Bài 1:

How higher education dies

Maybe higher education has reached its peak. Not the Harvards and Yales of the world, but the institutions
that make up the rest of the industry—the regional public schools who saw decades of growth and are now
facing major budget cuts and the smaller, less-selective private colleges that have exorbitant sticker prices while
the number of students enrolling in them declines.
Higher ed is often described as a bubble—and much like the housing market in 2008, the thought goes, it
will ultimately burst. But what if it’s less of a sudden pop and more of a long, slow slide, and we are already on
the way down?
Bryan Alexander started grappling with the idea of “peak higher education” in 2013—inspired by the notion
of “peak car,” “peak oil,” and other so-called “peaks.” At the time, there were signs that the industry was
already struggling. The number of students enrolled in higher education had dropped by a little over 450,000
after years of booming growth, the proportion of part-time faculty—more commonly referred to as adjuncts—
had steadily become a more significant part of the professorship, and there was a general skepticism about the
skyrocketing costs of college and concerns over whether a degree was worth it. Taken individually, he said,
each sign was troubling enough. But when looked at together, they represented the outlines of a bleak future for
higher education. Alexander, a self-described higher-education futurist and a former English professor, came to
the conclusion that after nearly a half century of growth, higher education might be as big as it could get. It
would, he reasoned, only get smaller from there.
Now, five years on, he says the “depressing” hypothesis is playing out. In the spring of 2013, there were
19,105,651 students enrolled in higher ed; this spring, there were 17,839,330, according to recently released
data from the National Center for Education Statistics. That represents a roughly 7-percent decrease—and is
driven largely by declining enrollments in the for-profit and community-college sectors, as well as stagnant
enrollments among four-year non-profit public and private institutions. And the trend of declining enrollment in
higher education is likely to continue, he argues, for a couple of reasons, but most notably, a declining birth rate
means that there will be fewer 18-year-olds entering academe, and there are fewer international and immigrant
students to fill those seats.
Why is the dip in enrollment such a big deal? Well, quite plainly, the business model for a lot of colleges is
dependent on enrollment. If enrollments decline, revenues decline, and colleges have less money for facilities,
faculty, and programs. That creates a sort of death spiral in which colleges are getting rid of programs, which in
turn makes it harder to attract students, and so on. For non-selective private liberal-arts colleges, this could
mean mergers or closures—something that’s already happening in quite a few places, such as at Marylhurst
University in Oregon, Wheelock College in Massachusetts, and St. Gregory’s University in Oklahoma. And for
other institutions, Alexander told me in a recent interview, it could mean a shifting of institutional priorities—
particularly in the students they recruit and teach, moving away from a primary focus on 18-to-22-year-olds
towards more adult learners, as administrators at the University of Memphis have done in Tennessee.
Declining enrollments could also mean the decline of research faculty, increased workloads, and more rapid
adjunctification. And given how colleges have treated adjunct faculty, Alexander says, “it would be a
humanitarian disaster”—one of higher education’s own doing. “We’ve done it to ourselves with open eyes
since the 1990s. And we know about it, it’s kind of an open secret,” he says. “The Research I universities keep
pumping out Ph.D.s, and they haven’t slowed down at all. And they know exactly what that means, you know,
that the majority of these Ph.D.s are either going to leave academia or end up with horrible labor conditions.”
It’s not a difficult future to imagine—largely because most of it is already happening. Some institutions
will be shielded from the decline—most obviously the major players and media darlings such as Ivy League
institutions and major public institutions like the University of Texas at Austin. But most colleges will not be so
fortunate, he says. They will either have to adapt or die out.
Perhaps this is just a blip driven by declines in the for-profit sector that will correct itself, or the consequence of
a growing economy in which more people choose jobs over school. More optimistically, maybe higher
education as an enterprise finds a way out of this problem. State legislatures could reverse course and shift
more funding to higher education. Maybe colleges will wind up taking a proactive approach and innovate their
way out, shifting, as some have already, to serve more adult students alongside recent high-school graduates,
and moving more of their coursework and programs online to serve a wider audience of students and reduce
campus costs.
 It’s ironic, he says, that “we are living through the greatest time in history to be a learner,” with the
availability of so many high-quality materials online. But at the same time, the institutions most affiliated with
knowledge and learning are facing crisis.

Questions 14 - 20
Do the following statements agree with the information in the text?
Write:T - F - NG
14. Many educational institutions, such as regional public schools and less selective private colleges, are
experiencing decreases in enrolments due to high tuition fees. 
15. According to Bryan Alexander, the year 2013 marked the end of a long period of development in the higher
education industry. 
16. The rising significance of part-time faculty showed that higher education was facing a crisis. 
17. The overall decline in enrolments in higher education was the main reason why there was widespread doubt
about the value of university degrees. 
18. Bryan claimed that although there might be room for development. 
19. The total number of students who pursued higher education fell by approximately 7% in half a decade. 
20. Bryan argues that the decline in higher education enrollments is associated with a falling birth rate and can
be dealt with by increasing the number of overseas students. 

Questions 21–23
Choose the correct letter, A, B, C or D.
Write the correct letter in the boxes 21–23 on your answer sheet.

21. Why does the author mention Marylhurst University in Oregon, Wheelock College in Massachusetts,
and St. Gregory’s University in Oklahoma?
A. To give evidence that many institutions are experiencing declines in enrolments.
B. To exemplify the point that some private colleges are merged or shut down due to enrolments decline.
C. To give examples of “non-selective private liberal-arts colleges”.
D. To prove that some colleges are having trouble attracting students.
22. What is Bryan Alexander’s view on the rapid development of part-time faculty?
A. It was first offered to students in the 1990s.
B. It is a way to deal with decreased revenues that are caused by enrolments decline.
C. It causes deleterious effects.
D. It forces Ph.D.s to work in unfavorable labor environments.
23. What point does Bryan Alexander make in the seventh paragraph?
A. We can envisage that prestigious institutions will not be subject to any negative trend in higher education
while other colleges will have to suffer.
B. The future looks bleak for the higher education industry.
C. Colleges that are endorsed by the media will be able to avoid declining.
D. The foreseeable future of higher education is that most colleges will face eventual closures.

Questions 24–26
Complete the following sentences using NO MORE THAN THREE WORDS from the passage

24. Higher education is declining in consequence of an increasing number of people

favoring .......... .......................................
25. Colleges will probably offer a wider range of.............................................................  in order to benefit a
greater number of students and lower the costs incurred in running campuses.
26. While ........................................................................ are conveniently accessible from the Internet, we are
still struggling with our learning and higher education is in growing crisis.
Bài 2:
CRANBERRIES
A. Cranberries are not always on most people's list when it comes to antioxidant-rich, health-supportive berries.
When thinking about nutritious fruits, berries like blackberries, raspberries, or strawberries are more likely to
come to mind. But as soon as you start to think about the shape and size of cranberries, it is not difficult to
recognize their similarities with berries like blueberries, and to understand why these berries are so renowned
for their antioxidant richness. Recent studies have identified over two dozen antioxidant phytonutrients in
cranberries. In addition, these studies have shown the ability of cranberry phytonutrients to raise the overall
antioxidant capacity in our bloodstream and to help reduce the risk of oxidative stress. For these reasons and
others, cranberries deserve full recognition as a health-supportive fruit that can bring health benefits to a meal
plan.
B. Cranberries are native to North America and have never become widely naturalized to other parts of the
world. In fact, over 80% of all cranberries grown worldwide are grown in the U.S. and Canada. (And roughly
twice as many cranberries are grown in the U.S. compared to Canada.) For U.S. consumers, cranberries are an
indigenous food that has unique ties to this region of the world. Among our WHFoods, cranberries are most
closely related to blueberries. Both of these berries belong to the Ericaceae family of plants, as well as to the
Vaccinium genus. When you compare the phytonutrient richness of these two berries, you will also find a good
bit of overlap. But we think it is safe to say that cranberries are unique in many ways, and one of these ways
involves the manner in which they grow.
C. While cranberries have gotten less attention than other family members in the Ericaceae plant family (for
example, blueberries), they more than earn their credentials as phytonutrient-rich foods. Over two dozen health-
supportive phytonutrients have been identified in cranberries, with proanthocyanidins and anthocyanins leading
the way. These two groups of phytonutrients are interrelated. Proanthocyanidins are larger molecules from
which anthocyanins can be made. But they also have health-supportive properties of their own. It is not
uncommon to find 150–350 milligrams of proanthocyanidins per fresh cup of cranberries and 15–170
milligrams of anthocyanins. The presence of these phytonutrient groups in cranberries makes itself known to
our senses, because both groups help to provide cranberries with their vibrant red color.
D. Two unwanted conditions in our cardiovascular system—the presence of oxidative stress and the presence of
chronic inflammation—are risk factors for a variety of chronic cardiovascular diseases. In this context, it should
not be surprising to find cranberries providing us with cardiovascular benefits since these berries are a
concentrated source of both antioxidant and anti-inflammatory phytonutrients. (It's also worth noting that
cranberries are a very good source of vitamin C and a good source of vitamin E, two pivotal antioxidant
nutrients. And in addition, they are a very good source of the mineral manganese, which is needed for proper
function of some forms of the enzyme superoxide dismutase.)
E. As a food native to North America, cranberries have traditionally been enjoyed by many native peoples
throughout what is now the United States and Canada. Cranberries were originally given different names in
various tribal languages, including the name "ibimi"—which meant bitter/sour berries—in Wampanoag and
Lenni Lenape. The name "cranberry" came from much later observations by European colonizers of North
America that the flowers of cranberry plants were shaped like the head and neck of sandhill cranes, which led to
the term "craneberry." The word "craneberry" was eventually shortened to "cranberry."
F. As the world's largest single producer of cranberries, the United States has a well-documented history of
cranberry production. The key cranberry-producing states of Wisconsin (by far the largest producer) and
Massachusetts (easily landing in second place) combined in 2016 to produce over 8 million barrels of
cranberries. Approximately 1 million additional barrels were produced by the states of New Jersey, Oregon, and
Washington. Cranberry production in the U.S. has a rich family history and a high degree of continuity in
comparison to many other areas of agricultural production. For example, cranberry marshes developed in the
late 1800's and early 1900's around Manitowish Waters and Eagle River in Wisconsin remain productive to this
day. In addition, some of the cranberry vines that currently produce cranberries are more than 200 years in age.
On a worldwide basis, no country comes so close to producing the number of cranberries as the United States,
with the possible exception of Canada. In 2014, about 840 million pounds of cranberries were produced in the
U.S., and about 388 million pounds were produced in Canada. Chile produced about 180 million pounds and a
handful of other countries produced 10% or less of this Chilean amount. These additional countries included
Belarus, Azerbaiijan, Latvia, and Romania.

Questions 14-18
Do the following statements agree with the information given in the Reading Passage 2?
In boxes 14-18 in your answer sheet, write T - F - NG
14. Cranberries are of little use when it comes to their health benefits for consumers. 
15. North and South America are the two places that cranberries are grown widely in the world. 
16. Despite resembling cranberries in a number of aspects, blueberries do not have some features that
cranberries have. 
17. One substance that causes cranberries' recognizable red is Anthocyanins. 
18. The number of cranberries produced in Belarus is slightly less than that of Latvia and Romania. 

Questions 19-21
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 19-21 on your answer sheet
19. Cranberries and blueberries are similar because
A. They have vibrant red color due to the presence of anthocyanins and proanthocyanidins.
B. Their richness in phytonutrients is similar to each other.
C. They are similarly popular as plants in Ericaceae family.
D. They both have over two dozen health-supportive phytonutrients.

20. The meaning of the word cranberry can most likely stem from:
A. A word in tribal languages meaning bitterness or sourness.
B. The shape of its flower that is similar to body parts of a particular species of cranes.
C. The similar shape between the neck of sandhill cranes and the cranberry fruits.
D. The colonizers from North America that found this fruit on their colony in Europe.

21. What is true about the cranberry production in the US?

A. Massachusetts produced most cranberries, followed by other states such as Wisconsin or New Jersey.
B. New Jersey, Oregon, and Washington combined were able to produce 1 million barrels of cranberries more
than Wisconsin and Massachusetts.
C. Many centuries-old cranberry trees in the US are said to be still able to produce fruits.
D. The productivity of cranberries developed around Manitowish Waters and Eagle River in Wisconsin is
growing over the period of 200 years.
 
Questions 22-26
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer
Write your answer in boxes 22 - 26 on your answer sheet

Unlike blackberries or raspberries, cranberries are not widely well-known for containing 22....... ..............  ........
which help relieve oxidative stress. Cranberries and their closest relative,
23.......................................................................  
 , are both rich in phytonutrient; they resemble to some extent but cranberries still differ in many ways. There
are two kinds of phytonutrient included in cranberries which are proanthocyanidins and anthocyanins. The
24........................ .................................. of the former are bigger and they can be used to make the latter. Other
phytonutrients in this fruit are antioxidant and anti-inflammatory, which benefits our
25....................................................................... 
 by relieving oxidative stress and inflammation. Cranberries are produced the most in the US and in this
country,
26. ........................................................................  is the state that constituted the majority.

Bài 3: Cambridge 8, Test 3

 The Nature of Genius
There has always been ari interest in geniuses and prodigies. The word ‘genius’, from the Latin gens (=
family) and the term ‘genius’, meaning ‘begetter’, comes from the early Roman cult of a divinity as the head of
the family. In its earliest form, genius was concerned with the ability of the head of the family, the
paterfamilias, to perpetuate himself. Gradually, genius came to represent a person’s characteristics and then an
individual’s highest attributes derived from his ‘genius’ or guiding spirit. Today, people still look to stars or
genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal
characteristics.
The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards
them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if
people are talented in one area, they must be defective in another, that intellectuals are impractical, that
prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical
weaklings, that there’s a thin line between genius and madness, that genius runs in families, that the gifted are
so clever they don’t need special help, that giftedness is the same as having a high IQ, that some races are more
intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that
adversity makes men wise or that people with gifts have a responsibility to use them. Language has been
enriched with such terms as ‘highbrow’, ‘egghead’, ‘blue-stocking’, ‘wiseacre’, ‘know-all’, ‘boffin’ and, for
many, ‘intellectual’ is a term of denigration.
The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of
famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius
are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on
the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later
in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the
difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes
and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In
other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling,
etc., we must also take into account information from other historical sources about how common or
exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter
than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal
punishment were common at the best independent
schools and, for the most part, the cases studied were members of the privileged classes. It was only with the
growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more
objective, if still not always very scientific, basis.
Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are
visible to the particular observer from his or her particular vantage point. Change the observers and the vantage
points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those
whom we recognise for their outstanding achievements and who stand near the end of the continuum of human
abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr
Samuel Johnson’s observation, The true genius Is a mind of large general powers, accidentally determined to
some particular direction’. We may disagree with the ‘general’, for we doubt if all musicians of genius could
have become scientists of genius or vice versa, but there is no doubting the accidental determination which
nurtured or triggered their gifts into those channels into which they have poured their powers so successfully.
Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.
What we appreciate, enjoy or marvel at in thè works of genius or the achievements of prodigies are the
manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds
are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like
Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and
colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy
of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.
To think of geniuses and the gifted as having uniquely different brains is only reasonable If we accept that
each human brain is uniquely different. The purpose of instruction is to make US even more different from one
another, and in the process of being educated we can learn from the achievements of those more gifted than
ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some
of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we
should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication,
restrictions on their personal lives, the demands upon their energies and time, and how often they had to display
great courage to preserve their integrity or to make their way to the top.
Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some
precision by defining them and placing them in a context but, whatever we do, we should never delude
ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the
degree to which they have developed the performance of their abilities.

Questions 14-18
Choose FIVE letters, A-K.
Write the correct letters in boxes 14-18 on your answer sheet
NB Your answers may be given in any order.
Below are listed some popular beliefs about genius and giftedness.
Which FIVE of these beliefs are reported by the writer of the text?
A Truly gifted people are talented in all areas.
B The talents of geniuses are soon exhausted.
C Gifted people should use their gifts.
D A genius appears once in every generation.
E Genius can be easily destroyed by discouragement.
F Genius is inherited.
G Gifted people are very hard to live with.
H People never appreciate true genius.
I Geniuses are natural leaders.
J Gifted people develop their greatness through difficulties.
K Genius will always reveal itself.
 
Questions 19-26
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 on your answer sheet, write T - F - NG
19 Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person’s
upbringing. 
20 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach. 
21 A true genius has general powers capable of excellence in any area. 
22 The skills of ordinary individuals are in essence the same as the skills of prodigies. 
23 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.
24 Giftedness and genius deserve proper scientific research into their true nature so that all talent may be
retained for the human race. 
25 Geniuses often pay a high price to achieve greatness. 
26 To be a genius is worth the high personal cost.