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Running headphones Listening to music on headphones makes running and even working out at the gym much more enjoyable. Here are some alternatives to choose from. A Plantronics Backbeat Fit These headphones are really tough so you don't need to worry about just throwing them into your bag before or after a workout. As well as providing reasonably clear sound they will also last a remarkable eight hours on a single charge.
Designed to fit firmly in your ear, however energetic you are, they're tight without being uncomfortable, and have a handy remote and a mic for phone calls. They will also resist some water being spilt on them. They also have a tangle-free cable which avoids any time-consuming messing about before you set off on your run. As well as being wireless and waterproof at a depth of 2m, they even have a built-in MP3 player that can hold up to 1, songs.
A charge provides up to an hour of playback. E Betron BS If you're on a tight budget, it can always feel risky buying a bottom of the market pair of headphones, but with these you needn't worry. Not only do they provide fair sound quality, they also come with a pouch to keep them in. F Happy Plugs The sound quality on these is decent, although you're probably not going to be hugely impressed.
They also come with a handy remote built into the cable to skip and pause songs with while you work out. G Powerbeats 2 If money is not an issue, then these are definitely worth considering. They make everything sound so crisp and they're so light and comfortable that it's easy to forget that you're even wearing them. For which headphones are the following statements true? A case study of a risk assessment for general office cleaning A commercial cleaning service took on a new contract to clean an office complex.
Before sending cleaning staff to the offices, the manager of the cleaning service carried out a risk assessment using guidance provided by the Health and Safety Executive HSE. To identify the hazards, the cleaning service manager visited the office complex and-walked through the areas where cleaning staff would be working, noting things that might pose potential risks. Following this, he consulted the health and safety representatives of the cleaning service about these risks, taking into account the needs of any particular staff members, such as whether they were pregnant or aged under In order to gather further information, he then had a meeting with the client company during which a number of issues were discussed.
These included the client company's own standard of housekeeping, such as the immediate clearing up of spills and keeping walkways clear, as well as the action to be taken if a fire broke out. He also established what facilities and equipment would be available to the cleaners, including the amount of storage space available, as well as the availability of sinks and taps, etc.
Following the meeting, the manager created a risk assessment document. He wrote down who could be harmed by each risk or hazard identified and in what way, and he then described what controls, if any, were in existence to manage these hazards. The manager then compared these to the good practice guidance set out on the HSE's website and identified any areas where improvement was needed.
The manager discussed the findings with the cleaning staff, making sure they understood the risks of the job and how these risks would be monitored. One cleaner, whose first language was not English, had difficulty understanding this, so the manager arranged for translation to be done by a bilingual cleaner from another team.
Finally, to ensure that all the cleaning staff had access to a copy of the risk assessment, the manager pinned a copy in the cupboard where cleaning equipment was kept. Stages followed by manager in carrying out risk assessment He visited the offices to be cleaned and noted potential risks.
He talked to health and safety He created a risk assessment document identifying existing controls of risks and hazards. He compared these to information that the HSE provided on its He displayed a copy of the risk assessment inside a Preparing for a virtual job int rview t Businesses are always looking for new ways to increase er'ciency and profits.
For example, organisations often reduce costs by conducting virtual job interviews. Despite the convenience though, it poses unique challenges. First, there is screening, lasting about thirty minutes. Its purpose is to ensure candidates have the basic requirements.
In the second interview, they're assessed for their technical skills and on whether they would fit the organisation. Virtual interviews follow the same steps so you'll need to focus on the same core topics. Identify what the critical topics are based on the job description and prepare to talk about them. If you can, gather inside information so you can impress interviewers with your knowledge. How a virtual interview is different Normally, you travel somewhere for an interview.
One advantage of that is that you aren't responsible for the place, whereas in a virtual interview you must ensure you have an appropriate location and appropriate equipment. Modern technology is great when it works, but a pain when it doesn't. So, it's wise to check you can operate your webcam, especially if you don't use it often. Test the headset too and find out how intelligible your voice sounds. It's also wise to establish what software the interviewer is going to work with and give it a trial run.
Probably the biggest problem in J virtual interview is what the camera can see. Having a messy or cluttered room behind you won't help you achievb this image - a clear white background is usually a safe bet. The most important part of your preparation is to run through everything first as best you can. Have a friend conduct a rehearsal with you before the big day. This will help you know how to behave in front of the camera. All things considered, though, virtual interviews should be treated like any other type of interview.
Being at home requires as much preparation as a traditional interview. If you follow the steps mentioned above, you have every chance of getting the job you want. Good luck! TION 3. Questions Read the text below and answer Questions Tuning up your leadership skills Does jazz music offer lessons for today's leaders? A Ever since management expert Peter Drucker compared the job of Chief Executive Officer to that of an orchestra conductor, the business world has been exploring comparisons and inspirations from the world of music.
Now Warwick Business School Professors Deniz Ucbasaran and Andy Lockett are hitting all the right notes with their study of famous jazz musicians, Leading Entrepreneurial Teams: Insights From Jazz, providing some essential insights for entrepreneurial team leaders. For a start, jazz bands are synonymous with creativity, improvisation and innovation, all essential ingredients for entrepreneurship. Jazz groups and their members often operate in uncertain and dynamic environments, characterised by rapid change.
Yet through collective endeavour many jazz bands find their own structure and harmony and become profitable enterprises - both creatively and commercially. American composer Duke Ellington was a pioneering jazz orchestra leader from the s through to the s. Trumpet player Miles Davis was instrumental in the development of a number of new jazz styles, including bebop and jazz fusion.
The research focused on the way that these jazz greats created and ran their musical enterprises. In particular, Ucbasaran and Lockett focused on three specific areas of leadership activity: team formation, team coordination and team turnover. There were strong similarities in the processes the band leaders used to assemble their diverse teams of talent.
In particular, they looked for musicians with a different sound or way of playing, one that was unique to that band member and would improve the overall sound of the band. That feature was as much bound up with the personality of the individual musician as it was to do with their technical proficiency.
C But disparate teams, many different personalities, and high levels of creativity are a recipe for group conflict. And, sure enough, there was plenty of dysfunctional conflict and disruptive clashes of egos and personalities evident in the jazz ensembles. Traditional team leadership theory suggests that to get the best team performance the leader should foster conflict that is productive in its effects, while minimising destructive conflict.
But this is difficult when the sources of productive and destructive conflict are the same; that is, differences in personality and thinking. So how do leaders deal with destructive conflict? It didn't seem to bother the likes of Ellington, Davis and Blakey.
Their attitude was 'the music comes first'. The moments of musical genius when everything came together excused minor problems such as if individuals occasionally turned up late for practice, or stepped out of a performance for a quick snack.
The team leader can assume a number of different roles when helping the team achieve its objectives. Some leaders are very directive, detailing what tasks they want team members to perform, and how they want them to go about those tasks. But that was not the approach Ellington, Davis and Blakey adopted. Instead, these leaders acted more as facilitators, empowering the musicians to collectively coordinate their behaviour and action to produce the desired outcome. As Ucbasaran and Lockett note, Miles Davis discouraged band members from rehearsing in case it led to musical cliches from over-practice.
Similarly, he often asked his musicians to play a piece in an unusual key, so they did not rely on learned fingering patterns. The performers were not left entirely to their own devices though. All three leaders created a general framework within which team members could work, providing guidance but also the freedom to explore, express and make mistakes. E The third aspect of leadership behaviour that Ucbasaran and her colleagues looked at was managing team turnover - people joining and leaving the team.
In the jazz ensembles studied, musicians joined and left on a regular basis. Yet the high turnover of team members, despite the resulting loss of knowledge and skills, was seen in a positive light. That was partly because of the advantages of getting a fresh shot of knowledge, ideas and creativity when new members joined. A common reason for the jazz musicians leaving was that they felt sufficiently qualified to go and run another band. The three band leaders were understanding about this, particularly as it was a process they had also been through.
In some cases, in particular with Art Blakey, they actively encouraged and coached team members to become leaders. As the jazz icons Ellington, Davis and Blakey would no doubt agree, there is no magic score that if followed note by note wm make you a great leader of creative talent.
However, take an entrepreneur, a few cues from the aforementioned jazz trio, mix in a little improvisation, and you are more likely to hear the sweet sound of success. As Louis Armstrong once sang: 'Now that's jazz'. Which section contains the following? Write the correct letter, A-E, in boxes on your answer sheet. NB You may choose any letter more than once. B who were used to working independently. C who had an individual style of their own.
D who would get on well with other band members. A They may also reduce productive conflict in the process. B Their team members tend to have especially strong personalities. C They are unaware of the theory concerning different types of conflict. D Their team members may be unwilling to cooperate in reducing this. A They allowed musicians to be creative within certain agreed limits. B They increased opportunities for success and reduced chances of failure.
C They provided a structure within which musicians could express themselves. D They coordinated the work of their teams so each member contributed equally. B was welcomed by band leaders for the benefits it brought. C was due to a shortage of effective band leaders. D was a feature of the growing popularity of jazz.
A friend you made while you were studying abroad has written to ask you for help in finding a job in your country. Write a letter to this friend. What is your opinion about. What would the world be like without the internet?
Do you think that the way people use the internet may change in the future? Social media websites Example questions: What are the ways that social media can be used for positive purposes? Why do some individuals post highly negative comments about other people on social media? Do you think that companies' main form of advertising will be via social media in the future? I wanted to find out about cookery classes. I believe there are some one-day classes for tourists?
OK, let me give you some details of what's available. There are several classes. One very popular one is at the Food Studio. How big are the classes? Though in fact most of the people who attend the classes find it's a nice way of getting to know one another. But you said there were several classes? Another one you might be interested in is Bond's Cookery School. They're quite new, they just opened six months ago, but I've heard good things about them.
They concentrate on teaching you to prepare healthy food, and Q4 they have quite a lot of specialist staff. I don't know if I'd be interested in that. It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.
Well, I might be interested, I'm not sure. Do they have a website I could check? And that might give you an idea of whether you want to go to an actual class. They do a bit of meat and fish cookery but they mostly specialise in vegetarian dishes. That's certainly an area I'd like to learn more about. I've got lots of friends who don't eat meat.
In fact, I think I might have seen that school today. Is it just by the market? So they don't have any problem getting their ingredients. They're right next door. And they also offer a special two-hour course in how to use a knife. They cover all the different skills - buying them, sharpening, chopping techniques.
It gets booked up quickly though so you'd need to check it was available. I'll go and We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford. I'll start by summarising these changes before we open the meeting to questions.
So, why do we need to make these changes to traffic systems in Granford? Well, we're very aware that traffic is becoming an increasing problem. It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital. But it's the overall rise in the volume of traffic of all kinds that's concerning us. To date there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.
We recently carried out a survey of local residents, and their responses were interesting. People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
We'd expected complaints about the congestion near the school when parents are dropping off their children, or picking them up, but this wasn't top of the list, and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
We think these new traffic regulations would make a lot of difference. But we still have a long way to go. We've managed to keep our proposals within budget, just, so they can be covered by the Council. But, of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them, and that's an area we're still working on with the help of representatives from the police force. OK, so this slide shows a map of the central area of Granford, with the High Street in the middle and School Road on the right.
Now, we already have a set of traffic lights in the High Street at the junction with Station Road but we're planning to have another set at the other end, at the School Road junction, to regulate the flow of traffic along the High Street.
We've decided we definitely need a pedestrian crossing. We considered putting this on School Road, just outside the school, but in the end we decided that could lead to a lot of traffic congestion, so we decided to locate it on the High Street, crossing the road in front of the supermarket.
That's a very busy area, so it should help things there. We're proposing some changes to parking. At present parking isn't allowed on the High Street outside the library, but we're going to change that, and allow parking there, but not at the other end of the High Street near School Road.
There'll be a new 'No Parking' sign on School Road just by the entrance to the school, Q17 forbidding parking for 25 metres. This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school. It's not ideal, but probably better than the present arrangement.
We also plan to widen the pavement on School Road. We think we can manage to get an Q19 extra half-metre on the bend just before you get to the school, on the same side of the road. Finally, we've introduced new restrictions on loading and unloading for the supermarket, so lorries will only be allowed to stop there before 8 am. That's the supermarket on School Road - we kept to the existing arrangements with the High Street supermarket.
So that's about it. Now, would anyone Were you thinking of something to do with seeds? JACK: That's right. I thought we could look at seed germination- how a seed begins to grow. Any particular reason?
I know you're hoping to work in plant science eventually JACK: Yeah, but practically everything we do is going to feed into that.
No, there's an optional module on seed structure and function in the third year that I might do, so I thought it might be useful for that. If I choose that option, I don't have to do a dissertation module. EMMA: Good idea. JACK: Well, I thought for this experiment we could look at the relationship between seed size and the way the seeds are planted.
So, we could plant different sized seeds in different ways, and see which grow best. We'd ne ed to allow time for the seeds to come up. A lot of the other possible experiments need quite a bit longer. EMMA: So that'd make it a good one to choose. And I don't suppose it'd need much equipment; we're not doing chemical analysis or anything. Though that's not really an issue, we've got plenty of equipment in the laboratory. JACK: Yeah.
We need to have a word with the tutor if we're going to go ahead with it though. I'm sure our aim's OK.
It's not very ambitious but the assignment's only ten percent of our final mark, isn't it? But we need to be sure we're the only ones doing n.
EMMA: Yeah, it's only five percent actually, but it'd be a bit boring if everyone was doing it. JACK: Did you read that book on seed germination on our reading list? I looked through it for my last experiment, though it wasn't all that relevant there.
It would be for this experiment, though. I found it quite hard to Q24 follow- lots about the theory which I hadn't expected. It does include references to the recent findings on genetically-modified seeds, though. EMMA: Yes, that was interesting. JACK: That's the one. I knew a bit about it already, but not about this research. His analysis of figures comparing the times of the fires and the proportion of seeds that germinated was done in a lot of detail - very impressive.
EMMA: Was that the article with the illustrations of early stages of plant development? They were very clear. JACK: I think those diagrams were in another article.
EMMA: Anyway, shall we have a look at the procedure for our experiment? We'll need to get going with it quite soon. JACK: Right. So the first thing we have to do is find our seeds.
I think vegetable seeds would be best. And obviously they mustn't all be the same size. So, how many sorts do we need? About four different ones? EMMA: I think that would be enough. There'll be quite a large number of seeds for each one.
JACK: Then. EMMA: That'll be quite time-consuming. And we also need to decide how deep we're going to plant the seeds - right on the surface, a few millimetres down, or several centimetres. So then we get planting. Do you think we can plant several seeds together in the same plant pot? And we'll need to label them - we can use different coloured labels. Then we wait for the seeds to germinate - I reckon that'll be about three weeks, depending on what the weather's like.
Then we see if our plants have come up and write down how tall they've grown. EMMA: Then all we have to do is look at our numbers, and see if there's any relation between them. Today we're going to be looking at animals in urban environments and I'm going to be telling you about some research on how they're affected by these environments. Now, in evolutionary terms, urban environments represent huge upheavals, the sorts of massive changes that usually happen over millions of years.
And we used to think that only a few species could adapt to this new environment. One species which is well known as being highly adaptable is the crow and there've been various studies about how they manage to learn new skills. Another successful species is the pigeon. But in fact, we're now finding that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life. And one thing that researchers are finding especially interesting is the speed with which they're doing this - we're not talking about gradual evolution here - these animals are changing fast.
Let me tell you about some of the studies that have been carried out in this area. So, in the University of Minnesota, a biologist called Emilie Snell-Rood and her colleagues looked at specimens of urbanised small mammals such as mice and gophers that had been collected in Minnesota, and that are now kept in museums there. And she found that during that time, these small mammals had experienced a jump in Q34 brain size when compared to r ural mammals.
Now, we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change, it does suggest that something cognitive was going on. And Snell-Rood thinks that this ch ange might r eflect the cognjtiye demands of adjusting to city life - having to look in different places to find food.
Then over in Germany at the Max Planck Institute, there's another biologist called Catarina Miranda who's done some experiments with blackbirds living in urban and rural areas. And she's been looking not at their anatomy but at their behaviour. So as you might expect, she's found that the urban blackbirds tend to be quite bold - they're prepared to face up to a lot of threats that would frighten away their country counterparts.
But there's one type of sjtuation that does seem to frighten the urban blackbirds, and that's anything new - anything they haven't experienced before. And if you think about it, that's quite sensible for a bird living in the city. Jonathan Atwell, in Indiana University, is looking at how a range of animals respond to urban environments. He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones such as cortjcosterone into their blood.
It's a sensible- seeming adaptation. A rat that gets scared every time a subway train rolls past won't be very successful. There's just one more study I'd like to mention which is by Sarah Partan and her team, and they've been looking at how squirrels communicate in an urb an environment and they've found that a routine part of their communication is carried out by waving their tails. You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
So what are the long-term implications of this? One possibility is that we may see completely new species developing in cities. But on the other hand, it's possible that not all of these adap tations will be permanent.
Once the animal's got accustomed to its new environment, it may no longer need the features it's developed. So, now we've had a look I want to find out about joining the club. JIM: Right. I can help you there. I'm the club secretary and my name's Jim Hunter. JIM: So, are you interested in membership for yourself? JIM: OK. Well there are basically two types of adult membership.
If you're pretty serious about cycling, there's the Full membership. That costs dollars and that covers Q1 you not just for ordinary cycling but also for races both here in the city and also in other parts of Australia. Well, I'm not really up to that standard.
I was more interested in just joining a group to do some cycling in my free time. JIM: Sure. That's why most people join. So, in that case you'd be better with the Recreational membership. That's fos dollars if you're over 19, and 95 dollars if you're under.
It's paid quarterly, and you can upgrade it later to the Full membership if you want to, of course. Now both types of membership jnclude the club fee of 20 Q2 dollars. They also provide insurance in case you have an accident, though we hope you won't need that, of course.
OK, well, I'll go with the Recreational membership, I think. And that allows me to join in the club activities, and so on? JIM: That's right. And once you're a member of the club, you're also permitted to wear our kit when you're out cycling. It's green and white. So, can I buy that at the club?
JIM: No, it's made to order by a company in Brisbane. You can use your membership number to put in an order on their website. Now, can you tell me a bit about the rides I can do?
So we have training rides pretty well every morning, and they're a really good way of improving your cycling skills as well as your general level of fitness, but they're different levels. Level A is pretty fast-you're looking at about 30 or 35 kilometres an hour.
Well I reckon I'd be level B. So, when are the sessions for that level? JIM: There are a couple each week. They're both early morning sessions. There's one Q5 on Tuesdays and for that one you meet at 5. OK, and how about the other one?
JIM: That's on Thursdays. JIM: That's it. JIM: They're about an hour and a half. So, if you have a job it's easy to fit in before you go to work. And the members often go somewhere for coffee afterwards, so it's 07 quite a social event. That sounds good.
I've only just moved to the city so I don't actually know many people yet. JIM: Well, it's a great way to meet people. But you don't really need one; the group members on the ride support one another, anyway. JIM: If you check the club website. So you can iust print that out and take it along with you. It's similar from one week to another, but it's not always exactly the same.
JIM: Well, bring a bottle of water, and your phone. You shouldn't use it while you're cycling, but have it with you. JIM: And in winter, it's well before sunrise when we set out, so you need to make sure Q10 your bike's got lights.
Well, thanks Jim. I'd definitely like to join. So what's the best way of going about it? JIM: You can OK, so this meeting is for new staff and staff who haven't been involved with our volunteering projects yet.
So basically, the idea is that we allow staff to give up some of their work time to help on various charity projects to benefit the local community. We've been doing this for the last five years and it's been very successful. Participating doesn't necessariiy involve a huge time commitment. The company will pay for Q11 eight hours of your time.
That can be used over one or two days all at once, or spread over several months throughout the year. There are some staff who enjoy volunteering so much they also give up their own free time for a couple of hours every week.
It's completely up to you. Obviously, many people will have family commitments and aren't as available as other members of staff. Feedback from staff has been overwhelmingly positive. Because they felt they were Q12 doing something really useful. They also liked building relationships with the people in the local community and felt valued by them. One or two people also said it was a good thing to have on their CVs.
One particularly successful project last year was the Get Working Project. This was aimed at helping unemployed people in the area get back to work. Our staff were able to help them Q13 improve their telephone skills, such as writing down messages and speaking with confidence to potential customers, which they had found quite difficult.
This is something many employers look for in job applicants - and something we all do without even thinking about, every day at work. The book contains:. The book contains also audioscripts, listening and reading answer keys, and sample answers for academic writing task 1 and task 2.
Hello Johny, welcome to our website and thank you for helping us correcting dead links. I checked the listening part of both the books and they both are identical. Also one of the uploaded books has a missing page page no It has the answers for Test 3 listening section Questions 11 Pl, upload the same. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment.
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