ÖZYEĞİN ÜNİVERSİTESİ – TRACE hazırlık atlama sınavını W.O.L.A. ile hiç zorlanmadan geçeceksiniz. Siz de bizimle başaranlar arasında yerinizi alın!

ÖZYEĞİN ÜNİVERSİTESİ HAZIRLIK KURSU PROGRAMIMIZ

– ÖZYEĞİN-TRACE SINAV SİSTEMİNE ÖZEL EĞİTİM
– TRACE ve KUR ATLAMA SINAVLARINA YÖNELİK ÖZEL SINAV PROGRAMI
– WHILE-LISTENING-NOTE TAKING ÇALIŞMASI
– TRACE SINAVINA YÖNELİK HAZIRLANMIŞ ÇOK SAYIDA ÇALIŞMA
– HAZIRLIK OKULU TECRUBESİ OLAN EĞİTMENLER;
– KİŞİYE ÖZEL WRITING EĞİTİMİ
– HAFTA İÇİ ve HAFTA SONU ETÜT PROGRAMLARI
– W.O.L.A. eğitim materyalleri kullanılmaktadır.

* Tüm eğitmenlerimiz HAZIRLIK ATLAMA – HAZIRLIK BÖLÜMÜ eğitiminde uzman ve tecrübeli akademisyenlerdir.
* Kursumuzda bulunan geniş arşivimiz hazırlık materyalleri ile öğrencilerimizin hizmetindedir.

Ana sayfa » özyeğin üniversitesi Trace İngilizce hazırlık programı

Özyeğin Üniversitesi

Trace Sınavı İngilizce Hazırlık Programı

 

Özyeğin Üniversitesi – Trace Sınavı İngilizce Hazırlık Programı

 

Özyeğin Üniversitesi Trace sınavı İngilizce Hazırlık Programı hazırlık okulunda okuyan İngilizce Düzey Belirleme Sınavında başarılı olan veya İleri düzeyi tamamlayan öğrencilerin TRACE sınavına girme hakkı kazanıp kazanmadıklarını belirleme sınavıdır.TRACE, öğrencilerin fakültelerinde İngilizce olarak görecekleri bölüm derslerini takip edebilecek yeterliğe sahip olup olmadıklarını ölçümlemek için hazırlanmıştır.

Üniversite öğrencilerinin fakültelerine başlayabilmeleri için TRACE sınavından en az 65 almaları lüzumludur.Sınav belli bir konu başlığına dayanmaktadır.Tüm bölümleri de bu konu başlığı ile bağlantılıdır.

Belli bir konu başlığına dayandırılmasının sebebi öğrencilerin eleştirel düşünebilmelerine bununla birlikte onlara sunulan bilgiyi işleyebilmelerine imkan sağlamaktır.

Eleştirel düşünebilme ile bilgiyi işleyebilme becerileri üniversite öğrencilerinin akademik bağlamda kullanacakları gerçek hayat ihtiyaçlarını yansıtır.

Sınavlar doğrudan doğruya akademik amaçlı okuma, yazma, ve dinleme becerilerini ölçer.

Özyeğin Üniversitesi

Trace İngilizce Hazırlık Programında Dilbilgisi ve kelime bilgisi ise direkt olarak ölçülmez.

Öğrencilerin bu alanlardaki yeterlikleri dili hangi ölçüde kavrayabildikleri ve kullanabildikleri değerlendirilerek saptanır.

TRACE Avrupa Dilleri İçin Ortak Başvuru Metnin’de belirtilen dil kullanıcısı düzeyleri (B1, B2, C1) referans alınarak hazırlanmıştır.

Sınav B2 düzeyindeki bir öğrencinin dil yeterliğini ve dil becerilerini ölçmektedir.İçeriğini genel olarak akademik metinler oluşturmaktadır.Bunun nedeni öğrencilerin öğrenim dili %100 İngilizce olan bir üniversitede okuyacak olmalarıdır.

Sınav Bölümleri

Dört bölümden oluşmaktadır.

Ancak birinci bölüm değerlendirilmez.

Özyeğin Üniversitesi – Trace İngilizce Hazırlık Programı Bölümler:

1. Bölüm: TRACE’e Hazırlık

Bölümün amacı öğrencilere sınavın içeriğini oluşturan konu başlığını tanıtmak ayrıca öğrencilerin konu başlığı ile ilgili bilgi ve düşüncelerini gözden geçirmelerine fırsat vermektir.

Bu aşamada öğrencilerden sınavın konu başlığı ile ilgili grafik, çizelge, veya resimlere bakarak not tutmaları istenecektir.

Böylelikle öğrenciler, sınavın içeriğini oluşturan konu ile ilgili varolan bilgi ve düşüncelerini gözden geçirerek, sınavın sonraki bölümlerine hazırlanacaklardır.

Özyeğin Üniversitesi

Bu bölüm 15 dk. sürmektedir ve notlandırılmayacaktır.

TRACE’e Hazırlık- INTRODUCTION TO THE TEST Örnek sınav içeriğini indirmek için tıklayınız.

2. Bölüm: Reading

Sınavın bu bölümü 80 dk sürmektedir.

Sınav toplam puanlamasında ağırlığı % 30 dur.

Bu sınav dört alt bölümden oluşmaktadır.

Birinci alt bölüm iki adet kısa okuma parçasını içermektedir (her okuma parçası en fazla 250 kelimedir).

İkinci alt bölüm orta uzunluktaki bir okuma parçasını içermektedir (500 kelime civarında).

Üçüncü alt bölüm yaklaşık bin kelimelik uzun bir okuma parçasından oluşur.

Okuma bölümünün son kısmı ise öğrencilerin okudukları tüm okuma parçalarını karşılaştırarak cevaplandırmaları gereken sorulardan oluşmaktadır.

TRACE READING Örnek sınav içeriğini indirmek için tıklayınız.

3. Bölüm: Listening

Sınavın bu bölümü 50 dk sürmektedir. Ve sınav toplam puanlamasında ağırlığı % 30 dur.

Bu bölümü iki kısımdan oluşmaktadır.

Birinci kısım 10-12 dakikalık bir ders metnidir.

Öğrencilerin metni dinlerken aynı zamanda not tutmaları gerekmektedir.

Bu kısımda öğrenciler, önce metni dinleyecekler, sonra metin ile ilgili soruları göreceklerdir.

Daha sonra ise metni dinlerken tuttukları notları kullanarak sınav sorularını cevaplandıracaklardır.

İkinci kısım bir veya iki adet söyleşiyi içermektedir.

Bu bölümde öğrenciler önce söyleşiler ile ilgili sınav sorularını göreceklerdir.

Daha sonra da söyleşileri dinleyecekler ve aynı süre içerisinde söyleşiler ile ilgili sınav sorularını cevaplandıracaklardır.

Bu bölümde öğrencilerin not tutmaları gerekmemektedir.

Özyeğin Üniversitesi – Trace İngilizce Hazırlık Programında

TRACE LISTENING Örnek sınav:

Section 1 : İçeriğini indirmek için tıklayınız. Note taking sheet için tıklayınız. Ses dosyası için tıklayınız.

İçeriğini indirmek için tıklayınız. Note taking sheet için tıklayınız. Ses dosyası için tıklayınız.

Section 2: İçeriğini indirmek için tıklayınız. Ses dosyası için tıklayınız.

4. Bölüm: Writing

Sınavın bu bölümü 60 dk sürmektedir.

Sınav toplam puanlamasında ağırlığı % 40 dur.

Sınavın son bölümünde öğrencilere sınav içeriğini oluşturan konu başlığı ile ilgili bir soru sorulacaktır.

Öğrencilerin yaklaşık 250 kelimeden oluşan akademik bir paragraf yazarak bu soruyu cevaplandırmaları istenecektir.

Bu bölümde sürenin kullanılması noktasında önerilen planlamaya 10 dk. , kompozisyon yazılımına 45 dk, düzeltme ve kontrol için 5 dk. ayrılmasıdır.

TRACE WRITING Örnek sınav içeriğini indirmek için tıklayınız.

Özyeğin Üniversitesi

TRACE EĞİTİM PROGRAMIMIZ

W.O.L.A. ile ÖZYEĞİN-TRACE/TOEFL-PTE sınavlarında, siz de bizimle başaranlar arasında yerinizi alın!

Hazırlık sınıfında bir yıl kaybetmeyin! Hazırlık sınıfını W.O.L.A. ile geçeceksiniz!

özyeğin üniversitesi
Özyeğin Üniversitesi

TRACE SINAVI HAZIRLIK PROGRAMIMIZ;

ÖZYEĞİN-TRACE SINAV SİSTEMİNE ÖZEL EĞİTİM VERMEKTEYİZ.
TRACE ve MAT-LAT SINAVLARINA YÖNELİK ÖZEL SINAV PROGRAMI UYGULAMAKTAYIZ.

WHILE-LISTENING-NOTE TAKING ÇALIŞMASI İÇİN
WOLA TARAFINDAN ÖZEL HAZIRLANMIŞ ÖZYEĞİN-TRACE SINAVI ÖRNEKLERİ UYGULANMAKTADIR.

HAZIRLIK OKULU TECRÜBESİ OLAN EĞİTMENLER İLE ÇALIŞIYORUZ.
KİŞİYE ÖZEL WRITING EĞİTİMİ VERMEKTEYİZ.

HAFTA İÇİ ve HAFTA SONU ETÜT PROGRAMLARIMIZ MEVCUTTUR.

BİRE-BİR ÖDEV VE ESSAY YAZIM-KONTROL TAKİBİ UYGULAMAKTAYIZ.

WOLA Eğitim Materyalleri Kullanılmaktadır

*Tüm eğitmenlerimiz HAZIRLIK ATLAMA-PROFICIENCY eğitiminde uzman ve tecrübeli akademisyenlerdir.
*Kursumuzda bulunan geniş arşivimiz- ÖZYEĞİN ÜNİVERSİTESİ-TRACE SINAVI hazırlık materyalleri ile öğrencilerimizin hizmetindedir

*Öğrencilerimizin seviyeleri için ücretsiz seviye belirleme;

Örnek (ÖZYEĞİN ÜNİVERSİTESİ-TRACE SINAVI) ile belirlenmekte ihtiyacına en uygun ve amacına yönelik doğrultuda bir program oluşturularak hedefe ulaşmalarına yardımcı olunmaktadır.

*Sınavda başarılı olabilmek için gerekli ve yeterli dil seviyesine sahip olmayan adaylar için (PRE-TRACE EĞİTİMİ) özel çalışma programları ve bireysel eğitmen desteği ile öğrencilerimiz kısa zamanda hedeflerine ulaşabilmekteler.

Ayrıca sadece sınav başarısı değil aynı zamanda akademik hayatları boyunca gerekli tüm dil yeterliğine ve donanımına sahip olacaklardır.

*Vocabulary (kelime) dağarcığının zenginleştirme amacıyla özel kelime programları sayesinde öğrencilerin sadece kelime öğrenmeleri değil aynı zamanda öğrendikleri kelimeleri çeşitli cümleler içerisinde kullanarak tam öğrenmeyi gerçekleştirmeleri hedeflenmektedir.
*Bilindiği üzere ÖZYEĞİN ÜNİVERSİTESİ-TRACE sınavı 3 ana bölümden oluşmaktadır – Listening, Reading, Writing.

*Öğrencilerimizin bu 3 alanda da etkin bir başarıya sahip olabilmesi için eğitmenlerimiz tarafından sınav formatında tüm soru tipleri-yazım öğretim teknikleri ile birlikte “reading”-“listening”-“writing” bölümleri için özel çalışma programları uygulanmaktadır.

Özyeğin Üniversitesi-Trace sınavı formatında sadece ezbere ve kalıplara bağlı kalınarak değil, öğrencilerin kelime dağarcığı zenginleştirilerek yaratıcı düşünme ve uygulama becerileri geliştirilmektedir.

ÖZYEĞİN ÜNİVERSİTESİ-TRACE SINAVI için uyguladığımız eğitim Genel İngilizce eğitimi değildir.

Özyeğin Üniversitesi

TRACE sınavı için, hedefe ve sonuca odaklı AKADEMİK İNGİLİZCE eğitimi verilmektedir.

*Öğrencilerimiz için ders dışında etüt saatlerinde etüt-essay yazım destek programlarımız ile öğrenmeye devam etmektedirler.

*Verilen ödevlerimizin takibi, ders dışında uzman eğitmenlerimiz tarafından öğrencilerimizin eksikleri tespit edilerek ve desteklenerek dikkatli bir şekilde takip edilmektedir.

***CELTA (CAMBRIDGE CERTIFICATED TEACHER) sertifikalı tüm Türk ve yabancı eğitmenlerimiz ile ders içi ve ders dışında tüm öğrencilerimiz yeterli ve çokça pratik yapma imkanı bulmaktadırlar…

*Aynı zamanda öğrencilerimizin fakülteye geçtiklerinde İngilizce derslerinde zorlanmamaları için ÖĞRENEREK BAŞARIYORUZ…

ÖZYEĞİN ÜNİVERSİTESİ-TRACE SINAV ÖRNEKLERİNE- BÖLÜMLERİNE GÖRE WRITING-READING-LISTENING TAKTİKLERİNE ……

https://wola.com.tr/ozyegin-universitesi-trace-sinavi/ linkinden blog sayfamızdan ulaşabilirsiniz…

Özyeğin Üniversitesi
Özyeğin Üniversitesi

 

özyeğin üniversitesi trace

0%
0 oylar, 0 ort

SÜRENİZ 30 DK !

ARZU EDERSENİZ TESTİ TEKRARLAYABİLSİNİZ!


Tarafından oluşturuldu blankW.O.L.A. Editor

ÖZYEĞİN Placement Örnek Sınav 1

ÖZYEĞİN PLACEMENT ÖRNEK SINAV 1

Aşağıda ki sınav testinde bulunan soru örnekleri Placement Test düzeyi ve soru tipleri ile ilgili fikir vermek amacına yöneliktir.

Aşağıda ki form, örnek sınav testlerinden sonra size İngilizce sınav programları ile ilgili ve İngilizce düzey ve gelişiminiz ile ilgili tavsiye ve bilgilendirme mailleri yollanabilmesi için oluşturulmuştur. Lütfen ilgili formu doldurunuz…

*Önemli hatırlatma: Kişisel Verileri Koruma Kanunu (KVKK) gereğince formu doldurduğunuz takdirde çerez politikalarını kabul etmiş olmaktasınız. Form da verdiğiniz bilgilerin doğruluğunun sorumluluğu tarafımıza ait değildir. Başka bir kişiye ait verilen bilgilerin sorumluluğu (KVKK) gereğince formu dolduran kişiye ait olup, yanlış bilgi beyanında, form bilgilerini dolduran kişi (KVKK) kanunlarınca değerlendirilecek ve sorumlu olacaktır.

ÖZYEĞİN PLACEMENT ÖRNEK SINAV 1

Aşağıda ki sınav testinde bulunan soru örnekleri Placement Test düzeyi ve soru tipleri ile ilgili fikir vermek amacına yöneliktir.

Aşağıda ki form, örnek sınav testlerinden sonra size İngilizce sınav programları ile ilgili ve İngilizce düzey ve gelişiminiz ile ilgili tavsiye ve bilgilendirme mailleri yollanabilmesi için oluşturulmuştur. Lütfen ilgili formu doldurunuz…

*Önemli hatırlatma: Kişisel Verileri Koruma Kanunu (KVKK) gereğince formu doldurduğunuz takdirde çerez politikalarını kabul etmiş olmaktasınız. Form da verdiğiniz bilgilerin doğruluğunun sorumluluğu tarafımıza ait değildir. Başka bir kişiye ait verilen bilgilerin sorumluluğu (KVKK) gereğince formu dolduran kişiye ait olup, yanlış bilgi beyanında, form bilgilerini dolduran kişi (KVKK) kanunlarınca değerlendirilecek ve sorumlu olacaktır.

1 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

Cloze Test-1
CIRCLE THE BEST OPTION TO FILL IN THE BLANKS ACCORDINGLY.(Paragraph içinde bulunan boşluklarda numaralara göre cevaplarda şıklar mevcuttur  ayni numaraya gelen doğru cevabı işaretleyin)

Vincent Van Gogh is a famous painter from the 19th century. Van Gogh’s paintings are sold at very high prices (1)________ many collectors want his paintings. But unfortunately, when he was (2) __, -------he did not have a happy life. Van Gogh was from a poor family in Holland and lived (3) ________ his life at home. He lived a
rather sad and (4) ________life. He drew things that he could see (5) ________around the quiet town of his parents’ home or outside his window. This is why he painted things (6) ________the sky, his room, and even himself.
Van Gogh once cut off his own ear after drawing a picture of himself. He cut it off to (7) ________the person that said the ear in Van Gogh’s painting was not correct. It was very (8)________him to do such a thing.
Van Gogh was also (9) ________ a crazy man. He really (10) ________become crazy and was sent to a mental hospital. Sadly, he killed himself when he was just 37.

 

 

2 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

CLOZE TEST 2

CIRCLE THE BEST OPTION TO FILL IN THE BLANKS ACCORDINGLY.

Stress is important. We all need a certain amount of it in order to (1) ________ fulfilling lives. However, if we have too much of it, it can have the opposite effect. Some people can tolerate greater (2) ________ of stress than others, but most of us will (3) ________ at some time in our lives. It is, (4) ________ , a good idea to learn a few stress management techniques. Identifying the cause of the problem we have, so that we can (5) ________ it more effectively, is one of the first step towards reducing stress. The second is talking to a person you can trust, who will listen and, if necessary, give you some positive advice. Not only are smoking and drinking (6) ________ to our health, they actually increase stress (7) ________ than reduce it. So, next time you want to relax, instead of reaching for that glass of wine or a cigarette, have a warm bath or go for a walk. Walking has more than health (8) ________. It helps you think more clearly, (9) ________. Pets have calming influences on us, unless they make noise which irritates us. In fact, unwanted noises should be avoided as far as possible. On the other hand, laughter is one of the best ways to make yourself feel (10) ________ better.

3 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

1. What is the main topic of the passage?

4 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

2. The word "incriminated" in line 5 is closest in meaning to

 

5 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

3. Which of the following can be cured by a change in diet?

6 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

4. The word "strived" in line 10 is closest in meaning to__?___.

7 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

5. How do vitamins influence health?

8 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

6. In the third paragraph, the author compares cells that have been genetically altered by bio technicians to __?___.

 

9 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

7. The word "them" in line 19 refers to

10 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

8. The author implies that the most important medical research topic of the future will be ___?__.

11 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

9. Which of the following best describes the author's tone in the last paragraph of the passage?

12 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 1

The first two decades of this century were dominated by microbe hunters. These hunters had tracked down one after another of the microbes responsible for the most dreaded scourges of many centuries: tuberculosis, cholera, diphtheria. But there remained some terrible diseases for which no microbe could be incriminated: scurvy, pellagra, rickets, beriberi. Then it was discovered that these diseases were caused by the lack of vitamins, a trace substance in the diet. The diseases could be prevented or cured by consuming foods that contained vitamins. And so in the decades of the 1920s and 1930s, nutrition became a science and vitamin hunters replaced microbe hunters.
In the 1940s and 1950s, biochemists strived to learn why each of the vitamins was essential for health. They discovered that key enzymes in metabolism depend on one or another of the vitamins as coenzymes to perform the chemistry that provides cells with energy for growth and function. Now. these enzyme hunters occupied center stage.
You are aware that the enzyme hunters have been replaced by a new breed of hunters who are tracking genes - the blueprints for each of the enzymes - and are discovering the defective genes that cause inherited diseases - diabetes, cystic fibrosis. These gene hunters, or genetic engineers, use recombinant DNA technology to identify and clone genes and introduce them into bacterial cells and plants to create factories for the massive production of hormones and vaccines for medicine and for better crops for agriculture. Biotechnology has become a multibillion-dollar industry.
In view of the inexorable progress in science, we can expect that the gene hunters will be replaced in the spotlight. When and by whom? Which kind of hunter will dominate the scene in the last decade of our waning century and in the early decades of the next? I wonder whether the hunters who will occupy the spotlight will be neurobiologists who apply the techniques of the enzyme and gene hunters to the functions of the brain. What to call them? The head hunters. I  will return to them later. 

 

10. With which of the following statements would the author be most likely to agree?

13 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

1. What does the passage mainly discuss?

14 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

2. It can be inferred from the passage that which of the following discoveries was made during the first era in the history of nutrition?

 

15 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

3. The word "tempting" is closest in meaning to.

16 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

4. It can be inferred from the passage that medical schools began to teach concepts of nutrition in order to

 

17 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

The word "Reckless" is closest in meaning to?

18 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

6. The word "them" refers to

19 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

7. Why did vitamin therapy begin losing favor in the 1950s?

20 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

8. The phrase "concomitant with" is closest in meaning to

21 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

9. The word "skyrocketing" is closest in meaning to

22 / 22

Kategori: ÖZYEĞİN Placement Örnek Sınav 1

READING 2

The history of clinical nutrition, or the study of the relationship between health and how the body takes in and utilizes food substances, can be divided into four distinct eras: the first began in the nineteenth century and extended into the early twentieth century when it was recognized for the first time that food contained constituents that were essential for human function and that different foods provided different amounts of these essential agents. Near the end of this era, research studies demonstrated that rapid weight loss was associated with nitrogen imbalance and could only be rectified by providing adequate dietary protein associated with certain foods.
The second era was initiated in the early decades of the twentieth century and might be called "the vitamin period. " Vitamins came to be recognized in foods, and deficiency syndromes were described. As vitamins became recognized as essential food constituents necessary for health, it became tempting to suggest that every disease and condition for which there had been no previous effective treatment might be responsive to vitamin therapy. At that point in time, medical schools started to become more interested in having their curricula integrate nutritional concepts into the basic sciences. Much of the focus of this education was on the recognition of deficiency symptoms. Herein lay the beginning of what ultimately turned from ignorance to denial of the value of nutritional therapies in medicine. Reckless claims were made for the effects of vitamins that went far beyond what could actually be achieved from the use of them.
In the third era of nutritional history in the early 1950s to mid-1960s, vitamin therapy began to fall into disrepute. Concomitant with this, nutrition education in medical schools also became less popular. It was just a decade before this that many drug companies had found their vitamin sales skyrocketing and were quick to supply practicing physicians with generous samples of vitamins and literature extolling the virtue of supplementation for a variety of health-related conditions. Expectations as to the success of vitamins in disease control were exaggerated. As is known in retrospect, vitamin and mineral therapies are much less effective when applied to health-crisis conditions than when applied to long-term problems of undernutrition that lead to chronic health problems.

 

10. The paragraph following the passage most probably discusses

Puanınız

Ortalama puan şöyledir 16%

0%

Çıkış

özyeğin üniversitesi.png
özyeğin üniversitesi writing.jpg
Özyeğin trace kelimeler.jpg
Özyeğin trace kelimeler.jpg
Özyeğin trace kelimeler.jpg
Özyeğin trace kelimeler.jpg
özyeğin trace kelimeler.jpg
error: Tüm hakları saklıdır