Q: Read the following context and choose the correct option to answer the question. Context: It will come as no surprise to those working in the UK's higher education (HE) sector that universities are currently suffused with anxiety. The University and College Union (UCU) has recently been in dispute with employers over proposed changes to the USS pension scheme, and the most sustained period of industrial action in the sector's history has highlighted the fears staff have for the security of their futures post-retirement. Such unprecedented strike action needs to be situated within the wider context of a public sector undergoing transformation: while the concept remains contested, the influence of "neoliberal" ideas on universities can most clearly be seen in Success as a Knowledge Economy the government white paper that preceded the 2017 Higher Education and Research Act which states: "Competition between providers in any market incentivises them to raise their game, offering consumers a greater choice of more innovative and better quality products and services at lower cost. Higher education is no exception." Yet what might "raising our game" mean for academic staff? The university has been described as an "anxiety machine": the creeping marketisation of the sector along with pressure to recruit students (now "consumers"), increasing managerialism, and the implementation of processes of audit such as the REF and TEF to evaluate performance have arguably contributed to a progressively anxious landscape in which to labour. In 2016/17, 34% of academic staff were employed on fixed-term contracts a figure likely to be disputed by the UCU, since in 2016 it estimated the extent of casualisation in the sector to be closer to 54% once atypical contracts had been taken into consideration. In addition to pressures facing many staff in universities such as time-management, meeting growing employer expectations, and the evaluation of performance "casualised" contracts present particular challenges for those facing employment uncertainty: in a material sense, this can be a case of keeping up with... Question: What group has recently been in a dispute with employers? Options: A. The University and College Union B. Students C. not enough information D. The government
A: A

Q: Read the following context and choose the correct option to answer the question. Context: Juliette Murray was, like me, a kid at school who got 5 "A"s, which in the West of Scotland put a certain degree of pressure on one's shoulders to study either medicine or law. I studied European Law, and became a teacher - that's what a European Law degree does to you. She studied medicine and is today a practicing doctor, but the education bug is firmly rooted in what she chose to do next. Murray noticed that, particularly in her local area, fewer students were applying to study medicine than the population number would suggest should. Not only that, nationally the number of medical students dropping out after beginning their course of study is increasing. She wondered if we might we persuade a more representative cross section of the community to become doctors. She set about improving the opportunities for local youngsters, aged 14/5, at the time of their work experience choices. Existing work experience for those who want to gain an insight into the world of medical doctors is a sanitised course in an educational skills centre, where bored teenagers endlessly take each other's blood pressure. They have more chance of a realistic insight by breaking their arm and turning up to Accident and Emergency. As any dad-to-be donning surgical greens knows, getting into an operating theatre is where a passion for surgery will be born or, in my case, definitely put to one side as a career option. So, the question became: how might we offer a more realistic experience of what being a doctor, surgeon or other medical profession feels like? Starting with her local hospital, Wishaw General in NHS Lanarkshire, she set about overcoming what she describes as a "culture of obstacles". Two years later, though, and students are indeed undertaking real life surgery work experience, experiencing a live operation theatre and seeing the pressure of the job first hand. Question: After this story, Juliette probably Options: A. not enough information B. expanded the program to other hospitals C. Gave up medicine D. stopped the program
A: B

Q: Read the following context and choose the correct option to answer the question. Context: Juliette Murray was, like me, a kid at school who got 5 "A"s, which in the West of Scotland put a certain degree of pressure on one's shoulders to study either medicine or law. I studied European Law, and became a teacher - that's what a European Law degree does to you. She studied medicine and is today a practicing doctor, but the education bug is firmly rooted in what she chose to do next. Murray noticed that, particularly in her local area, fewer students were applying to study medicine than the population number would suggest should. Not only that, nationally the number of medical students dropping out after beginning their course of study is increasing. She wondered if we might we persuade a more representative cross section of the community to become doctors. She set about improving the opportunities for local youngsters, aged 14/5, at the time of their work experience choices. Existing work experience for those who want to gain an insight into the world of medical doctors is a sanitised course in an educational skills centre, where bored teenagers endlessly take each other's blood pressure. They have more chance of a realistic insight by breaking their arm and turning up to Accident and Emergency. As any dad-to-be donning surgical greens knows, getting into an operating theatre is where a passion for surgery will be born or, in my case, definitely put to one side as a career option. So, the question became: how might we offer a more realistic experience of what being a doctor, surgeon or other medical profession feels like? Starting with her local hospital, Wishaw General in NHS Lanarkshire, she set about overcoming what she describes as a "culture of obstacles". Two years later, though, and students are indeed undertaking real life surgery work experience, experiencing a live operation theatre and seeing the pressure of the job first hand. Question: When did Juliette Murray start helping students get into medicine? Options: A. While she was a student B. not enough information C. Before she became a doctor D. After she became a doctor
A: D