownership of books and education-related objects like pens and slates suggested how people learned.

            In addition, tax lists recorded the value of farms, workshops, assets and debts; signatures and people’s estimates of their age indicated literacy and numeracy levels; and court records revealed obstacles that stifled industry, like Juliana and her wool-combing.

            “Previous studies usually had just one proxy for linking education with economic growth – the presence of schools and printing presses, perhaps, or school enrolment, or the ability to sign names. This database gives us multiple indicators for the same individuals,” she explains. “I began to realise that, for the first time ever, it was possible to link literacy, numeracy, wealth, industriousness, innovative behaviour and participation in the cash economy and credit markets – for individual women and men, rich and poor, over the very long term.”

            Since 2009, Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two communities. “We can follow the same people – and their descendants – across 300 years of educational and economic change,” she says.

            One way to look at whether education causes economic growth is to “hold wealth constant” and follow the lives of people of a certain level, rich or poor, she explains. “Do we find education positively linked to the cultivation of new crops, or to the adoption of industrial innovations like knitting frames or sewing machines? Or to the acquisition of ‘contemporary’ goods such as cottons or coffee cups? Or to female labour force participation or involvement in the credit market?”

            The team will also ask whether more highly educated women had fewer children – enabling them to invest more in those they had – as well as what aspect of education helped people engage more with productive and innovative activities. Was it, for instance, literacy, numeracy, book ownership, years of schooling? Was there a threshold level – a tipping point – that affected economic performance?

            Ogilvie hopes to start finding answers to these questions over the next two years. One thing is already clear, she says: the relationship between education and economic growth is far from straightforward.

            “German-speaking central Europe is an excellent laboratory for testing theories of economic growth,” she explains. “We know that literacy rates and book ownership were high and yet the region remained poor. We also know that local guilds and merchant associations were powerful and resisted changes that threatened their monopolies. Entrenched village oligarchies opposed disruptive innovations and blocked labour migration.

            “Early findings suggest that the potential benefits of education for the economy can be held back by other barriers, and this has implications for today,” she says. “Huge amounts are spent improving education in developing countries but this spending can fail to deliver economic growth if restrictions block people – especially women and the poor – from using their education in economically productive ways. If economic institutions are poorly set up, for instance, education can’t lead to growth.”

            Research funded by the British Academy, the Wolfson Foundation, the Economic and Social Research Council and the Leverhulme Trust.

            Questions 15–20

            Choose YES if the statement agrees with the views of the writer, choose NO if the statement contradicts the views of the writer, or choose NOT GIVEN if there is no information on this in the passage.

            Juliana Schweickherdt’s story is interesting because it is unique.

            16 Better education enables people in several ways, which should be key factors in economic growth.

            17 The amount of education people receive has risen steadily over time.

            18 Professor Ogilvie thinks her database will support previous evidence of the connection between education and personal wealth.

            19 Professor Ogilvie makes the point that local groups which held economic power would work against any threat to their sources of income.

            20 If poor people are educated they can easily overcome other restraints on economic production.

            READING PASSAGE 2
            You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

            How 9,000 lists written over 300 years are helping to test theories of economic growth

            In 1752, Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, was reprimanded by the local weavers’ guild for “weaving cloth and combing wool, counter to the guild ordinance”.

            When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and fined the equivalent of one third of a maidservant’s annual wages. The entire affair was then recorded neatly in a ledger.

            What makes this detail of Juliana’s life so interesting is that it is one among a vast number of observations in a huge database on the lives of southwest German villagers between 1600 and 1900. Built by a team led by Professor Sheilagh Ogilvie in the University of Cambridge's Faculty of Economics, the database includes court records, guild ledgers, parish registers, village censuses, tax lists and – the most recent addition – 9,000 handwritten inventories listing over a million personal possessions belonging to ordinary women and men across three centuries. Ogilvie, who discovered the inventories in the archives of two German communities 30 years ago, believes they may hold the answer to a conundrum that has long puzzled economists: the lack of evidence for a causal link between education and a country’s growth and development.

            “It might sound as if this is a no-brainer,” explains Ogilvie. “Education helps us to work more productively, invent better technology, earn more, have fewer children and invest more in them – surely it must be critical for economic growth? But, if you look back through history, there’s no evidence that having a high literacy rate made a country industrialise earlier.”

            She explains that between 1600 and 1900, England had only mediocre literacy rates by European standards, yet its economy grew fast and it was the first country to industrialise. Germany and Scandinavia had excellent literacy rates, but their economies grew slowly and they industrialised late.

            “Modern cross-country analyses have also struggled to find evidence that education causes economic growth, even though there is plenty of evidence that growth increases education,” she adds.

            The inventories Ogilvie is analysing listed the belongings of women and men at marriage, remarriage and death. The villagers’ entire worldly goods were listed. Inventories of agricultural equipment and craft tools revealed economic activities; ownership of books and education-related objects like pens and slates suggested how people learned.

            In addition, tax lists recorded the value of farms, workshops, assets and debts; signatures and people’s estimates of their age indicated literacy and numeracy levels; and court records revealed obstacles that stifled industry, like Juliana and her wool-combing.

            “Previous studies usually had just one proxy for linking education with economic growth – the presence of schools and printing presses, perhaps, or school enrolment, or the ability to sign names. This database gives us multiple indicators for the same individuals,” she explains. “I began to realise that, for the first time ever, it was possible to link literacy, numeracy, wealth, industriousness, innovative behaviour and participation in the cash economy and credit markets – for individual women and men, rich and poor, over the very long term.”

            Since 2009, Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two communities. “We can follow the same people – and their descendants – across 300 years of educational and economic change,” she says.

            One way to look at whether education causes economic growth is to “hold wealth constant” and follow the lives of people of a certain level, rich or poor, she explains. “Do we find education positively linked to the cultivation of new crops, or to the adoption of industrial innovations like knitting frames or sewing machines? Or to the acquisition of ‘contemporary’ goods such as cottons or coffee cups? Or to female labour force participation or involvement in the credit market?”

            The team will also ask whether more highly educated women had fewer children – enabling them to invest more in those they had – as well as what aspect of education helped people engage more with productive and innovative activities. Was it, for instance, literacy, numeracy, book ownership, years of schooling? Was there a threshold level – a tipping point – that affected economic performance?

            Ogilvie hopes to start finding answers to these questions over the next two years. One thing is already clear, she says: the relationship between education and economic growth is far from straightforward.

            “German-speaking central Europe is an excellent laboratory for testing theories of economic growth,” she explains. “We know that literacy rates and book ownership were high and yet the region remained poor. We also know that local guilds and merchant associations were powerful and resisted changes that threatened their monopolies. Entrenched village oligarchies opposed disruptive innovations and blocked labour migration.

            “Early findings suggest that the potential benefits of education for the economy can be held back by other barriers, and this has implications for today,” she says. “Huge amounts are spent improving education in developing countries but this spending can fail to deliver economic growth if restrictions block people – especially women and the poor – from using their education in economically productive ways. If economic institutions are poorly set up, for instance, education can’t lead to growth.”

            Research funded by the British Academy, the Wolfson Foundation, the Economic and Social Research Council and the Leverhulme Trust.

            Questions 21–23

            Which THREE of the following make up part of the database compiled by Dr Ogilvie? Write the appropriate letters A-G in boxes 21-23.

            • A Complete accounts of villager’s possessions at various times in their lives.
            • B Records of agricultural livestock owned by local people.
            • C Records which indicated the amount of money villagers could spend on education.
            • D Accounts of a person’s wealth, assets, and money owed for the purposes of taxation.
            • E Ledgers containing the amount of tax paid by villagers each year
            • F Records of legal processes which kept people out of certain jobs or trades.
            • G Accounts of income from jobs such as wool-combing.
            READING PASSAGE 2
            You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

            How 9,000 lists written over 300 years are helping to test theories of economic growth

            In 1752, Juliana Schweickherdt, a 50-year-old spinster living in the small Black Forest community of Wildberg, was reprimanded by the local weavers’ guild for “weaving cloth and combing wool, counter to the guild ordinance”.

            When Juliana continued taking jobs reserved for male guild members, she was summoned before the guild court and fined the equivalent of one third of a maidservant’s annual wages. The entire affair was then recorded neatly in a ledger.

            What makes this detail of Juliana’s life so interesting is that it is one among a vast number of observations in a huge database on the lives of southwest German villagers between 1600 and 1900. Built by a team led by Professor Sheilagh Ogilvie in the University of Cambridge's Faculty of Economics, the database includes court records, guild ledgers, parish registers, village censuses, tax lists and – the most recent addition – 9,000 handwritten inventories listing over a million personal possessions belonging to ordinary women and men across three centuries. Ogilvie, who discovered the inventories in the archives of two German communities 30 years ago, believes they may hold the answer to a conundrum that has long puzzled economists: the lack of evidence for a causal link between education and a country’s growth and development.

            “It might sound as if this is a no-brainer,” explains Ogilvie. “Education helps us to work more productively, invent better technology, earn more, have fewer children and invest more in them – surely it must be critical for economic growth? But, if you look back through history, there’s no evidence that having a high literacy rate made a country industrialise earlier.”

            She explains that between 1600 and 1900, England had only mediocre literacy rates by European standards, yet its economy grew fast and it was the first country to industrialise. Germany and Scandinavia had excellent literacy rates, but their economies grew slowly and they industrialised late.

            “Modern cross-country analyses have also struggled to find evidence that education causes economic growth, even though there is plenty of evidence that growth increases education,” she adds.

            The inventories Ogilvie is analysing listed the belongings of women and men at marriage, remarriage and death. The villagers’ entire worldly goods were listed. Inventories of agricultural equipment and craft tools revealed economic activities; ownership of books and education-related objects like pens and slates suggested how people learned.

            In addition, tax lists recorded the value of farms, workshops, assets and debts; signatures and people’s estimates of their age indicated literacy and numeracy levels; and court records revealed obstacles that stifled industry, like Juliana and her wool-combing.

            “Previous studies usually had just one proxy for linking education with economic growth – the presence of schools and printing presses, perhaps, or school enrolment, or the ability to sign names. This database gives us multiple indicators for the same individuals,” she explains. “I began to realise that, for the first time ever, it was possible to link literacy, numeracy, wealth, industriousness, innovative behaviour and participation in the cash economy and credit markets – for individual women and men, rich and poor, over the very long term.”

            Since 2009, Ogilvie and her team have been building the vast database of material possessions on top of their full demographic reconstruction of the people who lived in these two communities. “We can follow the same people – and their descendants – across 300 years of educational and economic change,” she says.

            One way to look at whether education causes economic growth is to “hold wealth constant” and follow the lives of people of a certain level, rich or poor, she explains. “Do we find education positively linked to the cultivation of new crops, or to the adoption of industrial innovations like knitting frames or sewing machines? Or to the acquisition of ‘contemporary’ goods such as cottons or coffee cups? Or to female labour force participation or involvement in the credit market?”

            The team will also ask whether more highly educated women had fewer children – enabling them to invest more in those they had – as well as what aspect of education helped people engage more with productive and innovative activities. Was it, for instance, literacy, numeracy, book ownership, years of schooling? Was there a threshold level – a tipping point – that affected economic performance?

            Ogilvie hopes to start finding answers to these questions over the next two years. One thing is already clear, she says: the relationship between education and economic growth is far from straightforward.

            “German-speaking central Europe is an excellent laboratory for testing theories of economic growth,” she explains. “We know that literacy rates and book ownership were high and yet the region remained poor. We also know that local guilds and merchant associations were powerful and resisted changes that threatened their monopolies. Entrenched village oligarchies opposed disruptive innovations and blocked labour migration.

            “Early findings suggest that the potential benefits of education for the economy can be held back by other barriers, and this has implications for today,” she says. “Huge amounts are spent improving education in developing countries but this spending can fail to deliver economic growth if restrictions block people – especially women and the poor – from using their education in economically productive ways. If economic institutions are poorly set up, for instance, education can’t lead to growth.”

            Research funded by the British Academy, the Wolfson Foundation, the Economic and Social Research Council and the Leverhulme Trust.

            Questions 24–27

            Answer the following questions using NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. Write your answers in boxes 24-27.

            Where was Juliana Schweickherdt made to appear in order to receive a fine for doing unauthorised work?

            What was listed in the thousands of accounts recently added to the database set up by Professor Sheilagh Ogilvie?

            How many connections between education and economic growth could economists use in earlier studies?

            What group of mothers does the team want to study in order to find out if they had lower birth rates?

            READING PASSAGE 3
            You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

            Art Nouveau

            A

              Generating enthusiasts in the decorative and graphic arts and architecture throughout Europe and beyond, Art Nouveau appeared in a wide variety of strands, and, consequently, it is known by various names, such as the Glasgow Style, or, in the German-speaking world, Jugendstil. Art Nouveau was aimed at modernizing design, seeking to escape the eclectic historical styles that had previously been popular. Artists drew inspiration from both organic and geometric forms, evolving elegant designs that united flowing, natural forms resembling the stems and blossoms of plants. The emphasis on linear contours took precedence over color, which was usually represented with hues such as muted greens, browns, yellows, and blues. The movement was committed to abolishing the traditional hierarchy of the arts, which viewed the so-called liberal arts, such as painting and sculpture, as superior to craft-based decorative arts. The style went out of fashion for the most part long before the First World War, paving the way for the development of Art Deco in the 1920s, but it experienced a popular revival in the 1960s, and it is now seen as an important predecessor - if not an integral component - of modernism.

              B

                The desire to abandon the historical styles of the 19th century was an important impetus behind Art Nouveau and one that establishes the movement's modernism. Industrial production was, at that point, widespread, and yet the decorative arts were increasingly dominated by poorly-made objects imitating earlier periods. The practitioners of Art Nouveau sought to revive good workmanship, raise the status of craft, and produce genuinely modern design that reflected the utility of the items they were creating.

                C

                  The academic system, which dominated art education from the 17th to the 19th century, underpinned the widespread belief that media such as painting and sculpture were superior to crafts such as furniture design and ironwork. The consequence, many believed, was the neglect of good craftsmanship. Art Nouveau artists sought to overturn that belief, aspiring instead to "total works of the arts," the famous Gesamtkunstwerks, that inspired buildings and interiors in which every element worked harmoniously within a related visual vocabulary. In the process, Art Nouveau helped to narrow the gap between the fine and the applied arts, though it is debatable whether this gap has ever been completely closed.

                  D

                    Many Art Nouveau practitioners felt that earlier design had been excessively ornamental, and in wishing to avoid what they perceived as frivolous decoration, they evolved a belief that the function of an object should dictate its form. In practice this was a somewhat flexible ethos, yet it would be an important part of the style's legacy to later modernist movements, most famously the Bauhaus.

                    E

                      The advent of Art Nouveau - literally "New Art" - can be traced to two distinct influences: the first was the introduction, around 1880, of the British Arts and Crafts movement, which, much like Art Nouveau, was a reaction against the cluttered designs and compositions of Victorian-era decorative art. The second was the current vogue for Japanese art, particularly woodblock prints, that swept up many European artists in the 1880s and 90s, including the likes of Gustav Klimt, Emile Gallé, and James Abbott McNeill Whistler. Japanese wood-block prints in particular contained floral and bulbous forms, and "whiplash" curves, all key elements of what would eventually become Art Nouveau.

                      F

                        It is difficult to pinpoint the first work(s) of art that officially launched Art Nouveau. Some argue that the patterned, flowing lines and floral backgrounds found in the paintings of Vincent van Gogh and Paul Gauguin represent Art Nouveau's birth, or perhaps even the decorative lithographs of Henri de ToulouseLautrec, such as Moulin Rouge: La Goulue (1891). But most point to the origins in the decorative arts, and in particular to a book jacket by English architect and designer Arthur Heygate Mackmurdo for the 1883 volume Wren's City Churches. The design depicts serpentine stalks of flowers emanating from one flattened pad at the bottom of the page, clearly reminiscent of Japanese-style wood-block prints.

                        G

                          Siegfried Bing, a German merchant and connoisseur of Japanese art living in Paris, opened a shop named L'Art Nouveau in December 1895, which became one of the main purveyors of the style in furniture and the decorative arts. Before long, the store's name became synonymous with the style in France, Britain, and the United States. Art Nouveau's wide popularity throughout Western and Central Europe, however, meant that it went by several different titles. In German-speaking countries, it was generally called Jugendstil (Youth Style), taken from a Munich magazine called Jugend that popularized it.
                          Meanwhile, in Vienna - home to Gustav Klimt, Otto Wagner, Josef Hoffmann and the other founders of the Vienna Secession - it was known as Sezessionsstil (Secession Style). It was also known as Modernismo in Spanish, Modernisme in Catalan, and Stile Floreale (floral style) or Stile Liberty in Italy (the latter after Arthur Liberty's fabric shop in London, which helped popularize the style). In France it was commonly called Modern(e)-Style and occasionally Style Guimard after its most famous practitioner there, the architect Hector Guimard, and in the Netherlands it was usually called Nieuwe Kunst (New Art).
                          Its numerous detractors also gave it several derogatory names: Style Nouille (noodle style) in France, Paling Stijl (eel style) in Belgium, and Bandwurmstil (tapeworm style) in Germany - all names which made playful reference to Art Nouveau's tendency to employ sinuous and flowing lines.

                          Questions 28–33

                          Reading passage 3 has 7 paragraphs A-G. Match the paragraphs A-G with the information in the statements 28-33. You may use any answer more than once. Write the appropriate letter (A-G) in boxes 28-33.

                          READING PASSAGE 3
                          You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

                          Art Nouveau

                          A

                            Generating enthusiasts in the decorative and graphic arts and architecture throughout Europe and beyond, Art Nouveau appeared in a wide variety of strands, and, consequently, it is known by various names, such as the Glasgow Style, or, in the German-speaking world, Jugendstil. Art Nouveau was aimed at modernizing design, seeking to escape the eclectic historical styles that had previously been popular. Artists drew inspiration from both organic and geometric forms, evolving elegant designs that united flowing, natural forms resembling the stems and blossoms of plants. The emphasis on linear contours took precedence over color, which was usually represented with hues such as muted greens, browns, yellows, and blues. The movement was committed to abolishing the traditional hierarchy of the arts, which viewed the so-called liberal arts, such as painting and sculpture, as superior to craft-based decorative arts. The style went out of fashion for the most part long before the First World War, paving the way for the development of Art Deco in the 1920s, but it experienced a popular revival in the 1960s, and it is now seen as an important predecessor - if not an integral component - of modernism.

                            B

                              The desire to abandon the historical styles of the 19th century was an important impetus behind Art Nouveau and one that establishes the movement's modernism. Industrial production was, at that point, widespread, and yet the decorative arts were increasingly dominated by poorly-made objects imitating earlier periods. The practitioners of Art Nouveau sought to revive good workmanship, raise the status of craft, and produce genuinely modern design that reflected the utility of the items they were creating.

                              C

                                The academic system, which dominated art education from the 17th to the 19th century, underpinned the widespread belief that media such as painting and sculpture were superior to crafts such as furniture design and ironwork. The consequence, many believed, was the neglect of good craftsmanship. Art Nouveau artists sought to overturn that belief, aspiring instead to "total works of the arts," the famous Gesamtkunstwerks, that inspired buildings and interiors in which every element worked harmoniously within a related visual vocabulary. In the process, Art Nouveau helped to narrow the gap between the fine and the applied arts, though it is debatable whether this gap has ever been completely closed.

                                D

                                  Many Art Nouveau practitioners felt that earlier design had been excessively ornamental, and in wishing to avoid what they perceived as frivolous decoration, they evolved a belief that the function of an object should dictate its form. In practice this was a somewhat flexible ethos, yet it would be an important part of the style's legacy to later modernist movements, most famously the Bauhaus.

                                  E

                                    The advent of Art Nouveau - literally "New Art" - can be traced to two distinct influences: the first was the introduction, around 1880, of the British Arts and Crafts movement, which, much like Art Nouveau, was a reaction against the cluttered designs and compositions of Victorian-era decorative art. The second was the current vogue for Japanese art, particularly woodblock prints, that swept up many European artists in the 1880s and 90s, including the likes of Gustav Klimt, Emile Gallé, and James Abbott McNeill Whistler. Japanese wood-block prints in particular contained floral and bulbous forms, and "whiplash" curves, all key elements of what would eventually become Art Nouveau.

                                    F

                                      It is difficult to pinpoint the first work(s) of art that officially launched Art Nouveau. Some argue that the patterned, flowing lines and floral backgrounds found in the paintings of Vincent van Gogh and Paul Gauguin represent Art Nouveau's birth, or perhaps even the decorative lithographs of Henri de ToulouseLautrec, such as Moulin Rouge: La Goulue (1891). But most point to the origins in the decorative arts, and in particular to a book jacket by English architect and designer Arthur Heygate Mackmurdo for the 1883 volume Wren's City Churches. The design depicts serpentine stalks of flowers emanating from one flattened pad at the bottom of the page, clearly reminiscent of Japanese-style wood-block prints.

                                      G

                                        Siegfried Bing, a German merchant and connoisseur of Japanese art living in Paris, opened a shop named L'Art Nouveau in December 1895, which became one of the main purveyors of the style in furniture and the decorative arts. Before long, the store's name became synonymous with the style in France, Britain, and the United States. Art Nouveau's wide popularity throughout Western and Central Europe, however, meant that it went by several different titles. In German-speaking countries, it was generally called Jugendstil (Youth Style), taken from a Munich magazine called Jugend that popularized it.
                                        Meanwhile, in Vienna - home to Gustav Klimt, Otto Wagner, Josef Hoffmann and the other founders of the Vienna Secession - it was known as Sezessionsstil (Secession Style). It was also known as Modernismo in Spanish, Modernisme in Catalan, and Stile Floreale (floral style) or Stile Liberty in Italy (the latter after Arthur Liberty's fabric shop in London, which helped popularize the style). In France it was commonly called Modern(e)-Style and occasionally Style Guimard after its most famous practitioner there, the architect Hector Guimard, and in the Netherlands it was usually called Nieuwe Kunst (New Art).
                                        Its numerous detractors also gave it several derogatory names: Style Nouille (noodle style) in France, Paling Stijl (eel style) in Belgium, and Bandwurmstil (tapeworm style) in Germany - all names which made playful reference to Art Nouveau's tendency to employ sinuous and flowing lines.

                                        Questions 34–37

                                        Complete the summary below. Choose NO MORE THAN THREE WORDS from Reading Passage 3 for each answer.
                                        Write your answers in boxes 34- 37.

                                        An important motivation behind Art Nouveau was its desire to escape from tradition. Perhaps frustrated that industrialisation had not benefitted the quality of .
                                        Art Nouveau followers wanted to improve the reputation of crafts and implement modernity and quality in the objects they created. This modernity was not to be found in the , which was seen as outdated. Therefore, proponents of the new art movement began to create interiors where all aspects of design worked together in a clear and cohesive .
                                        Again, this provided a counterpoint to what they saw as the or even pointless decorations of previous movements. The idea that an object’s form and function should be inseparable arose from this drive towards modernism.

                                        READING PASSAGE 3
                                        You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

                                        Art Nouveau

                                        A

                                          Generating enthusiasts in the decorative and graphic arts and architecture throughout Europe and beyond, Art Nouveau appeared in a wide variety of strands, and, consequently, it is known by various names, such as the Glasgow Style, or, in the German-speaking world, Jugendstil. Art Nouveau was aimed at modernizing design, seeking to escape the eclectic historical styles that had previously been popular. Artists drew inspiration from both organic and geometric forms, evolving elegant designs that united flowing, natural forms resembling the stems and blossoms of plants. The emphasis on linear contours took precedence over color, which was usually represented with hues such as muted greens, browns, yellows, and blues. The movement was committed to abolishing the traditional hierarchy of the arts, which viewed the so-called liberal arts, such as painting and sculpture, as superior to craft-based decorative arts. The style went out of fashion for the most part long before the First World War, paving the way for the development of Art Deco in the 1920s, but it experienced a popular revival in the 1960s, and it is now seen as an important predecessor - if not an integral component - of modernism.

                                          B

                                            The desire to abandon the historical styles of the 19th century was an important impetus behind Art Nouveau and one that establishes the movement's modernism. Industrial production was, at that point, widespread, and yet the decorative arts were increasingly dominated by poorly-made objects imitating earlier periods. The practitioners of Art Nouveau sought to revive good workmanship, raise the status of craft, and produce genuinely modern design that reflected the utility of the items they were creating.

                                            C

                                              The academic system, which dominated art education from the 17th to the 19th century, underpinned the widespread belief that media such as painting and sculpture were superior to crafts such as furniture design and ironwork. The consequence, many believed, was the neglect of good craftsmanship. Art Nouveau artists sought to overturn that belief, aspiring instead to "total works of the arts," the famous Gesamtkunstwerks, that inspired buildings and interiors in which every element worked harmoniously within a related visual vocabulary. In the process, Art Nouveau helped to narrow the gap between the fine and the applied arts, though it is debatable whether this gap has ever been completely closed.

                                              D

                                                Many Art Nouveau practitioners felt that earlier design had been excessively ornamental, and in wishing to avoid what they perceived as frivolous decoration, they evolved a belief that the function of an object should dictate its form. In practice this was a somewhat flexible ethos, yet it would be an important part of the style's legacy to later modernist movements, most famously the Bauhaus.

                                                E

                                                  The advent of Art Nouveau - literally "New Art" - can be traced to two distinct influences: the first was the introduction, around 1880, of the British Arts and Crafts movement, which, much like Art Nouveau, was a reaction against the cluttered designs and compositions of Victorian-era decorative art. The second was the current vogue for Japanese art, particularly woodblock prints, that swept up many European artists in the 1880s and 90s, including the likes of Gustav Klimt, Emile Gallé, and James Abbott McNeill Whistler. Japanese wood-block prints in particular contained floral and bulbous forms, and "whiplash" curves, all key elements of what would eventually become Art Nouveau.

                                                  F

                                                    It is difficult to pinpoint the first work(s) of art that officially launched Art Nouveau. Some argue that the patterned, flowing lines and floral backgrounds found in the paintings of Vincent van Gogh and Paul Gauguin represent Art Nouveau's birth, or perhaps even the decorative lithographs of Henri de ToulouseLautrec, such as Moulin Rouge: La Goulue (1891). But most point to the origins in the decorative arts, and in particular to a book jacket by English architect and designer Arthur Heygate Mackmurdo for the 1883 volume Wren's City Churches. The design depicts serpentine stalks of flowers emanating from one flattened pad at the bottom of the page, clearly reminiscent of Japanese-style wood-block prints.

                                                    G

                                                      Siegfried Bing, a German merchant and connoisseur of Japanese art living in Paris, opened a shop named L'Art Nouveau in December 1895, which became one of the main purveyors of the style in furniture and the decorative arts. Before long, the store's name became synonymous with the style in France, Britain, and the United States. Art Nouveau's wide popularity throughout Western and Central Europe, however, meant that it went by several different titles. In German-speaking countries, it was generally called Jugendstil (Youth Style), taken from a Munich magazine called Jugend that popularized it.
                                                      Meanwhile, in Vienna - home to Gustav Klimt, Otto Wagner, Josef Hoffmann and the other founders of the Vienna Secession - it was known as Sezessionsstil (Secession Style). It was also known as Modernismo in Spanish, Modernisme in Catalan, and Stile Floreale (floral style) or Stile Liberty in Italy (the latter after Arthur Liberty's fabric shop in London, which helped popularize the style). In France it was commonly called Modern(e)-Style and occasionally Style Guimard after its most famous practitioner there, the architect Hector Guimard, and in the Netherlands it was usually called Nieuwe Kunst (New Art).
                                                      Its numerous detractors also gave it several derogatory names: Style Nouille (noodle style) in France, Paling Stijl (eel style) in Belgium, and Bandwurmstil (tapeworm style) in Germany - all names which made playful reference to Art Nouveau's tendency to employ sinuous and flowing lines.

                                                      Questions 38–40

                                                      The text refers to different reasons why other names were given to Art Nouveau. Match the places A-G with the origins in 38-40.
                                                      Choose the correct answer and move it into the gap.

                                                      The name related to the general appearance of the style.

                                                        The name was taken from a local artistic movement.

                                                          The name referred to Art Nouveau’s movement away from tradition.

                                                            List of Name Origins

                                                            • Vienna
                                                            • Spain
                                                            • France
                                                            • Critics of the Style
                                                            • German Speaking Countries
                                                            • Italy
                                                            • the Netherlands

                                                            38 :

                                                            39 :

                                                            40 :