Read the following context and answer the question. Context: As academic work is becoming arguably more precarious and competitive, shorter contracts are becoming the norm, and the number of people completing PhDs in the UK is increasing, the risks associated with researching academia are high. This post discusses and explores my experiences of being a PhD student researching women's lived experiences of research evaluation in the UK, and my thoughts on and experiences of interviewing very senior and esteemed academics as a junior researcher. My PhD study explored research evaluation in the form of the Research Excellence Framework (REF) a weighty force in UK academia the outcomes of which, I argue, hold the potential to alter the course of an academic career considerably, as well as playing a role in the type of work that some academics do, particularly given the REF impact agenda. There is currently an international trend towards research evaluation with programmes such as the Excellence in Research for Australia (ERA), the Performance-Based Research fund in New Zealand (PBRF), and equivalents in countries including Denmark, Switzerland and the Netherlands. What is clear is that there is not enough qualitative, exploratory research into the effects of research evaluation on academic careers, especially for women, and so my PhD study was born. My findings suggest that research evaluation in the UK actively contributes to the continuance of gender inequality regimes in the academy, and that the ability to negotiate managerial control and be politically savvy is increasingly important in the academic world. Before embarking on my PhD, I was acutely aware of the sensitivity of my research, as well as my own positionality with regards to my participants. Reflection is and was an important element in the research process for me, as it allowed me to reflect on the effects of the self on the research process and, ultimately, also on the data, as well as the various power dynamics discernible during interviews for my study. I was continually taken aback by participants'... Question: What would the author prefer to do, out of these options? Answer:
OPTIONS:
- to get a small research grant for buying books
- to interview the most famous researcher in her field
- not enough information
- to go to an international conference

Answer: not enough information

Question: Read the following context and answer the question. Context: We all present these glossy lives to the world; coffee cups presented to dewy sunrises, champagne in airport lounges, luxurious restaurants that cost more than they should and share the blue skies days of exploration. I'm as guilty as anyone. But, what about behind those scenes? Those days where the wind is so strong you can't instastory for talking (I'm looking at you Cornwall), when travel mistakes happen (like in Vienna where I accidentally booked our trip a day short) or when everyone asks you what your next trip will be and you sheepishly have to answer 'er, not sure'. So I thought I'd get a few things off my chest, and confess a few of the reasons why I probably shouldn't be calling myself a travel blogger. And yes, these are all very much first world problems. 1. I hate photographs of myself. Ironic, no? Especially when one of the first rules of blogging is all about the cult of personality. I just don't like them. I wish I did, but there are few times that I fancy a photo and even less when I like the result. 2. We nip into a MacDonalds at least once every trip. It has now become a tradition between nicer restaurants to nip in and order a Big Mac and fries at some point of our trip but especially in Europe for some reason. Why do their MacDonalds meals taste better? 3. Pastels aren't really my shade. Again, I wish I could be super girly, twirling in gossamer skirts painted in spring shades but I'm just not. My colour palette is decidedly autumnal/jewel hued and usually sticks to a scarf draped around my neck in a hopefully fashionable manner. And I'm totally ok with that. 4. I once travelled all the way to New Zealand and back (stopping in 3 countries enroute) without a lens cap on my brand new, fairly expensive camera. This is in no way a #humblebrag about the trip, but a comment on how impractical I can be and how careful I also am. I lovingly wrapped my camera in a soft scarf every day for 3 weeks, growled under my breath at anyone who looked like they might jostle me and at one point found... Question: What does the blogger like to eat? Answer:
OPTIONS:
- not enough information
- something sweet
- some kind of fast food
- something gourmet
Answer: some kind of fast food

Question: Read the following context and answer the question. Context: I end this small run of blog posts with the question posed by Professor Brian Boyd at the beginning of our evening: Do we want to close the achievement gap? We know we can close the gap. It's been done or almost been done before in Scottish education, but the answers have been ignored as they pass us by. The simple clue is this: poverty is single biggest predictor of achievement, and according to research (Hammonds sic, reference required), aged 10, a child living in poverty is 60% less likely to get to university. Boyd borrowed from his own mother's report card to ask us what kind of education we desire. Is it the academic success at all costs route, or is there another option we need to value as much, if not more? His mother's report card, one that prevented her from becoming a secondary school pupil in Glasgow, is filled with G and FG, until the last point: Character and conduct - excellent. What kind of pupils do we want to develop in Scotland? What do we value in our assessment system? Opening up opportunity for all is a tough game to play when the examination system rewards only certain types of behaviour, few of them related to what the Curriculum for Excellence says we stand for. In his own small community in East Kilbride, three secondary schools enter a period of meltdown as the local rag sets about creating its own local league table of performance, with those three 'teams' in competition for the top spot (or at least not the bottom one). Therefore, we must stop basing "the gap" largely on attainment. First of all, Boyd would like us to remove the traditional, and non-sensical academic/vocational divide. Is the law or medicine degree we value not vocational? (Are all General Practitioners not Plumbers, as Dr Murray on the panel suggests?) Question: Why does the writer think we should stop basing "the gap" largely on attainment? Answer:
OPTIONS:
- three secondary schools entered a period of meltdown creating its own local league of performance
- not enough information
- opening up opportunity for all is a tough game
- poverty is the single biggest predictor of achievement
Answer:
three secondary schools entered a period of meltdown creating its own local league of performance