【IBT听力分析】香草鱼的听力帖

香草鱼UID：3125484

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香草鱼的训练小组:
Daily Writing作文特训小组:https://bbs.gter.net/forum.php?mod=viewthread&tid=1309607&page=1&extra=
香草鱼的口语帖：https://bbs.gter.net/thread-1385010-1-1.html
香草鱼阅读小组：https://bbs.gter.net/thread-1385011-1-1.html

香草鱼UID：3125484

Conversation 1

Professor:
Good afternoon, Alex, can I help you with something?
Student:
Well, I want to talk with you about the research project you have assigned today.
Well, 开头表明来意
I um…I hope you could clarify a few things for me.
Professor:
I’ll certainly try.
Student:
Ok, all we have to do is do two observations and take notes on them, right?
Professor:
Ur, that’s the start, but you need to do some research, too. Then you will write

a paper that is not so much about the observations, but a synthesis of what
you have observed and read.
Student:
Ok….And what about the children I am supposed to observe?
Professor:
Not children, a single child observed twice.
Student:
Oh…Ok, so I should choose a child with a permission of a child’s parents of
course and then observed that child a couple of times and take good notes,
then?
Professor:
Actually after your first observation, you go back and look through your
textbook or go to a library and find a few sources concerning the stage of
development, the particular child is in.
Actually, 问题解答

Then, with that knowledge, you will
make the second observation of the same child to see if these expected
developmental behaviors are exhibited.
Student:
Can you give me an example?
Professor:
Well, en, if you observed a 4 year-old child, for example, my daughter is 4
years old; you might read up on cushy(Piaget’s) stage of cognitive development we
covered those in class.
Student:
Aha…
Professor:
And most likely, what stage would a child of that age be in?
Student:
Um… the pre-operational stage?
Professor:

Exactly, if that’s the case, her languages used to be maturing and her memory
and imagination would be developed.
Student:
So she might play pretend like she can pretend when driving her toy car
across a couch that the couch is actually a bridge or something.
Exactly, so, 例子服务观点
Professor:
That is right. In addition, her thinking would be primarily egocentric.
Student:
So she would be thinking mostly about herself and her own needs, and might
not be able to see things from anyone else perspective.
Professor:
En hums…
Student:
But what if she doesn’t? I mean, what if she doesn’t demonstrate those
behaviors?
Professor:
That’s fine; you’ll note that in your paper. See, your paper should compare
what is expected of children at certain stages of development with what you
actually observed.
Student:
Ok, I have one more question now.
Professor:
What’s that?
Student:
Where can I find a child to observe?
Professor:
Ur, I suggest you contact the education department secretary. She has a list of
contacts at various schools and with certain families who are somehow
connected to the university.
给出建议，为什么给这个建议。注意听原因。

Sometimes they are willing to help out students

with projects like yours.
Student:
Ok, I’ll stop by the educational department office this afternoon.
Professor:
And if you have any trouble or any more questions, feel free to come by during
my office hours.

Lecture 1
Narrator:
Listen to the lecture in the city planning class.
Professor:
In the last 15 years or so, many American cities have had difficulties in
maintaining a successful retail environment. 开头给出背景 Business owners in the city
centers or the downtown areas have experienced some financial losses,
because of the city movement of the people out of the city and then into
suburbs. In general, downtown areas, just don’t have that many residential
areas, not that many people live there. So what did city planners decide to do
about it? While, one way they’ve came up with the some ways to attract more
people, to shop downtown was by creating pedestrian malls.
Now, what is a pedestrian mall? It’s a pretty simple concept really, it is
essentially an outdoor shopping area designed just for people on foot. And…
well, unlike many of other shopping malls that are built in suburb nowadays,
these pedestrian malls are typically located in the downtown areas of the city.
And there are features like white sidewalks, comfortable outdoor sitting and
maybe even for tens(fountains)---UN…you know art. There are variations on this model
of course, but the common denominators are always an idea of creating a
shopping space that will get people to shop in the city without needing their
cars. So I am sure you can see how heavy an area that off-limits to automobile
traffic would be ideal for heavily populated city where, well, the streets will
otherwise be bustling with noise, unpleasant traffic congestion. Now the
concept which originated in Europe was adopted by American city planners in
the late 1950s. And since then, a number of Unites States’ cities have created
the pedestrian malls. And many of them have been highly successful. So what
does city planner learns about making these malls succeed?
Well, there are two critical factors to consider when creating the pedestrian
malls--- location and design.So, well Both of which are equally important. Now let's
start with location.  In choosing a specific location for pedestrian mall, there are
in fact two considerations. Proximity to potential customers, UN…that's we'll
call it customer base and accessibility to public transportation which we will get
into just a moment.Two considerations Now, for a customer base, the most obvious example
would be a large office building since the employees could theoretically go
shopping after work or during their lunch hour, right? Another really good
example is convention center which typically has a hotel and large meeting
spaces to draw visitors to the city for major business conferences and events.
But ideally, the pedestrian malls will(would) be used by local residents, not just people
working in the city or visiting the area. So that's where access to the public
transportation comes in, if… if(either…either) the designer planned to locate the malls in
central transportation hub, like bus terminal, a major train, subway station or
they work with city officials to create sufficient parking areas, not too far from
the mall, which make sense because people can drive into the mall area or
then they need easy access to it.
OK, so that's location, but what about design? Well, design doesn't necessarily
include things like sculptures or decorative walkways or… or even eye
catching window displays, you know art. Although I bet the first to admen(I’d be the first to admit) those things are ascetically appealing, however, visually pleasing sights, while
there are not a part of pedestrian malls design that matter than(the) most. The key
consideration is a compact and convenient layout. One which allows
pedestrians to walk from one end of the mall to the other in just a few minutes,
so you can get the major stores, restraints and other central places without
having to take more than one or two turns. Now, this takes a careful uncreative
planning.
But now what if one ingredient to this planning recipe is missing? There could
quite be possibly long lasting effects. And I think a good example is pedestrian
mall in the Louisville Kentucky for instance.But now, 例子的作用 Now when the Louisville mall was
built, it has lots of visual appeal, it was attractively designed, right in the small
part of downtown and it pretty much possessed all of the other design elements for
success. But now, here is my point about location comes into play. There
wasn't a convention center around to help joining(join) visitors and was(well,) the only
nearby hotel eventually closed down for that same reason. Well, you can
imagine how these malls(must) affected local and pedestrian malls(mall) business owners.
Sort of what was we called it a chain reaction. It wasn't until a convention
center and a parking garage was built about decades later that malls started to
be successful.



Lecture 2

Narrator:
Listen to a part of a lecture in an ecology class.
Professor:
So, continuing our discussion of ecological systems--- whole systems. The
main thing to keep in mind here is the interrelationships. The species in the
system err…. and even the landscape itself, they are interdependent. Let’s
take what you’ve read for this weekend and see if we can apply this
interdependence idea. Mike?
Student:
Well, um…, how about beavers--- ecosystems with beavers in waterways.
Professor:
Good, good, go on.
Student:
Like, well, you can see how it's so important, cause if you go back before
European settled in North America, like before the 1600s, back when native
Americans were the only people living here, well, back then there were a lot of
beavers, but later on, after Europeans…
Professor:
OK, wait, I see where you are heading with this, but before we go into how
European settlement affected the ecosystem, tell me this--- what kind of
environment do beavers live in? Think about what it was like before the
Europeans settlers came, we’ll come back to where you were headed.Ok, well
Student:
OK, well, beavers live near streams and rivers and they block up the streams
and rivers with like logs and sticks and mud. You know, they build dams that
really slow down the flow of the stream. So then the water backs up, and
creates like a pond that floods the nearby land.
Professor:
And that creates wetlands. OK, tell me more.
Student:
Well with wetlands, it's like there is more standing water, more Stillwater
around, and that water is a lot cleaner than swiftly flowing water, because the
dirt and settlement and stuff has the chance to sink to the bottom.
Professor:
More important for our discussion, wetland areas support a lot more variety of
life than swiftly flowing water.important For example, there are more varieties of fish or
insects, lots of frog spices, and then species that rely on those species start to
live near the wetlands too.
Student:
Yes, like birds and mammals that eat the fish and insects, and you can get
trees and plants that begin to grow near the standing water, that can't grow
near the running water. Oh, and there's something about wetland, and ground
water too.
Professor:
OK, good. Wetlands have a big effect on ground water, the amount of water
below the surface of the land. Think of wetlands as, Umm, like a giant sponge,
the earth soaks up a lot of this water that's continually flooding the surface,
which increases the amount of water below. So where is there a wetland, you
get a lot of ground water, and ground water happens to be a big source of our
own drinking water today.
All right… So, back to the beavers, what if the beavers weren't there?
Student:
You just have a regular running stream, because there is no dam, so the
ecosystem would be completely different, there would be fewer wetlands.
Professor:
Exactly, so, now let's go back to where you were headed before, Mike. You
mentioned the change that occurred after Europeans came to North America.
Student:
Yeah, well, there used to be beavers all over the place, something like 200
million beavers, just in the continental United States. But when Europeans
came, they started hunting the beavers for their fur, because beaver fur is really
warm, and it was really popular for making hats in Europe. So the beavers
were hunted a lot, overhunted, they are almost extinct by the 1800s, so… that
meant fewer wetlands, less standing water.so, so
Professor:
And what does that mean for the ecosystem? Kate?
Student:
Well if there is less standing water than(then) the ecosystem can support its many
species, because a lot of insects and fish and frogs can't live in running water,
and then the birds and animals that eat them, lose their foods supply.
Professor:
Precisely, so the beaver in this ecosystem is what we call a keystone species.So, 本文的主旨题最后总结
The term keystone kind of explains itself. In architecture, a keystone in an
archway or doorway is the stone that holds the whole thing together, and keeps
it from collapsing. Well, that's what a keystone species does in an ecosystem.
It's the critical(crucial) species that keeps the system going. Now, beaver populations
are on the rise again, but there is something to think about.
Consider humans as part of these ecosystems, you've probably heard about
water shortages or restrictions on how much water you can use, especially in
the summer time, in recent years. And remember what I said about
groundwater; imagine if we still have all those beavers around, all those
wetlands. What would our water supply be like then?

香草鱼UID：3125484

Conversation 2

Narrator:
Listen to a conversation between a student and the language lab manager.
Student:
Hi, I'm not sure, but err... is this the Carter language lab开头, but ?
Manager:
Yes, it is. How can I help you?
Student:
I'm taking the first year Spanish this semester. Our professor says that we need to come here to view a series of videos. I think it is called Spanish Working on Your Accident(accent).
Manager:
Yes, we have that. Err...They are on the wall behind you.
Student:
So, I can just take....err.....Can I take the whole series home? I think there are three of them.
Manager:
I guess you haven't been here before.
Student:
No, no I haven't.
Manager:
Ok, well, you have to watch the videos here. You need to sign in to reserve an open room and sign out the video you need, just start with the first one in the series, each video have(video’s half) an hour long.
Student:
So, it is a video library, basically?
Manager:
Yes, but unlike the library, you can't take any videos out of the lab But .
Student:
OK, so how long can I use the video room for?
Manager:
You can sign up for two hours at a time.
Student:
Oh, good, so I can watch more than one video when I come up here. Is the lab
pretty busy all the time?
Manager:
Well, rooms are usually full read(right) after dinner time, but you can sign up the day before to reserve the room if you
are(want).But
Student:
Err...the day before....But, I can just stop in to see if the any lab(room) is open, right?
Manager:
Sure, stop in any time. Sure
Student:
What about copies of these videos? Is there just one copy of each in the series?
I don't want to miss out everyone comes in a once.
Manager:
Oh, no, we have several copies of each tape of Spanish accident series. We
usually have multiple copies for everything for each video collection.
Student:
Super. So...how many rooms are there total in the lab?
Manager:
20. They are pretty small. So, we normally get one person or no more than a
small group of people in their watching the video together. Actually, someone
else for(from) your class just came in and took the first Spanish video into watch. You
could probably run in a watch with them. Of course, you are welcome to have
own room. But, sometimes students like to watch with classmate, so they can
review the material with each other afterwards. For example, it was with some
content they didn't really understand.
Student:
I guess I prefer my own room. I concentrate better about myself and I don't
want to miss anything, you know, and it is probably already started watching it...
Manager:
No problem, we've got a lot of rooms open right now. When you come in, you
sign your name on the list and I signed(assign) the room number or if you call
that event that it attended(in advance, the attendant will) tell you your room number, if you forget, just come in and take a look at the list.无助听词The videos are over there.
Student:
Great, thanks.



Lecture 3

Narrator:
Listen to part of the lecture in poetry class, the professor is discussing
medieval poetry.
Professor:
OK, so the two poems we are looking at today fall into the category of medieval
times Ok, so 开头易出主旨题, which was how long ago?
Student:
Almost a thousand years ago, right?
Professor:
Yes, that’s right.
Student:
But, professor, are you sure these are poems? I mean I thought poems were
shorter; these were more like long stories. I mean one of them must(was) all about
love, but the other one the Chan…Chan…whatever it called, the other one;
it’s all about fighting and battles. I mean can both of them be considered to be
poems?
Professor:
Well, think back to the very beginning of this course.
Student:
Aha
Professor:
Remember how we, we define poetry? In the very broadest sense, we said
it’s written to evoke, to make you, the audience, have some kind of the
emotional experience through the use of imagery, en, some kinds of
predictable rhythm. And usually, but not always, there’s more than one
meaning implied with the words that are used.
Let’s start with the Chanson poetry first. That’s Chanson. Chanson poem
became popular in Europe, particularly in France, and the term is actually
short for a longer French phrase that translates to a…huh… songs of deeds.
Now they were called songs of deeds because strangely enough, they were
written to describe the heroic deeds or actions of warriors, the knights during
conflicts. We don’t know a lot about the authors, it still contests somewhat.
But we are pretty sure about who the Chanson poems were written for. That
is---they were written for the knights and the lords---the nobility that they
served. But助听词The poems were song performed by a minsstrola(minstrel), a singer who
travelled from castle to castle, singing to its local lord and its knights. Ah…
well, would someone summarize the main features of the Chanson poems(poem)
you read?
Student:
Well, there’s a hero, and a knight, who goes to battle, and he is
inspired(admired) for his courage, bravery and loyalty, loyalty to the royalty serves, his country and his
fellow warriors in the field. He’s a, he has a, he’s a skilled fighter, willing to
face the most extreme dangers, sacrificial, willing that sacrifice anything and
everything to protect his king and country.
Well, 讲features的要简单记下
Professor:
Ok, now be given that the intended audiences for these poems were knights
and lords. What can we say about the purpose of Chanson poetry? What
kinds of feelings were it meant to provoke?
Student:
I guess they must been really appealing to those knights and lords who were
listening to them. Hearing the songs probably made them feel more patriotic,
made them feel like a good noble thing to serve their countries, and whatever
way they could.
Professor:
Good, we’ve got a pretty good picture of what the Chanson hero was like.
Now let’s compare that to the hero in the other poem. The other poem is an
example what’s called Romance Poetry. And the hero in the romance poems
was also in knight. But what made the knight in Romance Poetry different
from the knight in Chanson poetry.
Well, first the purpose of the hero’s actions
was different. The hero in the Romance Poetry is independent, purely solitary
in a way, not like the Chanson poet who was always surrounded by his
fighting companions. He doesn’t engage in the conflict to protect his lords or
country. He does it for the sake of adventure, to improve himself, to show his
worthy of respect and love for his lady. Well, 讲purpose的, 对比处He’s very conscious of the particular
rules of social behavior he has to live up to somehow. And all of those(these) actions
are for the purpose of proving that he is an upright moral, well-mannered, well
behaved individual. You may have noticed that in Chanson’s poetry there isn’t
much about the hero’s feelings. The focus is on the actions, the deeds. But
the Romance Poetry describes a lot of the inner feelings, the motivations,
psychology you could say, of the knight trying to improve himself, to better
himself, so he’s worthy the love of a woman. But
What it explains this difference? Well, a digging into the historical context tells
us a lot. Romance Poetry emerged few generations after Chanson, and its
roots were in geographical regions of France that were comer(calmer), where conflict
wasn’t central to people’s lives. More peaceful times meant there was more
time for education, travel, more time for reflection. Another name for Romance
Poetry that’s often synonym(synonymous) with it is troubadour poetry.
Troubadours were the authors of the new romance poems. And we know a lot
more about the troubadours than we do about the Chanson authors, because
they often had small biographical sketches added to their poems that gives
more(pretty) specific information about their social status, geographical location and
small outlines of their career. Than 对比These(This) information wasn’t particularly reliable
because they were sometimes based on fictitious stories, great adventure or
the scrape together from parts of the different poems. But there is enough to
squeeze or infer some facts about their social class. The political climates
have settle down enough so that troubadours had the luxury being able to
spend most if not all of their time, creating, crafting or composing their love
songs for their audiences. So that And yes these poems were also songs; many
troubadours were able to make a living being full time poets which should tell
you something about the value of that profession during the medieval times.


Lecture 4

Narrator:
Listen to part of a lecture in an astronomy class.
Professor:
OK, I wanna go over the different types of meteoroids(meteorites), and what we've learned
from them about the formation of earth, and solar system.
Ok 开头主旨题Uh… the thing is
what's especially interesting about meteoroids(meteorites) is that they come from
interplanetary space, but they consist of the same chemical elements that are
in matter originated on earth, just in different proportions. But that makes it
easier to identify something as a meteoroid, as it opposed to…to just a
terrestrial rock. So to talk about where meteoroids come from, we need to talk
about comets and asteroids, which basically...they’re basically made up of
debris left over from the origin of the solar system 4.6 billion years ago.
Now I'm going a bit out of a boarder here…umm…I'm not going to go into any
depth on the comets and asteroids now, but we'll come back later and do that.
From now, I'll just cover some basic info about them.
OK, comets and asteroids. It might help if you think of...remember we talked
about the two classes of planets in our solar system?
OK, remember And how they differ in
composition? The terrestrial planets--like Mars and Earth--composed largely of
rocks and metals, and the large gas giants, like Jupiter. Well, the solar system
also has two analogous classes of objects, smaller than planets--namely,
asteroids and comets. Well Relatively near the sun and inner solar system, between
Jupiter and Mars to be precise, we’ve got the asteroid belt, which contains
about 90 percents of all asteroids orbiting the sun. These asteroids
are…uh…like the terrestrial planets, and they're composed mostly of rocky
materials and metals.
Far from the sun, in the outer solar system, beyond Jupiter's orbit,
temperatures are low enough to permit ices to form out of water and…and out
of gases like methane and carbon dioxide. Loose collections of these ices and
small rocky particles form into comets. So comets are similar in composition to
the gas giants. Both comets and asteroids are...typically are smaller than
planets.
And even smaller type of interplanetary debris is the meteoroid. And it's from
meteoroids that we get meteors and meteorites. "Roids" are, for the most part
anyway, they are just smaller bits of asteroids and comets. When these bits
enter earth’s atmosphere, well, that makes them so special that they get a
special name. They're called meteors. Most of them are very small, and they
burn up soon after entering earth’s atmosphere. The larger ones that make it
through the atmosphere and hit the ground are called meteorites.没助听词，但是有个对比So
meteorites are the ones that actually make it through.
Now we've been finding meteorites on earth for thousands of years, and we've
analyzed enough of them to learn a lot about their composition, most come
from asteroids, though a few may have come from comets.Now So essentially they
are rocks, and like rocks, they're mixtures of minerals. They are generally
classified into three broad categories--stones, stony irons and irons.
Stone meteoroids, which we refer to simply as, uh, stones, are almost entirely
rock material. They actually account for almost all of the meteorite material that
falls to earth.Almost all
But even so, it's rare to ever find one. I mean, it's easier to find an[/url]
iron meteorite or stony iron.
But Anyone guess why? Look at their names. What do
you think iron meteorites consist of?
Student:
Mostly iron?
Professor:
Yeah… iron and some nickel, both of which are metals. And, if you're trying to
find metal?
Student:
Oh! Metal detectors!
Professor:
Right, thank you. At least that's part of it. Stone meteoroids, if they lie around
exposed to the weather for a few years, well, they're made of rock, so they end
up looking almost indistinguishable from common terrestrial rocks--once that
originated on earth. So it's hard to spot them by eye. But we can use metal
detectors to help us find the others, and they're easier to spot by eye. So most
of the meteorites in collections, uh, in museums, they'll be...they're iron
meteorites, or the stony iron kind, even though they only make up about 5
percents of the meteorite material on the ground.

香草鱼UID：3125484

TPO 6 Conversation

Narrator
Listen to a conversation between a student and an employee in the university’s
career services office.

Student
Hi, do you have a minute?

Employee
Sure, how can I help you?

Student
I have a couple of questions about the career fair next week.

Employee
OK, shoot.

Student
Um ...well, are seniors the only ones who can go? I mean, you know, they are
finishing school this year and getting their degrees and everything. And, well, it
seems like businesses would wanna talk to them and not first year students
like me.

Employee
No, no, the career fair is opened to all our students and we encourage anyone
who’s interested to go check it out.
可能问题main purpose:to ask if he can go to the career fair

Student
Well, that’s good to know.

Employee
You’ve seen the flyers and posters around campus, I assume.

Student
Sure, can’t miss them. I mean, they all say where and when the fair is, just not
who should attend.

Employee
Actually they do, but it’s in the small print. Uh, we should probably make that
part easier to reach, shouldn’t we? I’ll make a note of that right now. So, do you
have any other questions?
可能问题why does the student cannot see the poster?

Student
Yes, actually I do now. Um ...since I’d only be going to familiarize myself with
the process, you know, check it out, I was wondering if there is anything you
recommend that I do to prepare.

Employee
That’s actually a very good question. Well, as you know, the career fair is
generally an opportunity for local businesses to recruit new employees, and for
soon-to-be graduates to have interviews with several companies they might be
interested in working for. Now, in your case, even though you wouldn’t be
looking for employment right now, it still wouldn’t hurt for you to prepare much
like you would if you were looking for a job.
不太会出问题

Student
You mean, like get my resume together and wear a suit?

Employee
That’s a given. I was thinking more along the lines of doing some research.
The flyers and posters list all the businesses that are sending representatives
to the career fair. Um ...what’s your major urge you to have one yet?

Student
Well, I haven’t declared a major yet, but I’m strongly considering accounting.
See, that’s part of the reason I wanna go to the fair, to help me decide if that’s
what I really want to study.

Employee
That’s very wise. Well, I suggest that you get on the computer and learn more
about the accounting companies in particular that would be attending. You can
learn a lot about companies from their internet websites. Then prepare a list of
questions.
问题what does the advisor suggest to the student to prepare the fair?

Student
Questions, hmm… so, in a way, I’ll be interviewing them?

Employee
That’s one way of looking at it. Think about it for a second. What do you want
to know about working for an accounting firm?

Student
Well, there is the job itself, and salary of course, and working conditions, I
mean, would I have an office, or would I work in a big room with a zillion other
employees, and…and maybe about opportunities for advancement.

Employee
See? Those’re all important things to know. After you do some research, you’ll
be able to tailor your questions to the particular company you are talking to.
问题:why does the advisor give the student a example?

Student
Wow, I’m glad I came by here. So, it looks like I’ve got some work to do.

Employee
And if you plan on attending future career fairs, I recommend you sign up for
one of our interview workshops.
问题:The advisor give what suggestion to the student?这个不太会考

Student
I’ll do that.
-----------------------
1.        why does the student go to the career services office实际上将一个问题拆成两个问       
           to confirm the date and time of the career fair
        to learn the location of the career fair
        to find out he is allowed to attend the career fair
        to get advice about interviewing at the career fair

2.        why does the student think that companies’ representatives would not be interested in talking to him
        he will not be graduating this year
        he is not currently talking business classes
        he has not declared a major yet
        he does not have a current resume

3.        what does the woman imply about the small print on the career fair posters and flyers
        the information in the small print was incomplete
        the print was similar than she expected it to be
        the information the small print contains will be updated
        the information in the small print will be presented in a more noticeable way

4.        what does the woman say is a good way for the student to prepare for speaking to companies’ representatives(2)
        take some business classes 细节题
           familiarize himself with certain businesses beforehand
           have questions ready to ask the representatives       
           talk to people who work for accounting films

5.        Why does the student say this:  
        To acknowledge that he cannot go to this year’s career fair
        To acknowledge the amount of preparation he will have
        To indicate that he has school work he must complete before the career fair
        To indicate that he needs to go to his job now
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TPO 6 Lecture 1 Economics

Narrator
Listen to part of a lecture in an economics class.

Professor
Now when I mention the terms “boom and bust”, what is that going to mind?

Student
The dotcom crash of the ‘90s.

Professor
Ok. The boom in the late 1990s when all those new Internet companies sprung
up and then sold for huge amounts of money. Then the bust around
2000…2001 when many of those same Internet companies went out of
business.
Of course, booms aren’t always followed by busts. We’ve certainly seen times
when local economies expanded rapidly for a while and then went back to a
normal pace of growth. But, there’s a type of rapid expansion, what might be
called the hysterical or irrational boom that pretty much always leads to a bust.
See, people often create and intensify a boom when they get carried away by
some new industry that seems like it will make them lots of money fast. You’d
think that by the 90s, people would have learned from the past. If they did, well,
look at tulips.

Student
Tulips? You mean like the flower?

Professor
Exactly. For instance, do you have any idea where tulips are from? Originally I
mean.

Student
Well, the Netherlands, right?

Professor
That’s what most people think, but no. They are not native to the Netherlands,
or even Europe. Tulips actually hail from an area that Chinese call the Celestial
Mountains in Central Asia. A very remote mountainous region.
It was Turkish nomads who first discovered tulips and spread them slowly
westward. Now, around the 16th century, Europeans were traveling to Istanbul
and Turkey as merchants and diplomats. And the Turks often gave the
Europeans tulip bulbs as gifts which they would carry home with them. For the
Europeans, tulips were totally unheard of. Er…a great novelty. The first bulb to
show up in the Netherlands, the merchant who received them roasted and ate
them. He thought they were kind of onion.
It turns out that the Netherlands was an ideal country for growing tulips. It had
the right kind of sandy soil for one thing, but also, it was a wealthy nation with a
growing economy, willing to spend lots of money on new exotic things. Plus,
the Dutch had a history of gardening. Wealthy people would compete,
spending enormous amounts of money to buy the rarest flowers for their
gardens.
Soon tulips were beginning to show up in different colors as growers tried to
breed them specifically for colors which would make them even more valuable.
But they were never completely sure what they would get. Some of the most
priced tulips were white with purple stricks, or red with yellow stricks on the
paddles, even a dark purple tulip that was very much priced. What happened
then was a craze for these specialized tulips. We called that craze “tulip
mania”.
So, here we’ve got all the conditions for an irrational boom: a prospering
economy, so more people had more disposable income-money to spend on
luxuries, but they weren’t experienced at investing their new wealth. Then
along comes a thrilling commodity. Sure the first specimens were just played
right in tulips, but they could be bred into some extraordinary variations, like
that dark purple tulip. And finally, you have an unregulated market place, no
government constrains, where price could explode. And explode they did,
starting in the 1630s. There was always much more demand for tulips than
supply. Tulips didn’t bloom frequently like roses. Tulips bloomed once in the
early spring. And that was it for the year. Eventually, specially-bred
multi-colored tulips became so valuable, well, according to records, one tulip
bulb was worth 24 tons of wheat, or thousand pounds of cheese. One
particular tulip bulb was sold and exchanged for a small sheep. In other words,
tulips were literally worth their weight in gold.
As demand grew, people began selling promissory notes guaranteeing the
future delivery of priced tulip bulbs. The buyers of these pieces of paper would
resell the notes and mark up prices. These promissory notes kept changing
hands from buyer to buyer until the tulip was ready for delivery. But it was all
pure speculation because as I said, there was no way to know if the bulb was
really going to produce the variety, the color that was promised. But that didn’t
matter to the owner of the note. The owner only cared about having that piece
of paper so it could be traded later at a profit. And people were borrowing,
mortgaging their homes in many cases to obtain those bits of paper because
they were sure they’d find an easy way to make money.
So now, you’ve got all the ingredients for a huge bust. And bust it did, when
one cold February morning in 1637, a group of bulb traders got together and
discovered that suddenly there were no bidders. Nobody wanted to buy. Panic
spread like wild fire and the tulip market collapsed totally.

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6.        what is the main purpose of the talk
        to show what happens after an economy has experienced a boom-and-bust cycle
        to illustrate the conditions needed to produce a boom-and-bust cycle
        to demonstrate how boom-and-bust cycles have changed over time
        to explain why the boom-and-bust cycle is not a frequent historical occurrence

7.        what is the professor’s opinion about the dot-com crash
        she thinks that people should have realized it would happen
        she does not believe that anything like it will happen again
        she is surprised that it did not have more serious consequences
        she is confident that people learned a valuable lesson from it

8.        according to the professor, where did tulips originate
        the mountains of central Asia
        the region around Istanbul in Turkey
        the sandy soils of the Netherlands
        the forests of northern Europe

9.        why does the professor mention a merchant who ate tulip bulbs
        to explain how the Turks introduce the flower to European visitors
        to explain what happened to tulip bulbs that did not produce desirable colors
        to give an example of one way that the rich in the Netherlands showed off their wealth
        to illustrate her point that Europeans were unfamiliar with the flower

10.        what were some of the factors that contributed to the tulip craze in the Netherlands in the seventeenth century(3)
        wealthy gardeners liked to complete for rare plants
        the number of people with disposable income was growing
        tulip bulbs were initially cheap and easy to obtain
        tulips in the wild bloomed in unusual color combination
        the tulip market was not regulated by the government

11.        the professor mentions the practice of trading promissory note in the Netherlands in the 1630s,what does this practice explain(2)
        why tulips replaced gold as a form of currency
        why buyers were no longer interested in owning actual tulips
        why borrowing in the Netherlands increased on a significant scale
        why the middle class in the Netherlands expanded in size
--------------------------------------------------------------------------------------------------


TPO 6 Lecture 2 Biology

Narrator
Listen to part of a lecture in a biology class.

Professor
Ok, I have an interesting plant species to discuss with you today. Um…it’s a
species of a very rare tree that grows in Australia, Eidothea hardeniana, but it’s
better known as the Nightcap Oak.
Now, it was discovered only very recently, just a few years ago. Um… it
remained hidden for so long because it’s so rare. There are only about 200 of
them in existence. They grow in a rain forest, in a mountain rage…range in the
north part of New South Wales which is a…er… state in Australia. So just 200
individual trees in all.
Now another interesting thing about the Nightcap Oak is that it is…it
represents…er…a very old type…er…kind of tree that grew a hundred million
years ago. Um, we found fossils that old that bear remarkable resemblance to
the tree. So, it’s a primitive tree. A…a living fossil you might say. It’s relic from
earlier times and it has survived all these years without much change. And
it…it’s probably a kind of tree from which other trees that grow in Australia
today evolved.
Just to give you an idea of what we are talking about. Here’s a picture of the
leaves of the tree and its flowers. I don’t know how well you can see the
flowers. They’re those little clusters sitting at the base of the leaves.
Okay, what have we tried to find out about the tree since we’ve discovered it?
Hum…or how…why is…is it so rare? That’s one of the first questions. Um…
how is it…um…how does it reproduce? This’s another question. Um, maybe
those two questions are actually related. Jim?

Student
Hum …I don’t know. But I can imagine that…for instance, seed disposal might
be a factor. I mean if the…er…you know, if the seeds cannot really disperse in
the wild area, then, you know, the tree may not colonize new areas. It can’t
spread from the area where it’s growing.

Professor
Right. That’s…that’s actually a very good answer. Um, of course, you might
think there might not be any areas where the tree could spread into,
er…because…um…well, it’s very specialized in terms of the habitat. But, that’s
not really the case here. Um…the suitable habitat, that is, the actual rainforest
is much larger than the few hectares where the Nightcap Oak grows.
Now this tree is a flowering tree as I showed you. Um…um…it produces a fruit,
much like a plum. On the inci…inside there’s a seed with a hard shell. It…it
appears that the shell has to crack open or break down somewhat to allow the
seed to soak up water. You know, if the Nightcap Oak remains…if their seeds
remain locked inside their shell, they will not germinate. Actually, the
seeds…er…they don’t retain the power to germinate for very long, maybe two
years. So there’s actually quite a short window of opportunity for the seed to
germinate. So the shell somehow has to be broken down before
this…um…germination ability expires. And…and then there’s a kind of rat that
likes to feed on the seeds as well. So, given all these limitations, not many
seeds that the tree produces will actually germinate. So this is a possible
explanation for why the tree does not spread. It doesn’t necessarily explain
how it became so rare, but it explains why it doesn’t increase.
OK, so it seems to be the case that the species, this Nightcap Oak is not very
good at spreading. However, it seems, though we can’t be sure, that it’s very
good at persisting as a population. Um…we…there’s some indications to
suggest that the population of the Nightcap Oak has not declined over the last
er…you know, many hundreds of years. So it’s stayed quite stable. It’s not a
remnant of some huge population that is dwindled in last few hundred years for
some reason. It’s not necessarily a species in retreat.
Ok, so it cannot spread very well, but it’s good at maintaining itself. It’s rare,
but it’s not disappearing.
Ok, the next thing we might want to ask about the plant like that is what
chances does it have to survive into the future. Let’s look at that.

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香草鱼UID：3125484

TPO 6 Conversation 2

Narrator
Listen to a conversation between a student and a professor.

Student
Professor Martin?

Professor
Uh, hi, Lisa, what can I do for you?

Student
Well, I’ve been thinking about, you know, what you were saying in class last
week, about how we shouldn’t wait until the last minute to find an idea and get
started working on our term paper.

Professor
Good, good, and have you come up with anything?

Student
Well, yeah, sort of. See, I’ve never had a linguistics class before, so I was sort
of, I mean, I was looking over the course description and a lot of the stuff you
described there, I just don’t know what it is talking about, you know, or what it
means. But there was one thing that really did jump out at me

Professor
Yes?

Student
The section on dialects, cos…like, that’s the kind of thing that’s always sort of
intrigued me, you know?

Professor
Well, that’s certainly an interesting topic. But you may not realize, I mean, the
scope...

Student
Well, especially now, cos I’ve got like one roommate who is from the south and
another one from New York. And we all talk like totally different, you know?

Professor
Yes, I understand. But…

Student
But then I was noticing, like, we don’t really get into this till the end of the
semester, you know. So I…

Professor
So, you want some pointers where to go for information on the subject? Well,
you could always start by reading the chapter in the book on social linguistics.
That will give you a basic understanding of the key issues involved here.

Student
Yeah, that’s what I thought. So I started reading the chapter, you know, about
how everyone speaks some dialect of a language. And I’m wondering like, well,
how do we even manage to understand each other at all?

Professor
Ah, yes, an interesting question. You see…

Student
So then I read the part about dialect accommodation. You know, the idea that
people tend to adapt their speaking to make it closer to the speech of
whomever they’re talking to, and I’m thinking, yeah, I do that when I talk with
my roommates, and without even thinking about it or anything, you know.

Professor
OK, all right. Dialect accommodation is a more manageable sort of topic.

Student
So I was thinking like, I wonder just how much other people do the same thing.
I mean, there are students here from all over the place. Does everyone change
the way they talk to some degree depending on whom they are talking to?

Professor
You’d be surprised.

Student
So, anyway, my question is, do you think it’d be OK if I did a project like that for
my term paper? You know, find students from different parts of the country,
record them talking to each other in different combinations, report on how they
accommodate their speech or not, that kind of thing?

Professor
Tell you what, Lisa, write me up a short proposal for this project, how you’re
going to carry out the experiment and everything, a design plan. And I think
this’ll work out just fine.

TPO 6 Lecture 3 Creative Writing

Narrator
Listen to part of a lecture in a creative writing class.

Professor
Alright everybody, the topic for today is, well, we’re gonna take a look at how to
start creating the characters for the story you’re writing. One way of doing that
is to come up with what’s called “a character sketch”, I don’t mean a sketch like
a drawing, I guess that’s obvious. It’s um…it’s a…a sketch as a way of getting
started on defining your characters’ personalities.
To begin, how do we create fictional characters? We don’t just pull them from
thin air, do we? I mean we don’t create them out of nothing. We base them,
consciously or unconsciously, we base them on real people, or we blend
several people’s traits, their attributes into one character. But when people
think fiction, they may assume the characters come from the author’s
imagination. But the writer’s imagination is influenced by… by real people,
could be anyone, so, pay attention to the people you meet, someone in class,
at the gym, that guy who is always sitting in the corner of the coffee house,
um… your cousin, who’s always getting into dangerous situations. We’re
pulling from reality, gathering bits and pieces of real people. You use these
people, and the bits of behavior or characteristics as a starting point as you
begin to sketch out your characters.
Here is what you should think about doing first. When you begin to formulate a
story, make a list of interesting people you know or have observed. Consider
why they’re unique or annoying. Then make notes about their unusual or
dominant attributes. As you create fictional characters, you’ll almost always
combine characteristics from several different people on your list to form the
identity and personality of just one character. Keeping this kind of character
sketch can help you solidify your character’s personality, so that it remains
consistent throughout your story.
You need to define your characters, know their personalities so that you can
have them acting in ways that are predictable, consistent with their
personalities. Get to know them like a friend, you know your friends well
enough to know how they’ll act in certain situations, right? Say you have three
friends, their car runs out of gas on the highway. John gets upset. Mary
remains calm. Teresa takes charge of handling the situation. And let’s say,
both John and Mary defer to her leadership. They call you to explain what
happen. And when John tells you he got mad, you’re not surprised, because
he always gets frustrated when things go wrong. Then he tells you how Teresa
took charge, calmed him down, assigned tasks for each person and got them
on their way. Again, you’re not surprised. It’s exactly what you’d expect. Well,
you need to know your characters, like you know your friends. If you know a lot
about a person’s character, it’s easy to predict how they’ll behave. So if your
character’s personalities are well defined, it will be easy for you as the writer to
portray them realistically…er… believably, in any given situation.
While writing character sketches, do think about details. Ask yourself
questions, even if you don’t use the details in your story, um…what does each
character like to eat, what setting does each prefer, the mountains, the city,
what about educational background, their reactions to success or defeat, write
it all down.
But, here I need to warn you about a possible pitfall. Don’t make you character
into a stereotype. Remember the reader needs to know how your character is
different from other people who might fall in the same category. Maybe your
character loves the mountains and has lived in a remote area for years. To
make sure he is not a stereotype, ask yourself how he sees life differently from
other people who live in that kind of setting. Be careful not to make him into the
cliché of the “ragged mountain dweller”.
Okay, now, I’ll throw out a little terminology. It’s easy stuff. Major characters
are sometimes called “round characters”. Minor characters are sometimes
called, well, just the opposite, “flat”. A round character is fully developed; a flat
character isn’t, character development is fairly limited. The flat character tends
to serve mainly as a motivating factor. For instance, you introduce a flat
character who has experienced some sort of defeat. And then your round, your
main character who loves success and loves to show off, comes and boasts
about succeeding and jokes about the flat character’s defeat in front of others,
humiliates the other guy. The flat character is introduced solely for the purpose
of allowing the round character to show off.


TPO 6 Lecture 4 Earth Science

Narrator
Listen to part of a lecture in an earth science class.

Professor
We’re really just now beginning to understand how quickly drastic climate
change can take place. We can see past occurrences of climate change that
took place over just a few hundred years. Take uh… the Sahara Desert in
Northern Africa. The Sahara was really different 6,000 years ago. I mean, you
wouldn’t call it a tropical paradise or anything, uh…or maybe you would if you
think about how today in some parts of the Sahara it…it only rains about once
a century. Um… but basically, you had granary and you had water. And what I
find particularly interesting and amazing really, what really indicates how un
desert-like the Sahara was thousands of years ago, was something painted on
the rock, pre-historic art, hippopotamuses, ‘cos you know hippos need a lot of
water and hence? Hence what?

Student
They need to live near a large source of water year round

Professor
That’s right.

Student
But how is that proved that the Sahara used to be a lot wetter? I mean the
people who painted those hippos, well, couldn’t they have seen them on their
travels?

Professor
Okay, in principal they could, Karl. But the rock paintings aren’t the only
evidence. Beneath the Sahara are huge aquifers, basically a sea of fresh
water, that’s perhaps a million years old filtered through rock layers.
And…er…and then there is fossilized pollen, from low shrubs and grasses that
once grew in the Sahara. In fact these plants still grow, er…but hundreds of
miles away, in more vegetated areas. Anyway, it’s this fossilized pollen along
with the aquifers and the rock paintings, these three things are all evidence
that the Sahara was once much greener than it is today, that there were hippos
and probably elephants and giraffes and so on.
So what happened? How did it happen? Now, we’re so used to hearing about
how human activities are affecting the climate, right? But that takes the focus
away from the natural variations in the earth climate, like the Ice Age, right?
The planet was practically covered in ice just a few thousand years ago. Now
as far as the Sahara goes, there is some recent literature that points to the
migration of the monsoon in that area

Students
Huh?????

Professor
What do I mean? Okay, a monsoon is a seasonal wind that can bring in a large
amount of rainfall. Now if the monsoon migrates, well, that means that the
rains move to another area, right? So what caused the monsoon to migrate?
Well, the answer is: the dynamics of earth’s motions, the same thing that
caused the Ice Age by the way. The earth’s not always the same distance from
the sun, and it’s not always tilting toward the sun at the same angle. There are
slight variations in these two perimeters. They’re gradual variations but their
effects can be pretty abrupt. And can cause the climate to change in just a few
hundred years.

Student
That’s abrupt?

Professor
Well, yeah, considering that other climate shifts take thousands of years, this
one is pretty abrupt. So these changes in the planet’s motions, they called it
“the climate change”, but it was also compounded. What the Sahara
experienced was um…a sort of “runaway drying effect”. As I said the monsoon
migrated itself, so there was less rain in the Sahara. The land started to get
drier, which in turn caused huge decrease in the amount of vegetation,
because vegetation doesn’t grow as well in dry soil, right? And then, less
vegetation means the soil can’t hold water as well, the soil loses its ability to
retain water when it does rain. So then you have less moisture to help clouds
form, nothing to evaporate for cloud formation. And then the cycle continues,
less rain, drier soil, less vegetation, fewer clouds, less rain etc. etc..

Student
But, what about the people who made the rock paintings?

Professor
Good question. No one really knows. But there might be some connections to
ancient Egypt. At about the same time that the Sahara was becoming a
desert…

Student
Uh-huh

Professor
5,000 years ago, Egypt really began to flourish out in the Nile River valley. And
that’s not that far away. So it’s only logical to hypothesize that a lot of these
people migrated to the Nile valley when they realized that this was more than a
temporary drought. And some people take this a step further. And that’s okay,
that’s science and they hypothesize that this migration actually provided an
important impetus in the development of ancient Egypt. Well, we’ll stay tuned
on that.

香草鱼UID：3125484

TPO 7 Conversation 1

Eric: Hi, Professor Mason, do you have a minute?

Pro: Yeah, of course, Eric. I think there was something I wanted to talk to you about too.暗示这里有两个点
Eric: Probably my late essay.

Pro: Ah, that must be it. I thought maybe I’d lost it.

Eric: No, I'm sorry. Actually it was my computer that lost it, the first draft of it. And, well,
anyway, I finally put it in your mail box yesterday.
问题:main purpose to ask teacher

Pro: Oh, I haven't checked the mail box yet today. Well, I'm glad it's there. I will read it this
weekend.


Eric: Well, sorry again. Say, I can send it to you by email too if you like.


Pro: Great. I'll be interested to see how it all comes out.


Eric: Right. Now, ah, I just have overheard some graduates students talking. Something
about a party for De Adams?


Pro: Retirement party, yes, all students are invited. Wasn't there notice on the
Anthropology Department's bulletin board?


Eric: Ah, I don't know. But I want to offer help with it. You know whatever you need. De
Adams, well, I took a few anthropology classes with her and they were great, inspiring.
That's why I want to pitch in.
问题:单纯一个party不是出题点,必须有学生的动作

Pro: Oh, that's very thoughtful of you, Eric, but it will be low key, nothing flashy. That's not
her style.

Eric: So there's nothing?

Pro: No, we'll have coffee and cookies, maybe a cake. But actually couples of the
administrative assistants are working on that. You could ask them but I think they've got
covered.

Eric: Ok.

Pro: Actually, oh, no, never mind.


Eric: What's it?

Pro: Well, it's nothing to do with the party and I'm sure there are more exciting ways that
you could spend your time. But we do need some help with something. Work pilling a
database of articles the anthropology faculty has published. There is not much glory, but
we are looking for someone with some knowledge of anthropology who can enter the
articles. I hesitate to mention it. But I don't suppose it's something you would
犹豫语气,语气题
这里还会出细节题

Eric: No, that sounds like cool. I would like to see what they are writing about.

Pro: Wonderful. And there are also some unpublished studies. Do you know De Adams
did a lot of field research in Indonesia? Most of them haven't been published yet.

Eric: No, like what?

Pro: Well, she is really versatile. She just spent several months studying social
interactions in Indonesia and she's been influential in ecology. Oh, and she's also done
work in south of America, this is closer to biology, especially with speciation.

Eric: ah, not to seem uninformed

Pro: Well, how's species form? You know, how two distinct species form from one. Like
when population of the same species are isolated from each other and then developed
into two different directions and ended up with two distinct species.

Eric: Interesting.

Pro: Yes, while she was there in the south of America, she collected a lot of linguistic
information and sounds, really fascinating.

Eric: Well. I hate to see her leave.

Pro: Don't worry. She'll still be around. She's got lots of projects that she's still in the
middle of.


TPO 7 Lecture 1 Theater History

Pro: The 19 century was the time that thought what we called: Realism提供背景知识
developing in European in theater. Um… to understand this though, we first
need to look at the early form of drama known as the well-made play, which 引出主题
basically was a pattern for constructing plays, plays that the beginning with
some early 19 century’s comedies in France proved very successful
commercially. The dramatic devises use here word actually anything new, they
have been around for centuries. But the formula for well-made play required
certain elements being included, in a particular order, and most importantly, the formula
that everything in the plays be logically connected. In fact, some of the player
writes would start by writing the end of the play. And the word “backward”
toward the beginning, just to make sure each event let logically from what has
gone before. Ok, what are the necessary elements of well-made play?
Well, the first is logical exposition. Exposition is whatever background
information you have to review to the audience. So, they all understand what is
going on. Before this time, exposition might come from the actors simply giving
speeches. Someone might watch out the stage and see: “lyric quotation”. And
until all about the felting family of Romeo and Julie, but for the well-made play,
even the exposition had to be logic, believable. So, for example, you might例子必考
have two servants gossiping as they are cleaning the house. And one says, Oh,
what a shame master sound still not married. And the other might mention that
a rumor about the mysterious a gentle men who just moved into the town with
his beautiful daughter. These comments are parts of the play logical
exposition.
The next key elements of the well-made play refer to as the inciting incidents.
After we have the background information, we need a key moment to get
things moving, they really make the audience interested in what is happened
to the characters we just heard about it. So, for example, after the two servants例子必考
review all this background information, we need the young man. Just is he first
lies eyes on the beautiful woman, and he immediately falls in love. This is the
inciting incidence. It sets off, the plot of the play.
Now, the plot of well-made plays is usually driven by secrets. Things, the
audiences know, but the characters often don’t know. So, for example, the例子必考
audience learned through a letter or through someone else’s conversation.
Who is the mysterious gentle man is, and why he left the town many years
before. But the young man doesn’t know about this. And the woman doesn’t
understand the ancient connection between her family and he is. Before the
secret are reviewed to the main character, the plot of the play perceived as the
series of the sorts of the up and down moments. For example, the woman first
appears not to even notice the young man, and it seems to him like the end of
the world. But then, he learns that the she actually wants to meet him too. So,
life is wonderful. Then, if he tries to talk with her, maybe her father get furious,
for no apparent reason. So, they cannot see each other. But, just the young
man has almost loved all hopes, he finds out, well you get the idea, the
reversal the fortune continue, increasing the audience’s tension and
excitement. They can wonder that everything is going to come out or care it
not.
Next come in, elements known as the: An obligatory scene. It’s scene, a
moment in which all the secrets are reviewed. In generally, things turn out well
for the hero and others we are care about, a happy ending of some sorts. This
became so popular that the playwright almost had to include it in every play
which is why is called: the obligatory scene. And that’s followed by the final
dramatic element---the denouement or the resolution, when all the lucent have
to be tight up in the logical way. Remember, the obligatory scene gives the
audience emotional pleasure. But the denouement offers the audience a
logical conclusion. But出题That’s the subtle distinction we need to try very hard to
keep in mind. So, as I said, the well-made play, this form of playwriting,
became the base for realism in drama, and for a lot of very popular 19 century
plays. And also, a pattern we find in plots of later many play, and even movies
that we see it today.


TPO 7 Lecture 2 Biology

Pro: So, that is how elephant uses infrasound. Now, let’s talk about the other
and the acoustic spectrums, sound that is too high for humans to
hear---ultrasounds.引出背景 Ultrasound is used by many animals that detected and
some of them seen out very high frequency sounds. So, what is a good
example? Yes, Kayo.

Kayo: Well, bats, since there is all blind, bets have to use sound for, you know,
to keep them from flying in the things.

Pro: That is echolocation. Echolocation is pretty self-explanatory; using
echoes reflected sound waves to located things. As Kayo said that bat used for
navigation and orientation. And what is else. Make.
学生回答

Make: Well, finding food is always important, and I guess not becoming food
for other animals.
学生回答

Pro: Right, on both accounts. Avoiding other predators, and locating prey,
typically insects that fly around it at night. Before I go on, let me just respond
something Kayo was saying--- this idea that is bats are blind. Actually, there
are some species of bats, the one that don’t use echolocation that do rely on
their vision for navigation, but its true for many bats, their vision is too weak to
count on.这不太会形成考点,但是引出考点 Ok, so quick some rays if echolocation works. The bats emit the
ultrasonic pulses, very high pitch sound waves that we cannot hear. And then,
they analyze the echoes, how the waves bound back. Here, let me finish the
style diagram I started it before the class. So the bat sends out the pulses, very
focus birds of sound, and echo bounds back. You know, I don’t think I need to
draw the echoes, your reading assignment for the next class; it has diagram
shows this very clearly. So, anyway, as I were saying, by analyzing this echo,
the bat can determine, say, if there is wall in a cave that needs to avoid, and
how far away it is. Another thing uses the ultrasound to detect is the size and
the shape of objects. For example, one echo they quickly identified is one way
associated with moff, which is common prey for a bat, particularly a moff
meeting its wings. However, moff考例子 happened to have major advantage over
most other insects. They can detect ultrasound; this means that when the bat
approaches, the moff can detect the bat’s presence. So, it has time to escape
to safety, or else they can just remain motionless. Since, when they stop
meeting their wings, they will be much hard for the bat to distinguish from, oh…
a leave or some other object. Now, we have tended to underestimate just how
sophisticated the ability that animals that use ultrasound are. In fact, we kinds
of assume that they were filtering a lot out. The ways are sophisticated radar
on our system can ignore the echo from the stationary object on the ground.
Radar are does this to remove ground clutter, information about the hills or
buildings that they doesn’t need. But bats, we thought they were filtering out
kinds of information, because they simply couldn’t analyze it. But, it looks as
we are wrong. 考例子Recent there was the experiment with trees and specific
species of bat. A bat called: the laser spear nosed bat. Now, a tree should be
huge and acoustic challenge for bat, right? I mean it got all kinds of surfaces
with different shapes and angles. So, well, the echoes from trees are going to
be massive and chaotic acoustic reflection, right, not like the echo from the
moff. So, we thought for a long time that the bat stop their evaluation as simply
that is tree. Yet, it turns out that is or at least particular species, cannot only tell
that is trees, but can also distinguish between a pine tree, deciduous tree, like
a maple or oak tree, just by their leaves. And when I say, leaves, I mean pine
needles too. Any idea on how we would know that?

Stu: Well, like with the moff, could be their shape?

Pro: You are on the right track---it actually the echo of all the leaves as whole
the matters. Now, think, a pine trees with little densely packed needles. Those
produced a large number of fain reflection in which what’s we called as: a
smooth of echo. The wave forms were very even, but an oak which has fewer
but bigger leaves with stronger reflections, produces a gigots wave form, or
what we called: a rough echo. And these bats can distinguish between a two,
and not just was trees, but with any echo come in smooth and rough shape.

香草鱼UID：3125484

TPO 7 Conversation

Stu: Hi, I am a new here and I couldn't come to our student orientation and I'm
wondering if you can give me a few quick points just about library. I’d really
appreciate it.
main purpose

Pro: Sure. I will be glad to. What's your major area of study?

Stu: Latin American Literature.

Pro: OK. Well, over here's the section where we have language, literature and
arts. And if you go down stairs you will find history section. Generally, the
students who concentrated in Latin American literature find themselves
research in history section a lot.

Stu: Hum, you are right. I am a transfer student and I've already done a year in
another university so I know how the research can go that spent a lot of time
on history section. So how long can I borrow books for?

Pro: Our loan period is a month. Oh I should also mention that we have an
inter-library loan service. If you need to get to hold a book that not in our library,
there is a truck that runs between our library and a few public and university
libraries in this area. It comes around three times a week.
特殊服务！！

Stu: It's great! At my last school, it takes really a long time to get the materials I
needed. So when I had a project, I had to make a plan away in advance. This
sounds much faster. Another thing I was wondering is: is there a place where I
can bring my computer and hook it up?

Pro: Sure. There is a whole area here on the main floor where you can bring a
laptop and plug it in for power but on top of that we also have a connection for
the internet that every seat.

Stu: Nice, so I can do the all research I need to do right here in the library. All I
have the resources, all the books and the information I need right here in one
place.

Pro: Yeah. That's the idea. I am sure you'll need photo copiers too. There is
down the hall to the left. We have system where you have to use copy cards so
you'll need to buy a card from the front desk. You would insert it into the
machine and you read it into the copies.

Stu: How much do you get charge?

Pro: Seven cents a copy.

Stu: Hum, that is not too bad. Thanks. Hum, where is the collection of the rare
books?

Pro: Rare books are upon the second floor. There is in the separate room
where the temperature controlled, to preserved old paper in them. You need to
get special permission to access, and then you have to need to wear gloves to
handle them because the oil in our hands, you know, can destroy the paper.
And gloves prevent that so we have a basket of gloves in the room.

Stu: Ok. Thanks. I suppose that all I need to know. You've been very helpful.
Thanks.

Pro: Anytime. Bye

Stu: Bye.


TPO 7 Lecture 3 Anthropology

So we've been discussing sixteenth century native American life. And today we would gonna
focus on Iroquois and Hooray peoples. They lived in the northeastern great lakes region of
North America. Now, back then, their lives depended on the natural resources of the
forests, especially the birch tree. The birch tree can grow in many different types of soils
and it's prevalent in that area. Now can anyone here describe the birch tree?

Stu: They are tall and white, the bark, I mean.

Pro: Yes. The birch tree has white bark, and this tough protective outer layer of the tree,
this white bark, is waterproof. And this waterproof quality of the bark, it made it useful for
** things like cooking containers,后面单词不认识没关系 a variety of utensils. And if you peel birch bark in
the winter, we call it ‘the winter bark', another layer a tougher inner layer of the tree
adheres to the bark, producing a stronger material. So the winter bark was used for larger
utensils and containers.

Stu: I know people make utensils out of wood, but utensils out of tree bark?
语气题？？

Pro: Well, birch bark is pliable and very easy to bend. The Native Americans would cut
the bark and fold it into any shape they needed, then secure with cords until it dried. They
could fold the bark into many shapes.

Stu: So if they cooked in bowls made of birch bark, wouldn't that make the food taste
funny?
出题点？？

Pro: Oh, that's one of the great things of birch bark. The taste of the birch tree doesn't get
transferred to the food. So it was perfect for cooking containers. But the most important
use of the bark, by far, was the canoe. Since the northeastern region of North American is
interconnected by many streams and waterways, water transportation by vessels like a
canoe was most essential. The paths through the woods were often over-grown, so water
travel was much faster. And here's what the Native Americans did. They would peel large
sheets of bark from the tree to form light-weight yet sturdy canoes. The bark was
stretched over frames made from tree branches, stitched together and sealed with resin.
You know that sticky liquid that comes out of the tree? And when it dries, it's watertight.
One great thing of these birch bark canoes was that they could carry a large amount of
cargo. For example, a canoe weighing about 50 pounds could carry up to nine people and
250 pounds of cargo.

Stu: Wow! But how far could they drive that way?

Pro: Well like I said, the northeastern region is interconnected by rivers and streams and
the ocean at the coast. The canoes allow them to travel over a vast area that today it
would take a few hours to fly over. You see, the Native Americans made canoes of all
types, for travel on small streams or on large open ocean waters. For small streams, they
made narrow, maneuverable boats, while a large canoe was needed for the ocean. They
could travel throughout the area only occasionally having to portage, to carry the canoe
over a land short distance to another nearby stream. And since the canoes were so light,
this wasn't a difficult task. Now how do you think this affected their lives?

Stu: Well if they could travel so easily over such a large area, they could trade with people
from other areas which I guess would lead them to form alliances?

Pro: Exactly. Having an efficient means of transportation, well, that helps the Iroquois to
form a federation linked by natural waterways. And this federation expanded from what is
now Southern Canada all the way south to the Dalever River. And this efficiency of birch
bark canoe also made an impression on newcomers of the area. French traders in the 17
century modeled their...well they adopted the design of Yreka’s birch bark canoes, and
they found they could travel great distances more than 15 kilometers a month. Now
besides the bark, Native Americans also used the wood of the birch tree. The young trees
were used to support for loggings with the waterproof bark used as roofing. Branches
were folded into snow shoes and the Native American people were all adept to running
very fast over the snow in these birch brand snow shoes which if you ever tried walking in
snow shoes you know wasn't easy.

L

TPO 7 Lecture 4 Geology

Last time,grad the key word, not to bother on unnecessary details we started to talk about the glaciers, and how these masses less
forms from crystallized snow, and some of you were amazed at how huge
some of the these glaciers are. Now, even though it may be difficult to
understand how a huge mass less can move or flow, in another word for it, it’s
really known that the secret that the glaciers flow, because of gravity. But how
they flow, and why they flow needs some explaining. Now, the first type of the
glaciers flow is called: basal slip.
Basal slip or its sliding as it’s often called, basically refers to the slipping or
sliding of glacier across bedrock, actually across the thin layer of water, on top
of the bedrock. So, this process shouldn’t be too hard to imagine. What
happens is that the ice of the base of the glacier is under gradual depression--
the depression coming from the weights of the overlaying ice. And you
probably know that the under pressure, the melting temperature of water as
the ice I mean, is reduced. So, ice at the basis of glacier melts, even though it’s
below zero degree thaws. And this results in thin layer of water between the
glacier and ground. This layer of water reduces friction is... is like a lubricant.
And it allows the glacier to slat or slip over the bedrock.
Ok, now the next type movement we will talk about is called: deformation. You
already known that the ice brittle, if you heated with hammer, it will shatterly
glass. But ice also plastic, you can change the shapes without breaking. If you
leave, for example, a bar of ice supported only at one end, they end, they
unsupported end will deform under its own way due---kind of flatten out one in
to get stored it deformed it. Think deformation a very slow oozing. Depending
on the stresses on the glacier, the ice crystal was in the re-organized. And
during this re-organization the ice crystal re-allied in a way that allows them to
slide pass each other. And so the glacier oozes downhill without any ice
actually melting. Now, there are a couple of the factors that affects the
amounts of deformation that takes place or the speed of the glaciers
movement for example. 1.Deformation is more likely to occur the thicker the ices,
because at the gravity of the weight its ice. 2.And temperature also plays part
here, in that XX does not moves easily. As the ice that is close to the mounting
points, in fact, it is not to different from… the weight oil is, thicker at the lower
temperature. So, if you had a glacier in the slightly warmer region, it will flow
faster than the glacier in the cooler region.
Ok, um… Now, let’s touch briefly on extension and compression. You textbook
includes this as type as a particular type of glacier movement, but you will see
that these are … cause many textbooks that omitted as type of movement as
included. And I might not include right now, if there won’t in your textbooks. But,
basically, the upper parts of the glacier have less pressure on them. So, they
don’t deform easily, they tend to be more brittle. And crevasses can form in this
upper layer of glacier. When the glacier comes into contact with bedrock walls
or the otherwise under some kinds of stresses, but can deform quickly enough.
So, the ice would expand or constrict, and that can cause XXX be crack to
form in the surface of the layer of ice, and that brittle the surface ice moving, is
sometimes considered a type of glacier movement depending on which source
you can thaw to. Now, as you probably know, glaciers generally move really
slowly. But sometimes, they experience surges, and during these surges, in
some places, they can move its speeds as high as 7000 meters per year. Now,
a speed like that are pretty unusual, 100 of times faster than the regular
movement of glaciers, but you can actually see glacier move during these
surges, though it is rare.

香草鱼UID：3125484

TPO 8 Conversation 1

Stu: Hi, I’d like to drop of my graduation form; I understand you need this in order to process my
diploma.main purpose

Pro: Ok, I will take that. Before you leave, let's me check our computer. Looks like you are OK for
graduation, and actually, I am getting a warning fly on your academic record here.

Stu: Really?

Pro: Yeah. Let's see was what. Are you familiar with your graduation requirements?

Stu: Yes, I think so

Pro: Then you know you need 48 credits in your major field to graduate and at least 24 credits in
the intermediate level or higher. Also, after your second year, you have to meet with your
department chair to outline a plan for the rest of your time here. In the past, we also issue letters
before students’ final year began to let them know what they needed to take in the final year to
be OK, but we don't do that anymore.细节太多,怎样记

Stu: I definitely met with my chair person 2 years ago; he told me that I need 8 more courses at
the intermediate level or higher in the last 2 years to be OK. So I am not sure what the problem is,
I make sure I got these credits.

Pro: Unfortunately, the computer is usually pretty reliable; I am not sure what was going on here.

Stu: It could be that I have taken 2 basic courses but couple both of them with a few experiences.

Pro: What do you mean?

Stu: I could only take intro courses because there were no intermediate level courses available for
those particular topics. My chair person told me that if I did the independent field researches in
addition to the science work each course; they would count as the intermediate level courses. My
classmates, some of my classmates, did this for an easy way to meet their intermediate course
requirement, but I did it to get the kind of depth in those topics was going for. As I turned out I
was really enjoy the field work, which I supplement just sitting and listening the lectures

Pro: I am sure that’s true, but the computer still showing the miss basic level courses despite the
field work.

Stu: I am not sure what to do then, I mean, should I cancel my graduation party?

Pro: No, no reason to get worry like that, just contact your chair person immediately, ok, tell him
to call me as soon as possible so that we can verify your field work arrangement and certify these
credits right away. It’s not only there is an actual deadline to date you anything. But if more than
a few weeks go by, we might have a real problem that would difficult to fix in time for you to
graduate. In fact, there probably would be nothing we could do.

Stu: I will get on that.


TPO 8 Lecture 1 Animal Behavior

Pro: Well, last time we talked about passive habitat selection, like plants for example, they don't
make active choices about where to grow. They are dispersed by some other agent, like the wind.
And if the seeds land in a suitable habitat, they do well and reproduce. With active habitat’s
selection, an organism is able to physically select where to live and breed. And because the
animal breeding habitat is so important, we expect animal species to develop preferences for
particular types of habitats. Places where their offspring have the best chance for survival. So
let's look at the effect the preference can have by looking at some examples, but first let’s recap.
What do we mean by habitat? Frank?

Stu: Well, it’s basically the place or environment where an organism normally lives and grows.

Pro: Right, and as we discussed, there are some key elements that habitat must contain, food
obviously, water, and is got have a right climate and basics for physical protection. And we were
sound how important habitat selection is when we look at the habitat were some of the factors
are removed, perhaps through habitats’ destruction. I just read about a short bird, the plover.考例子
The plover lives by the ocean and feeds on small shellfish insects in plants. It blends in with the
sand, so it well camouflage from predator birds above. But it lags eggs in shallow depressions in
the sand with very little protection around them. So if there are people or dogs on the beach, the
eggs and fledglings in the nest are really vulnerable. Outing California weather has been a lot of
human development by the ocean. The plovers are now is threaten species. So conservation is
tried to recreate a new habitat for them. They made artificial beaches and sun bars in area
inaccessible to people and dogs. And the plover population is up quite a bit in those places.
Ok. That is an incidence where a habitat is made less suitable. But now, what about the case
where animal exhibits a clear choice between two suitable habitats in cases like that. Dose the
preference matter? Let's look at the blue warbler.But+例子
The Blue warbler is a songbird that lives in the North America. They clearly prefer hard wood
forests with dense shrubs, bushes underneath the trees. They actually nest in the shrubs, not the
trees. So they pretty close to the ground, but these warblers also nest in the forests that have low
shrub density. It is usually the younger warblers that next to the area because prefers spots
where a lot of shrubs are taken by order more dominant birds.
And the choice of habitat seems to affect the reproductive success. Because the order and more
experienced birds who nest in the high density shrub areas have significantly more offspring than
those in low density areas, which suggests that the choice of where to nest does have impact on
the number of chicks they have. But preferred environment doesn't always seem to correlate
with greater reproductive success. For example, In Europe, study has been done of blackcap
warblers. We just call them blackcaps.
Blackcaps can be found in two different environments. Their preferred habitat is forest that near
the edge of streams. However, blackcaps also live in pine woods away from water. Study has been
done on the reproductive success rate for birds in both areas, and the result showed surprisingly
that the reproductive success was essentially the same in both areas--- the preferred and the
second choice habitat. Well. Why?
It turns out there were actually four times as many bird pairs or couples living in the stream edge
habitat compared to the area away from the stream, so this stream edge area had much denser
population which meant more members of same species competing for the resources. When into
feed on same thing or build their nests in the same places, which lower the suitability of the
prime habitat even though its their preferred habitat. So the results of the study suggests that
when the number of the competitors in the prime habitat reaches a certain point, the second
random habitat becomes just as successful as the prime habitat, just because there are fewer
members of the same species living there. So it looks like competition for resources is another
important factor in determining if particular habitat is suitable.


TPO 8 Lecture 2 Art History

Pro: We had been talking about the art world in the late century in Paris. Today I’d like to look at
the woman who went to Paris at that time to become artists. Now from your reading what do
you know about Paris about the art world of Paris during the late nineteen centuries?

Stu: People came from all over the world to study.

Stu: It had a lot of art schools and artists who taught painting. There were, our book mention is
classes for women artists. And it was a good place to go to study art.

Pro: If you want to become an artist, Paris was not a good place to go; Paris is THE place to go. 语气题
And women could find skills and instructors there. Before the late 19 century. If they women who
want to become an artist have to take private lessons or learn from family members. They have
more limited options than men did.
But around 1870s, some artists in Paris began to offer classes for female students. These classes
are for women only. And by the end of the 19 century, it became much more common for woman
and man to study together in the same classes. So within few decades, things had changed
significantly. Ok let back up again and talk about the time period from 1860s to the 1880s and talk
more about what had happened in the woman art classes. In 1868, a private art academy open in
Paris, and for decades it was the probably the most famous private art school in the world. It is
founder Rudolph Julian was a canny business man. And quickly establish his school as a premiere
destination for women artists. What he did was? After an initial trail period of mixed class, He
changed the schools' policy. He completely separated the man and woman students.

Stu: Any reason why he did that?

Pro: Well. Like I said Julian was a brilliant business man, with progressive ideas. He thought
another small private art school where all the students were women was very popular at that
time. And that’s probably why he adopted the women only classes. His classes were typically
offer by an established artist and were held in the studio, the place where they painted. This was
a big deal because finally women could study art in 1.a formal setting. And there was another
benefit to the group setting in these classes. The classes included weekly criticism. And the
teacher would rank the art of all the students in the class from best to worst. How would you like
if I did that in this class?

Stu: Hah…No way. But our test book said the competitive…2.competition was good for women. It
helps them see where they need to improve.

Pro: Isn’t that interesting? One woman artist, her name was Marry Bashkirtseff. 考例子,进步,自信Bashkirtseff once
wrote how she felt about classmate’s work. She thought her classmates’ art was much better
than her own and it gave her an incentive to do better. Overall the competition in the women’s
art classes gave women more confidence. Confidence they could also compete in the art world
after their schooling. And even though Bashkirtseff could not study in the same classes as man,
she was having an impact as an artist. Just look like the salon, what do you know about the
salon?

Stu: It was a big exhibition, a big art show and they had in Pairs every year. They art had to be
accepted by judges.

Stu: It was a big deal you can make a name for yourself.

Pro: You can have a painting or sculpture in the salon and go back to your home country saying
you were been success in the Paris.

It was sort of, see of approval. It was a great encouragement for an artist career. By the last two
decades of 19 century, one fifth of the paintings in the salon were by woman, much higher than
in the past. In fact, Marry Bashkirtseff self had a painting in the salon in the 1881. Interestingly
this masterpiece called In the Studio is a painting of interior of Julian’s art school. It is not in your
test book I will show you the painting next week, the painting depiction active crowd studio with
woman drawing and painting life model. It was actually Bashkirtseff actually follow Julian savvy
suggestion and painted her fellow students in a class at the school was the artist herself at far
right. A great advertisement for the school when the painting eventually hung up at the salon, for
a woman studio had never been painted before.

香草鱼UID：3125484

TPO 8 Conversation 2

Pro: So, Richer, what is up?

Stu: I know we will have a test coming up on chapter on.

Pro: Chapter 3 and 4 from text book.

Stu: Right, 3 and 4, I didn’t get something you said on class Monday.

Pro: Alright? Do you remember what was it about?

Stu: Yes, you were talking about a gym health club where people can go to exercise that kind of
thing.

Pro: Ok, but the health club model is actually from chapter 5.so…

Stu: Ok, chapter 5 so it not--Ok but I guess I still want to try to understand…

Pro: Of course, I was talking about an issue in strategic marketing, the healthy club model; I mean
with a health club you might think they would trouble attracting customs right?

Stu: Well, I know when I pass by a healthy club and I see although people working out, the
exercising, I just soon walk on by.

Pro: Yes, there is that. Plus, lots of people have exercise equipment at home, or they can play
sports with their friends. right?

Stu: Sure.

Pro: But nowadays in spite of all that, and expensive membership fees, health club are hugely
popular, so how come?

Stu: I guess that is I didn’t understand.

Pro: Ok, basically they have to offer things that most people can find anywhere else, you know
quality, that means better exercise equipment, higher stuff, and classes-exercise classes may be
aerobics.

Stu: I am not sure if I…ok I get it. And you know another thing is I think people probably feel good
about themselves when they are at gym. And they can meet new people socialize.

Pro: Right, so health club offer high quality for facilities. And also they sold an image about
people having more fun relating better to others and improving their own lives if they become
members.

Stu: Sure that makes sense.

Pro: Well, then, can you think of another business or organization that could benefit from doing
this? Think about an important building on campus here, something everyone uses, a major
sources of information?

Stu: You mean like an administrative building?

Pro: Well, that is not what I had in my mind.语气题

Stu: You mean the library.example题

Pro: Exactly. Libraries, imagine publish libraries; there are information resource for the whole
community right?

Stu: Well they can be, now, with the internet and big book stores, you can probably get what you

need without going to a library.

Pro: That’s true. So if you were the director of a public library, what will you do about that?

Stu: To get more people to stop in, well, like you said, better equipments, maybe a super fast
internet connection, not just a good variety of books but also like nice and comfortable areas
where people can read and do research. Things make them want to come to the library and stay.

Pro: great.

Stu: Oh, maybe have authors come and do some readings or special presentations. Something
people couldn’t get home.

Pro: Now, you are getting it.

Stu: Thanks, professor Williams, I think too.


TPO 8 Lecture 3 History

Pro: So we’ve been talking about the printing press. How it changes people’s lives, ** books
more accessible to everyone. More books mean more reading, right? But, as you know, not
everyone has perfect vision. This increasing literacy, um, in reading, led to an increasing demand
for eye glasses.引出issue And here’s something you probably haven’t thought of. This increased demand
impacted the societal attitudes toward eye glasses. But, first let me back up a bit and talk about
vision correction before the printing press. And, um, what did people with poor vision do, I mean,
especially those few people who were actually literate? What did they do before glasses were
invented? Well, they had different ways of dealing with not seeing well. If you think about it, poor
vision wasn’t their only problem. I mean, um, think about the conditions they lived in: houses
were dark, sometimes there weren’t any windows; candles were the only source of light. So in
some places, um, like ancient Greece for example, the wealthiest people with poor vision could
have someone else read to them例子题- easy solution if you could afford it. Another solution was
something called a “reading stone”. Around 1000 C.E. European monks would take a piece of
clear rock, often quartz, and place it on top of the reading material. The clear rock magnified the
letters, ** them appear larger, um, looks like what happens when a drop of water falls on
something, whatever ’s below the drop of water appears larger, right? Well, the “reading stone”
works in a similar way. But rocks like quartz, well, quartz of optical quality weren’t cheap. Late in
the 13th century, glass maker in Italy came up with a less expensive alternative. They made
reading stones out of clear glass. And these clear glass reading stones evolved into the eye
glasses we know today. So we’re pretty sure that glasses were invented about the late 1200’s,
well, over a hundred years before the printing press. But it’s not clear who exactly invented them
first or exactly what year. But record shows that they were invented in both Europe and China at
about the same time. By the way, we call this “independent discovery”.
Independent discovery means when something is invented in different parts of the world at the
same time and it’s not as unusual as it sounds. You can look at the timeline chart at the back of
your textbook to see when things were invented in different cultures at about the same time to
see what I’m talking about.
So now let’s tie this to what I’ve said before about societal attitude towards glasses. Initially in
parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is evidence
in an artwork from the period. European paintings often portrayed doctors or judges wearing
glasses. In China, glasses were very expensive. So in addition to intelligence, they also symbolize
affluence, um, wealth. In 14th century Chinese portrays the bigger the glasses, the smarter and
wealthier this object was. So glasses were a steady symbol in some parts of the world. Now let’s
go back to the invention of the painting press in 1440. What happened? Suddenly, books became
widely available and more people wanted to read. So the need, oh well, actually not only the
need but the demand for more affordable glasses rose drastically. Eventually, inexpensive glasses
were produced, and then glasses were available to everyone. People could purchase them easily
from a traveling peddler.


TPO8 Lecture 4 Chemistry

Pro: So, are there any questions?

Stu: Yes, um, Professor Harrison, you were saying that the periodic table is predictive.引出主题 What
exactly does that mean? I mean I understand how it organize the elements but where’s the
prediction?

Pro: Ok, let’s look at our periodic table again. Ok, it is a group of elements in the categories that
share certain properties, right?

Stu: Um-huh~

Pro: And it is ranged according to increasing atomic number, which is…

Stu: The number of protons in each atom of an element.学生回答

Pro: Right, well, early versions of the periodic table had gaps, missing elements. Every time you
had one more proton, you had another element. And then, oops, there have been atomic
number, for which there’s no known element. And the prediction was that the element, with that
atomic number existed someway, but it just haven’t been found yet. And its location in the table
would tell you what properties that you should have. It was really pretty exciting for scientists at
that time to find these missing elements and confirm their predictive properties. Um, actually,
that reminds other, other very good example of all these, element 43. See on the table, the
symbol for element 42 and 44.考例子
In early versions of the table, there was no symbol for element 43 protons because no element
with 43 protons had been discovered yet. So the periodic table had gap between elements 42
and 44. And then in 1925, a team of chemists led by scientist named Ida Tack’s claimed they had
found element 43. They had been using a relatively new technology called X-ray spectroscopy,
and they were using this to examine an ore sample. And they claimed that they’d found an
element with 43 protons. And they named it Masuria.

Stu: Um, Professor Harrison, then, how come in my periodic table, here, element 43 is Tc, that’s
Technetium, right?

Pro: Ok, let me add that.

Actually, um, that’s the point I’m coming to. Hardly anyone believed that Tack’s discovered the
new element. X-ray spectroscopy was a new method at that time. And they were never able to
isolate enough Masurium to have available sample to convince everyone the discovery. So they
were discredited. But then, 12 years later in 1937, a different team became the first to synthesize
the element using a cyclotron. And that element had…

Stu: 43 protons?

Pro: That’s right, but they named it Technetium to emphasize that it was artificially created with
technology. And people thought that synthesizing these elements, ** it artificially was the
only way to get it. We still haven’t found it currently in nature. Now element 43 would be called
Masurium or Technetium is radioactive. Why is that matter? What is true of radioactive element?

Stu: It decays it turns into other elements. Oh, so does that explain why was missing in periodic
table?why the 43th element missing?

Pro: Exactly, because of radioactive decay, element 43 doesn’t last very long. And therefore, if
that ever had been present on earth, it would decay ages ago. So the Masurium people were
obviously wrong, and the Technetium people were right. Right? Well, that was then, now we
know that element 43 does occur naturally. It can be naturally generated from Uranium atom
that has spontaneous split. And guess what, the ore sample that the Masurium group was
working with had plenty of Uranium enough to split into measurable amount of Masurium. So
Tack’s team might very well have found small amounts of Musurium in the ore sample just that
once was generated from split Uranium decayed very quickly. And you know here’s an incredible
irony, Ida Tack, led the chemist of that Musurium team, and were she the first to suggest that
Uranium could break up into small pieces but she didn’t know that that was the defense of her
own discovery of element 43.

Stu: So is my version of periodic table wrong? Should element 43 really be called Musurium?

Pro: Maybe, but it’s hard to tell for sure after all this time, if Ida Tack’s group did discover element
43. They didn’t, um, publish enough details on their method or instruments for us to know for
sure. But I’d like to think element 43 was discovered twice. As Musurium, it was first element to
discover that occurs in nature only from spontaneous vision, and as Technetium, it was the first
element discovered in the laboratory. And of course, it was an element the periodic table let us
to expect existed before anyone had found it or made it.

香草鱼UID：3125484

TPO 9 Conversation 1

Listen to a conversation between a student and her professor.

P: Before we get started, I...I just wanted to say I’m glad you chose food
science for your major courses study.

S: Yeah, it seems like a great industry to get involved with. I mean with the
four-year degree in food science, I'll always be able to find a job.why the girl choose that major

P: You're absolutely right. Before entering academia, I worked as a scientist for
several food manufacturers and for the US Food and Drug Administration. I
even worked on a commercial fishing boat in Alaska a couple of summers
while I was an undergraduate. We bring in the day's catch to a floating
processor boat where the fish got cleaned, packaged and frozen right at sea.

S: That's amazing! As a matter of fact, I'm sort of interested in food packaging.

P: Well, for that, you'll need a strong background in physics, math and
chemistry.

S: Those are my best subjects. For a long time, I was leading towards getting
my degree in engineering.

P: Well, then you should have a problem. And fortunately, at this university, the
department of food science offers a program in food packaging. Elsewhere,
you might have to hammer courses together on your own.

S: I guess I like it a lot then. I am… so since my appointment today is to
discuss my term paper topic,main purpose I wanted to ask, could I write about food
packaging? I realize we're supposed to research food-born bacteria, but food
packaging must play a role in all of that, right?

P: Absolutely! Maybe you should do some preliminary research on that.

S: I have! That's the problem. I'm overwhelmed.语气题

P: Well, in your reading, did anything interest you in particular? I mean
something you’d like to investigate.

S: well, I was surprised about the different types of packaging used for milk.

You know, clear plastic bottles, opaque bottles, carton board containers...

P: True! In fact, the type of packaging has something to do with the way milk's
treated against bacteria.

S: Yeah, and I read a study that showed how light can give milk a funny flavor
and decrease the nutritional value. And yet most milk bottles are unclear.
What's up about that?

P: Well consumers like being able to visually examine the color of the milk.
That might be one reason that opaque bottles haven't really called on. But that
study... I'm sure there is more study on the subject. You shouldn't base your
paper on only one study.

S: Maybe I should write about those opaque plastic bottles. Find out if there
are any scientific reasons they aren't used more widely? Maybe opaque
bottles aren't as good at keeping bacteria from growing in milk after the bottle
has been opened for something… but where to begin researching this? I don't
have a...

P: You know, there is a dairy not far from here in Chelsea. It was one of the
first diaries to bottle milk in opaque plastic, but now they're using clear plastic
began. And they're always very supportive of the university and our students,what suggestion did the prof. give?
and if you want it...

S: Yeah, I like that idea.


TPO 9 Lecture 1 Theater

Listen to part of a lecture in a theater class

Pro: As we have seen, the second half of the 18th century was an exciting
time in Europe: it was not only an age of great invention, but social changes
also led to a rise in all sorts of entertainment, from reading to museums, to
travel. And finding himself in the middle of this excitement was an
accomplished French painter named Philippe Jacques de Loutherbourg.人名记下
Loutherbourg arrived in England in 1771, and immediately went to work as a
site designer at the famous Drury Lane Theater in London. From his first
shows, Loutherbourg showed a knack for imagination and stage design, all in
the interest of creating illusions that allowed the audience to suspend disbelief
completely. He accomplished this by giving the stage a greater feeling of depth,
which he did by cutting up some of the rigid background scenery, and placing it
at various angles and distances from the audience. Another realistic touch was
using three-dimensional objects on the set, like rocks and bushes as opposed
to two-dimensional painted scenery. He also paid much more attention to
lighting and sound than had been done before.

Now, these sets were so elaborate that many people attended the theater
more for them than for the actors or the stories. At the time, people were wild
for travel and for experiencing new places; but not everyone could afford it.
Loutherbourg outdid himself however, with a show that he set up in his own
home. He called it the "Eidophusikon".
"Eidophusikon" means something like representation of nature, and that's
exactly what he intended to do: create realistic moving scenes that change
before the audiences' eyes. In this, he synthesized all his tricks from Drury
Lane: mechanical motions, sound, light, other special effects to create, if you
will, an early ** production.
The "Eidophusikon" was Loutherbourg's attempt to release painting from the
constraints of the picture frame. After all, even the most action field exciting
painting can represent only one moment in time; and any illusion of movement
is gone after the first glance. But Loutherbourg, like other contemporary
painters, wanted to add the dimension of time to his paintings. You know, the
popular thinking is that Loutherbourg was influenced by landscape painting.
But why can't we say that the "Eidophusikon" actually influenced the painters?
At the very least we have to consider that it was more ... it was more of a
mutual thing. We know, for example, that the important English landscape
painter Thomas Gainsborough attended almost all of the yearly performances,
and his later paintings are notable for their increased color and dynamic use of
light. Loutherbourg's influence on the theater though, he was incredibly
influential: the way he brought together design and lighting and sound as a
unified feature of the stage, can easily be seen in English theater's subsequent
emphasis on lighting and motion.
Now, the "Eidophusikon" stage was actually a box: a few meters wide, a
couple meters tall and a couple meters deep. That is, the action took place
within this box. This was much smaller of course than the usual stage. But, it
also allowed Loutherbourg to concentrate the lighting to better effect. Also, the
audience was in the dark, which wouldn't be a common feature of the theater
until a hundred years later. The show consisted of a series of scenes, for
example, a view of London from sunrise that changes as the day moves on;
mechanical figures, such as cattle, moved across the scene, and ships sailed
along the river. But what really got people was the attention to detail, much like
his work in Drury Lane. So, for example, he painted very realistic ships, and
varied their size depending on their distance from the audience. Small boats
moved more quickly across the foreground than larger ones did that were
closer to the horizon. Other effects, like waves, were also very convincing.
They reflected sunlight or moonlight depending on the time of day or night.
Even the colors changed as they would in nature. Sound and light were
important in ** his productions realistic. He used a great number of lights,
and he was able to change colors of light by using variously colored pieces of
glass, to create effects like passing clouds that suddenly change in color.
Furthermore, he used effects to make patterns of shadow and light, rather than
using the uniform lighting that was common at the time. And many of the
sound effects he pioneered are still in use today, like creating thunder by
pulling on one of the corners of a thin copper sheet. One of his most popular
scenes was of a storm. And there is a story that on one occasion, an actual
storm passed over head during the show. And some people went outside, and
they claimed Loutherbourg's thunder was actually better than the real thunder.


TPO 9 Lecture 2 Environmental Science

Listen to a part of lecture in an environmental science class.

Lecturer: So since we're around the topic of global climate change and its
effects, in Alaska, in the northern Arctic part of Alaska, over the last thirty years
or so, temperature has increased about half a degree Celsius per decade, and
scientists have noticed that there've been changes in surface vegetation
during this time. Shrubs are increasing in the "tundra". Tundra is flat land with
very little vegetation. Just a few species of plants grow there because the
temperature is very cold, and there's not much precipitation. And because of
the cold temperatures, the tundra has two layers: top layer, which is called the
active layer, is frozen in the winter and spring, but thaws in the summer.
Beneath this active layer is the second layer called "permafrost", which is
frozen all year around, and is impermeable to water.

Female Student: So because of the permafrost, none of the plants that grow
there can have deep roots, can they?why the tundra have shallow root?

Lecturer: No, and that's one of the reasons that shrubs survive in the Arctic.
Shrubs are little bushes. They're not tall and being low in the ground protect
them from the cold and wind. And their roots don't grow very deep, so the
permafrost doesn't interfere with their growth. OK? Now since the
temperatures have been increasing in Arctic Alaska, the growth of shrubs has
increased. And this is presented to climate scientists with a puzzle...

Male Student: I'm sorry, when you say the growth of shrubs has increased, do
you mean the shrubs are bigger, or that there are more shrubs?

Lecturer: Good question! And the answer is both. The size of the shrubs has
increased and shrub cover has spread to what was previously shrub-free
tundra. Ok, so what's the puzzle? Warmer temperatures should lead to
increased vegetation growth, right? Well, the connections are not so simple.
The temperature increase has occurred during the winter and spring, not
during the summer. But the increase in shrubs has occurred in the summer.
So how can increase temperatures in the winter and spring result in increased
shrub growth in the summer? Well, it may be biological processes that occur in
the soil in the winter, that cause increased shrub growth in the summer, and
here's how: there are "microbes", microscopic organisms that live in the soil.
These microbes enable the soil to have more nitrogen, which plants need to
live and they remain quite active during the winter. There're two reasons for
this: first, they live in the active layer, which, remember, contains water that
doesn't penetrate the permafrost. Second, most of the precipitation in the
Arctic is in the form of snow. And the snow, which blankets the ground in the
winter, actually has an insulating effect on the soil beneath it. And it allows the
temperature of the soil to remain warm enough for microbes to remain active.
So there's been increase in nutrient production in the winter. And that's what's
responsible for the growth of shrubs in the summer and their spread to new
areas of the tundra. Areas with more new nutrients are the areas with the
largest increase in shrubs.

Female student: But, what about run-off in the spring, when the snow finally
melts? Won't the nutrients get washed away? Spring thaw always washes
away soil, doesn't it?

Lecturer: Well, much of the soil is usually still frozen during peak run-off. And
the nutrients are deep down in the active layer anyway, not high up near the
surface, which is the part of the active layer most affected by run-off. But as I
was about to say, there's more to the story. The tundra is windy, and the snow
is blown across the tundra, it's caught by shrubs. And deep snow drifts often
form around shrubs. And we've already mentioned the insulating effect of
snow. So that extra warmth means even more microbial activity, which means
even more food for the shrubs, which means even more shrubs and more
snow around etc.. It's a circle, a loop. And because of this loop, which is
promoted by warmer temperatures in winter and spring, well, it looks like the
tundra may be turning into shrub land.

Female student: But will it be long term? I mean maybe the shrubs will be
abundant for a few years, and then it'll change back to tundra.

Lecturer: Well, shrub expansion has occurred in other environments, like
semiarid grassland, and tall grass prairies. And shrub expansion in these
environments does seem to persist, almost to the point of causing a shift. Once
is established, shrub land thrives, particularly in the Arctic, because Arctic
shrubs are good at taking advantage of increased nutrients in the soil, better
than other Arctic plants.

香草鱼UID：3125484

TPO 9 Conversation 2

Listen to a conversation between a student and a librarian employee.
S: Excuse me. Can you help me with something?

L: I'll do my best. What do you need?

S: Well, I've received a letter in my mailbox saying that I'm supposed to return
a book that I checked out back in January, it's call "Modern Social Problems".
But because I'm writing my senior thesis, I'm supposed to be able to keep the
book all semester.

L: So you signed up for extended borrowing privileges?

S: Yeah.

L: But we are still asking you to bring the book back?

S: En-hen.

L: Well, let me take a look and see what the computer says. The title was
"Modern Social Problems"?

S: Yeah.

L: OK. Oh, I see, it's been recalled. You can keep it all semester as long as no
one else
requests it. But, someone else has. It looks like one of the professors in the
sociology
department requested it. So you have to bring it back, even though you've got
extended borrowing privileges. You can check out the book again when it's
returned in a couple of weeks.

S: But I really need this book right now.

L: Do you need all of it or is there a certain section or chapter you're working
with?

S: I guess there is one particular chapter I've been using lately for a section of
my thesis. Why?

L: Well, you can photocopy up to one chapter of the book. Why don't you do
that for the chapter you're working on right now? And by the time you need the
rest of the book, maybe it will have been returned. We can even do the
photocopy for you because of the circumstances.

S: Oh, well, that would be great.

L: I see you've got some books there. Is that the one you were asked to return?

S: No, I left it in my dorm room. These are books I need to check out today. Is it
Ok if I bring that one by in a couple of days?

L: Actually, you need to return it today. That is if you want to check out those
books today. That's our policy.

S: Oh, I didn't know that.

L: Yeah, not a lot of people realize that. In fact, every semester we get a few
students who have their borrowing privileges suspended completely because
they haven't returned books. They're allowed to use books only in the library.
They're not allowed to check anything out because of unreturned books.

S: That's not good. I guess I should hand back onto the dorm right now then.

L: But, before you go, what you should do is fill out a form requesting the book
back in two weeks. You don't want to waste any time getting it back.

S: Thanks a lot. Now I don't feel quite so bad about having to return the book.


TPO 9 Lecture 3 Geology

Lecturer: So, continuing our discussion of desert lakes, now I want to focus on
what's known as the "Empty Quarter". The "Empty Quarter" is a huge area of
sand that covers about a quarter of the Arabian Peninsula. Today it's pretty
desolate, barren and extremely hot. But there've been times in the past when
monsoon rains soaked the Empty Quarter and turned it from a desert into
grassland that was dotted with lakes and home to various animals. There were
actually two periods of rain and lake formation: the first one began about
35000 years ago; and the second one dates from about 10000 years ago.

Female Student: Excuse me, Professor. But I'm confused. Why would lakes
form in the desert? It's just sand, after all.

Lecturer: Good question! We know from modern day desert lakes, like Lake
Eyre, South Australia, that under the right conditions, lakes do form in the
desert. But the Empty Quarter lakes disappeared thousands of years ago.
They left behind their beds or basins as limestone formations that we can still
see today. They look like low-lying, white or grey builds, long, narrow hills with
flat tops, barely a meter high. A recent study of some of the formations
presents some new theories about the area's past. Keep in mind though that
this study only looked at 19 formations. And about a thousand have been
documented. So there's a lot more work to be done.
According to the study, two factors were important for lake formation in the
Empty Quarter: first the rains that fell there were torrential. So it would've been
impossible for all the water to soak into the ground. Second, as you know,
sand dunes contain other types of particles, besides sand, including clay and
silt. Now, when the rain fell, water ran down the sides of the dunes, carrying
clay and silt particles with it. And wherever these particles settled, they formed
a pan, a layer that water couldn't penetrate. Once this pan formed, further
run-off collected, and formed a lake.
Now, the older lakes, about half the formations, the ones started forming
35000 years ago, the limestone formation we see, they're up to a kilometer
long, but only a few meters wide, and they're scattered along the desert floor,
in valleys between the dunes. So, the theory is, the lakes formed there, along
the desert floor, in these long narrow valleys. And we know, because of what
we know about similar ancient desert lakes, we know that the lakes didn't last
very long, from a few months to a few years on average. As for the more
recent lakes, the ones from 10000 years ago, well, they seemed to have been
smaller, and so may have dried up more quickly. Another difference, very
important today for distinguishing between older lake beds and newer ones, is
the location of the limestone formations. The more recent beds are high up in
the dunes. Why these differences? Well, there are some ideas about that, and
they have to do with the shapes of the sand dunes, when the lakes were
formed. 37000 years ago, the dunes were probably nicely rounded at the top,
so the water just ran right down their sides to the desert floor. But there were
thousands of years of wind between the two rainy periods, reshaping the
dunes. So, during the second rainy period, the dunes were kind of chopped up
at the top, full of hollows and ridges, and these hollows would've captured the
rain right there on the top.
Now, in grassland of Lake Ecosystem, we'd expect to find fossils from a variety
of animals, and numerous fossils have been found at least at these particular
sites. But, where did these animals come from? Well, the theory that has been
suggested is that they migrated in from nearby habitats where they were
already living. Then as the lakes dried up, they died out. The study makes a
couple of interesting points about the fossils, which I hope will be looked at in
future studies. At older lake sites, their fossil remains from hippopotamuses,
water buffalo, animals that spend much of their lives standing in water, and
also, fossils of cattle. However, at the sites of the more recent lakes, there’re
only cattle fossils, additional evidence for geologists that these lakes were
probably smaller, shallower, because cattle only use water for drinking. So
they survive on much less. Interestingly, there are clams and snail shells; but,
no fossils of fish. We're not sure why. Maybe there is a problem with the water.
Maybe it was too salty. That's certainly true of other desert lakes.


TPO 9 Lecture 4 Linguistic

Listen to part of a lecture in a linguistics class. The professor has been
discussing Animal communication systems.

L: OK, so last time, we covered the dances honey bees due to indicate where
food can be found and the calls and sounds of different types of birds. Today,
I'd like to look at some communication systems found in mammals, particularly
in primates, such as orangutans, chimpanzees, gorillas... Yes, Thomas?

T: Excuse me, Professor. But when you talk about gorilla language, do you
mean like, those experiments where humans taught them sign language or a
language like...

L: OK, wait just a minute. Now, who in this class heard me use the word
"language"? No one I hope. What we're talking about here, are systems of
communication, all right?

T: Oh, sorry, communication, right. But could you maybe, like, clarify with the
differences?

L: Of course, that's a fair question. OK, well, to start with, let's make it clear
that language is a type of communication, not the other way around. OK, so all
communication systems, language included, have certain features in common.
For example, the signals used to communicate from the bee's dance
movements, to the word and sentences found in human languages. All these
signals convey meaning. And all communication systems serve a purpose, a
pragmatic function of some sort. Warning of danger perhaps or offering other
needed information. But there're several features peculiar to human language
that have, for the most part, never been found in the communication system of
any other species. For one thing, learn ability. Animals have instinctive
communication systems. When a dog, a puppy gets to certain age, it's able to
bark. It barks without having to learn how from other dogs, it just barks. But
much of human language has to be learned from other humans. What else
makes human language unique? What makes it different from animal
communication? Debber?

D: How about grammar? Like having verbs, nouns, adjectives?

L: OK, that's another feature. And it's a good example...

D: I mean I mention this cause like in my biology class last year, I kind of
remember talking about a study on prairie dogs, where, I think the researchers
claimed that the warning cries of prairie dogs constitute language, because
they have this, different parts of speech. You know, like nouns, to name the
type of predator they spotted, adjectives to describe its size and shape,
verbs..., but now it seems like...

L: All right, hold on a moment. I'm familiar with the study you're talking about.
And for those of you who don't know, prairie dogs are not actually dogs.
They're type of rodent who burrows in the ground and the grasslands of the
west United States and Mexico. And in this study, the researchers looked at
the high-pitched barks a prairie dog makes when it spots predator. And from
this they made some pretty.., well, they made some claims about these calls
qualifying as an actual language, with its own primitive grammar. But actually,
these warning calls are no different from those found among certain types of
monkeys. Well, let's not even get into the question whether concepts like noun
and verb can be meaningfully applied to animal communication. Another thing
that distinguishes a real language is a property we call "discreteness". In other
words, messages are built up out of smaller parts, sentences out of words,
words out of individual sounds, etc. Now maybe you could say that the prairie
dog's message is built from smaller parts, like say for example, our prairie
dogs spot a predator, a big coyote approaching rapidly. So the prairie dog
makes a call that means "coyote", then one that means "large", and then
another one to indicate its speed. But you really suppose it makes any
difference what order these calls come in? No. But the discrete units that make
up language can be put together in different ways. Those smaller parts can be
used to form an infinite number of messages, including messages that are
completely novel, that have never been expressed before. For example, we
can differentiate between: "A large coyote moves fast." and say "Move the
large coyote fast." or "Move fast, large coyote.", and I truly doubt whether
anyone has ever uttered either of these sentences before. Human language is
productive and open-ended communication system, whereas no other
communication system has this property. And another feature of language
that's not displayed by any form of animal communication is what we call
"displacement". That is, language is abstract enough that we can talk about
things that aren't present here and now. Things like "My friend Jo is not in the
room." or "It will probably rain next Thursday." Prairie dogs may be able to tell
you about a hawk at circling over head right now, but they never show any
inclination to describe the one they saw last week.

香草鱼UID：3125484

TPO 11 Conversation 1

Narrator
Listen to a conversation between a student and a university employee.

Student
Hi, I need to pick up the gym pass.

Employee
OK. I’ll need your name, year, and university ID.

Student
Here’s my ID card. And my name is Gina Kent, and I’m first year.

Employee
OK. Gina. I’ll type up the pass for you right away.

Student
Great! This is exciting. I can’t wait to get started.

Employee
Oh, this is a wonderful gym.

Student
That’s what everybody has been saying. Everyone is talking about the new
pool, the new indoor course. But what I love is all the classes.
Employee
The classes…?

Student
Yes, like the swimming and tennis classes and everything.

Employee
Oh yeah, but this pass doesn’t entitle you to those.

Student
It doesn’t?

Employee
No, the classes fall into separate category.

Student
But, that’s my whole reason for getting a pass. I mean, I was planning to take a
swimming class.

Employee
But that’s not how it works. This pass gives you access to the gym and to all
the equipments, into the pool and so forth. But not with team practicing, so you
have to check the schedule.

Student
But what do I have to do if I want to take a class?

Employee
You have to: one, register; and two, pay the fee for the class.

Student
But that’s not fair.

Employee
Well, I think if you can think about it. You’ll see that it’s fair.

Student
But people who play sports in the gym… they don’t have to pay anything.

Employee
Yes, but they just come in, and play or swim on their own. But, taking a
class---that is a different story, I mean, someone has to pay the instructor.语气题

Student
So, if I want to enroll in a class.

Employee
Then you have to pay extra. The fee isn't very high, but there’s a fee. So, what
class did you say you want to take?

Student
Swimming…

Employee
OK. Swimming classes are thirty dollars a semester.

Student
I guess I could swing that. But I’m still not convinced it’s fair. So, do I pay you?

Employee
Well, first, you need to talk to the instructor. They have to assess your level
and steer you into the right class, you know, beginner, intermediate…
what suggestion

Student
You mean, I have to swim for them? Show them what I can do?

Employee
No, no, you just tell them a little bit about your experiences and skills, so they
know what level you should be in.

Student
Oh, OK. So, I guess I’ll need an appointment.

Employee
And I can make that for you right now. And I’ll tell up you about your gym ID
card. You’ll need it to get into the building. Now about that appointment… how
does Wednesday at three sounds?

Student
Fine…

Employee
OK. Then you’ll be meeting with Mark Guess. He’s a swimming instructor. He
also coaches the swim team. And here, I’ve jotted it all down for you.

Student
Great! Thanks.


TPO11 Lecture 1 Biology

Narrator
Listen to part of a lecture in a Biology Class. The class has been learning
about birds.

Professor
Ok, today we are going to continue our discussion of the parenting behaviors
of birds. And we are going to start by talking about what are known as
distraction displays. Now if you were a bird and there was a predator around.
What are you going to do? Well, for one thing you are going to try to attract as
little attention as possible, right? Because if the predator doesn’t know you are
there, it is not going to try to eat you. But sometimes certain species of birds do
the exact opposite when the predator approaches they do their best to try to
attract the attention of that predator. Now why would they do that?信号句 Well, they
do that to draw the predator away from their nests, away from their eggs or
their young birds. And the behaviors that the birds engaging in to distract
predators are called distraction displays. And there are a number of different
kinds of distraction displays. Most of the time, when birds are engaging in
distraction displace they are going to be pretending either that they have injury
or that they’re ill or that they’re exhausted. You know something that’ll make
the predator thinks Hum… here is an easy meal. One pretty common
distraction display was called the broken wing display. And in a broken wing
display the bird spreads and drags the wings or its tail, and while it does that, it
slowly moves away from the nests so it really looks like a bird with a broken
wing. And these broken wing displays can be pretty convincing.

Another version of this kind of distraction display is where the birds create
same impression of a mouse or some other small animals that running along
the ground. A good example of that kind of display is created by a bird called
the purple sandpiper. Now what’s the purple sandpiper does is when a
predator approaches, it drags its wings but not to give it the impression that its
wings are broken but to create the illusion that it has a second pair of legs. And
then it raises its feathers, so it looks like it got a coat of fur. And then it runs
along the ground swirling left and right you know like running around a little
rocks and sticks. And as it goes along it makes a little squeezing noises. So
from a distance it really looks and sounds like a little animal running along the
ground trying to get away. Again to the predator, it looks like an easy meal.
Now what’s interesting is the birds have different levels of performance of
these distraction displays. They don’t give their top performance, their prime
time performance every time. What they do is they save their best
performances they’re most conspicuous and most risky displays for the time
just before the baby birds become able to take care of themselves. And the
time that way because that when that make the greatest investment in
parenting their young. So they are not going to put their best performance just
after they laid their eggs because they have to invest that much more time and
energy in parenting yet. The top performance is going to come later. Now you
have some birds that are quiet mature, are quite capable almost as soon as
they hatch. In that case, the parent will put on the most conspicuous
distractions displays just before the babies’ hatch because once the babies are
hatch they can pretty much take care themselves, and then you have others
birds that helpless when have hatch. In that case, the parents will save the
best performance until just before the babies get their feathers.


TPO11 Lecture 2 Architecture

Narrator
Listen to part of a lecture in an Architecture Class.

Professor
Today, we are taking a little detour from the grand styles of public architecture
we’ve been studying to look at residential architectures in the United States.
Since this is something we can all identify with, I think it will help us see the
relationship between the function of a structure and its style or form. This has
been an ongoing theme in our discussion, and we will be getting back to it just
a moment. But before we get started, I want you to take a moment to think:
does anyone know what the single most popular style for a house in the United
States is today? Bob?

Student 1
“I bet it is the ranch-style house.”

Professor
“Well, in this area, probably. But aren’t we typical? Yes, Sue.”语气题

Student 2
“How about the kind of house my grandparents live in? They call it a Cape
Cod.

Professor
That’s the one. Here is a drawing of what we consider of a classic Cape Cod
house.main purpose These days, you see this style all over the United States. But it first
showed up in U.S. northeast, in the New England region, around the late
1600s. For those of you who don't know the northeast costal region, Cape Cod
is a peninsula, a narrow strip of land that jets out into the Atlantic, and so many
houses in this particular style were built on Cape Cod, that the name of the
place became the name of the style. Now why did the Cape Cod style house
become so popular in the northeast? Well, one reason is that it's a great
example of form following function. We’ve talked about this design principle a
lot about form following function. And what did we say it’s meant? Someone
give me an application of this principle. What did this concept that form should
follow function? How would it be applied to housing design?

Student 2
Well, if it means the design of the building, it should be based on the needs of
people who use it. Then, well, the architect has to be very practical to think
about the people who actually be living in the house or working in the office
building, whatever, so for the architect, it’s all about users not about showing
off how creative you can be.

Professor
Good, of course, for a Cape Cod house, it might be even more accurate to say
that form also follows climate. Who knows what the climate like on Cape Cod?

Student 1
Cold in the winter…
可能记,但不是重点

Student 2
And whenever I visit my grandparents, it’s really wet. It’s usually either raining
or snowing or foggy and windy, too. I guess because it’s so exposed to the
ocean?

Professor
That’s right. So take another look at this drawing, and you can image how this
design might be particularly helpful in that kind of climate. Notice how the
house is fairly low to the ground. This relatively low compact structure helps
the house withstand the strong winds blowing off the ocean. And look at the
slope of the roof, the steep angle helps keep off all that rain and snow that
accumulates in the winter. Another thing, Cape Cod houses usually face south
to take advantage of the sun’s warm through the windows. That’s helpful in
winter. Now what can you tell me about the chimney, about its location.

Student 2
Well, it’s in the middle. Because, does that have something to do with heating
the houses? I mean since the heat never has to travel very far.

Student 1
That means you can heat the house more efficiently, right?

Professor
Exactly, now see how the house has very little exterior decoration, that’s also
typical of early Cape Cod houses. The wind was one reason, nothing sticking
out might blow away in the harsh weather, but there was probably another
reason, not related to the climate, more reflection of a rural New England
society back then, you see Cape Cod houses were not built in the big cities,
where all the rich people lived back then. These were the modest dwellings the
people who built them simply couldn’t afford lots of expensive decorated
details. But that was more than just matter of money. In these rural areas,
people depended on each other for survival. Neighbors had to help and
supported each other in the difficult environment, so you didn't want to appear
to be showing off.You wanted to avoid anything that might set you apart from
your neighbors, the same people you might need to help you someday. So all
these help to create an attitude of conformity in the community, and you can
see why a modest, a very plain style would become so widely imitated through
out rural New England.

Student 2
It is plain, but you know its nice looking.

Professor
Good point, and in fact it’s precisely that as aesthetic appeal, the…the purity,
the nearly perfect proportion of the houses…that’s another reason for the cape
cod enduring popularity even in the places where the climate was so mild, it’s
functional design doesn't matter.

香草鱼UID：3125484

TPO 11 Conversation2

Narrator
Listen to a conversation between a student and a Professor.

Student
Hi professor, I guess you want to see me.

Professor
Hi Bill thanks for coming. I want to talk to you about …..

Student
Is there something wrong with my research paper?
会出语气题么？

Professor
No, not at all, in fact it's very good. That’s why I want to talk to you.

Student
Oh, thanks

Professor
I think you know that the department is looking to hire a new professor, are you
familiar with our hiring process.

Student
No, but what is that got to do with me.

Professor
Well, Bill, we have several qualified applicants for serious about and this part
of this interview process we have to meet with the committee of the professors
and students in our department. They also have to give a talk.

Student
You mean like a lecture?

Professor
Yes, like a sample lecture on one of their academic interests

Student
Oh, see you can see their teaching style

Professor
Exactly

Student
Hah…Make sense

Professor
So I’d like to know if you be willing to join us as the student’s representatives
on the interview committee. It’ll be a good experience for you. You could put it
on your resume.

Student
Oh… better looks good for my graduate application, I guess, so, what do I
have to do

Professor
The department's secretary will give you a schedule of the applicant’s thesis if
you are free, we’d like you to attend our talks and then later you can give us
your opinion. Oh and we usually serve lunch and snacks depending on what
time the talk is.

Student
Cool, that’s another good reason to do this. Um… when is the next talk?

Professor
We actually haven't any yet, the first one is next Friday. It’s 10 AM, then lunch,
then the formal discussion with the applicant right after.

Student
Oh well, I’m free on Fridays if all the talks are on Fridays, I will be able to make
all of them.

Professor
That’s great, now you should know this job candidate is interested in the life
cycle in the forest.

Student
That’s what my research about.

Professor
Yes, I know that’s why I feel necessary to point out that even though these
applicants’ research interests were similar to yours; we want you to tell us what
you think about the teaching of all these applicants. Your perspective is as a
student, how the applicant teaches in the classroom that was important to us.

Student
I understand so how many applicants are there?

Professor
Let’s see, we have 4, all very good candidates, that we will be looking at over
the next few weeks. It's going to be a tough decision. But it'll be a good
experience for you, especially if you’re going to graduate school.

Student
Thank you. It’ll be cool to do this. I’ll get the copy of the schedule from the
secretary on my way out.

Professor
You’re welcome, seeing you in class this afternoon


TPO11 Lecture 3 Environmental science

Narrator
Listen to part of a lecture in an environmental science class.

Professor
When land gets develop for human use, the landscape changes. We don’t see
as many types of vegetation, trees, grasses and so forth. This in turn leads to
other losses: the loss of animal that once lived there. Err…but these are the
obvious changes, but there are also less obvious changes like the climate.
One interesting case of this…of…of changes in the local land use causing
changes in climate, specifically the temperature is in Florida. Now what comes
to mind when you think of the state of Florida?

Student A
Sunshine, beaches.

Student B
Warm weather, oranges…

Professor
Yes, exactly. Florida has long had a great citric industry; large growth of
oranges, lemons and the like. Florida’s winter is very mild; the temperature
doesn’t often get below freezing. But there are some areas in Florida that do
freeze. So in the early 1900s, farmers moved even further south in Florida, to
areas that were even less likely to freeze. Obviously, freezing temperatures
are danger to the crops. A bad barrier of cold weather, a long spell of frosts
could ruin a farm and the entire crop, anyway, before these citric growers
moved south, much of the land in south Florida, was what we called wetlands.引入概念
Wetlands are areas of marshy, swampy land, areas where water covers the
soil, or is present either at or near the surface of the soil for large part of the
year. Wetlands have their own unique ecosystem, with plants and animals with
special an interesting adaptation. Very exciting, but it’s not what we are talking
about today. Emm…where was I?语气题

Student A
Farmers moved south?

Professor
Oh, yes. Farmers moved south. But the land was not suitable for farming. You
can’t grow orange in wetland, so farmers had to transform the wetlands into
lands suitable for farming. To do that, you have to drain the water from the land,
move the water elsewhere, and divert to the water sources such as rivers.
Hundreds of miles of drainage canals were built in the wetlands. Now these
areas, the new areas the farmers moved to, used to be warm and unlikely to
freeze, however, recently the area has become susceptible to freezes. And we
are trying to understand why.

Student B
Is it some global temperature change or weather pattern like El Ni?o or
something?

Professor
Well, there are two theories. One idea is as you suggested that major weather
patterns, something like El Ni?o, are responsible. But the other idea and this is
the one that I personally subscribe to, is of the changes in the temperature
pattern had been brought about by the loss of wetlands.

Student A
Well, how would the loss of wetlands make a difference?

Professor
Well, think about what we’ve been studying so far. We discussed the impact of
landscapes on temperature, right? What affects does the body of water have
on an area?

Student A
Oh, yeah. Bodies of water tend to absorb the heat during the day, and then
they release the heat at night.

Professor
Yes, exactly. What you just said is what I want you all to understand. Bodies of
water release heat and moisture back into the environment. So places near
large bodies of water are generally milder, err...slightly warmer than those
without water. And what I, another think is that the loss of the wetlands has
created the situation where the local temperatures in the area are not slightly
different, slightly colder than they were 100 years ago, before the wetland were
drained.

Student B
Emm…do we know what the temperature was like back then?

Professor
Well, we were able to estimate this. We have data about South Florida’s
current landscape, emm…the plant cover. And we were able to reconstruct
data about the landscape prior to 1900. Then we enter those data, information
about what the landscape look like before and after the wetlands were drained.
We enter the data into a computer weather model. This model can predict
temperatures. And when all the data were entered, an overall cooling trend
was predicted by the model.

Student B
How much colder does it get now?

Professor
Well, actually the model shows a drop of only a few degrees Celsius. But this is
enough to cause dramatic damage to crops. If temperatures over night are
already very close to the freezing point, then this drop of just a few degrees
can take the temperature below freezing. And freezing causes frosts, which kill
crops. These damaging frosts wouldn’t happen if the wetlands were still in
existence, just as the tiny temperature difference can have major
consequences.

TPO11 Lecture 4 Business

Narrator
Listen to part of a lecture in a Business Class.

Professor
Let's get started. Um, last time we were talking about the need for advertising.
Now, let's look at how you can successfully call attention to the service or
product you want to sell. To succeed, you’ve got to develop a systematic
approach. If you don't come up with a system, um, a plan, you risk making
decisions that waste money, or even drive away potential customers. But what
does a systematic advertising plan look like? Well, it covers what we call -- the
‘Four Ms’. The ‘Four Ms’: Market, Media, Money, Message. All are important
areas to focus on when creating your advertising plan. We will look at them
one by one.
The First step is to look at your Market, that’s the people who might become
customers, buyers of your service or product. You need to know all about your
possible customers： Who are they？ What age group are they? What do they
like, or dislike? How do they shop? So, you got that?语气题 A market is a group of
potential customers.
Next, Media… Obviously the major media are television, radio, newspapers,
magazines, um, billboards, and so forth. There are all avenues of
communication. And you need to figure out: Which media you should advertise
through? Which media will reach your intended audience -- your market? So,
you do research, trying to determine which media will reach the most potential
customers for the lowest cost. For instance, if you have a product, that we'll
say teachers would like,考例子信号句 then teachers are your market. So you ask yourself:
What magazines do the majority of teachers read? What TV programs do
teachers watch? Do teachers listen to much radio? At what times of the day?
Say, now your research turns up two magazines that teachers read. And it also
shows that the majority of teachers - say ages twenty to thirty - read the
magazine about classroom activities. While most teachers older than that read
the other magazine, the one about, oh, let’s say—‘Educational Psychology’.
You think your product will appeal most to teachers aged twenty to thirty, so
you decide to put your advertisement in their favor magazine, the one about
classroom activities. You don't waste money advertising in the ‘Educational
Psychology’ magazine, you know the one that the younger teachers generally
don't read. And since you’re reaching the majority of the teachers in your target
age group, you’re probably spending your money well, which bring us to the
third M -- Money.
You have an advertising budget to spend, but how do you to spend it wisely.
Again, research is the key. Good research gives you facts, facts that can help
you decide, well, as we already mentioned, decide the right market to target,
and the best media to use. But also: When to advertise? or…or how to get the
best rates? Like, may be you’re advertising Sport equipment, and you have
been spending most of your budget during the holiday season when people
buy gifts for each other. Now, in theory, that would seem a great time to
advertise, but may be a research shows you’re wrong, that the customers who
buy sports equipment tend not to give it as a holiday gift, but want to use it
themselves. In that case, advertising during a different season of the year
might give you better results. And, um, may be it even lower, non-holiday rates,
so you actually save money. But you need to get the facts; facts that come
from good research to be certain and know for sure that you’re getting your
money’s worth.
OK, finally, there is your message: What you want to say about your product?
Why buying it will make the customer’s life easier, or safer or better somehow.
Whatever the message is, make sure you get it right. Let me give you an
example of not getting it right, Ha...ha...ha... you are going to love this one:
There was this Soup Shop, the soup was really tasty, but there weren't a lot of
customers. The owner thought that may be if they give something away for
free with each purchase, then more people would come buy soup. So they got
some cheap socks, and they advertise to give a pair away with each bowl of
soup. But, then even fewer people came to the restaurant. Well, you can
imagine why. People started to associate the soup with feet; they began to
imagine the soup smelled like feet. The advertising massage, soup means free
socks, was a bad choice; it was a waste of money. And worse, it caused the
loss of customers.
Now, I want everyone to get into small groups and come up with some
examples, not of good advertising messages, but of truly disastrous ones.
Think of real examples and make them up, and talk about the reasons those
messages are unsuccessful. And then we’ll get back together and share.

香草鱼UID：3125484

TPO 12 Conversation 1

Narrator
Listen to a conversation between a student and a professor.

Student
So Professor Tibets, your notes said that you want to see me about my
heavy-weight paper. I have to say that grade wasn’t what I was expecting. I
thought I’d done a pretty good job.
main purpose

Professor
Oh, you did. But do you really want to settle for pretty good when you can do
something very good?

Student
You think it can be very good?

Professor
Absolutely!

Student
Would that mean you’d…I could get a better grade?

Professor
Oh, sorry! It’s not for your grade. It's…I think you could learn a lot by revising it.

Student
You mean, rewrite the whole thing? I really swamped. There’re deadlines
wherever I turn and… and I don’t really know how much time I could give it.

Professor
Well, it is a busy time, with spring break coming up next week. It’s your call.
But I think with all a little extra effort, you could really turn this into a fine essay.

Student

No… yeah…I mean, after I read your comments, I...I can see how it tries to do
too much.

Professor
Yeah. It’s just too ambitious for the scope of the assignment.

Student
So I should cut out the historical part?

Professor
Yes. I would just stick to the topic. Anything unrelated to the use of nature
EMITRY has no place in the paper. All that tangential material just distracted
from the main argument.

Student
Yeah, I never know how much to include. You know…where to draw the line?

Professor
Tell me about it! All writers struggled without one.语气题 But it’s something you can
learn. That will become more clear with practice. But I think if you just cut out
the…emm…

Student
The stuff about history, but if I cut out those sections, won’t it be too short?

Professor
Well, better a short well-structured paper than a long paper that
poorly-structured and wanders off topic.

Student
So all I have to do is to leave those sections?

Professor
Well, not so fast. After you cut out those sections, you’ll have to go back and
revise the rest, to see how it all fits together. And of course, you’ll have to
revise the introduction too, to accurately describe what you do in the body of

the paper. But that shouldn’t be too difficult. Just remember to keep the
discussion focused. Do you think you can get it to me by noon tomorrow?

Student
Wow…emm…I have so much…er…but I’ll try.

Professor
OK, good! Do try! But if you can’t, well, sure for after spring break, OK?

TPO12 Lecture 1 Biology

Narrator
Listen to part of a lecture in a Biology Class.

Professor
As we learn more about the DNA in human cells and how it controls the growth
and development of cells, then maybe we can explain a very important
observation, that when we try to grow most human cells in libratory, they seem
programmed to divide only a certain number of times before they die. Now this
differs with the type of cell. Some cells, like nerve cells, only divide seven to
nine times in their total life. Others, like skin cells, will divide many, many more
times. But finally the cells stop renewing themselves and they die. And in the
cells of the human body itself, in the cells of every organ, of almost every type
of tissues in the body, the same thing will happen eventually.

OK, you know that all of persons’ genetic information is contained on very long
pieces of DNA called Chromosomes. 46 of them are in the human cells that’s
23 pairs of these Chromosomes are of very lengths and sizes. Now if you look
at this rough drawing of one of them, one Chromosome is about to divide into
two. You see that it sort of looks like, well actually it’s much more complex than
this but it reminds us a couple of springs linked together to coil up pieces of
DNA. And if you stretch them out you will find they contain certain genes,
certain sequences of DNA that help to determine how the cells of the body will
develop. When researchers look really carefully at the DNA in Chromosomes

though, they were amazed, we all were, to find that only a fraction of it, maybe
20-30%, converts into meaningful genetic information. It’s incredible; at least it
was to me. But if you took away all the DNA that codes for genes, you still have
maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the
word junk is used sort of townies cheek.

The assumption is that even these DNA doesn’t make up any of the genes it
must serve some other purpose. Anyway, if we examine these ends of these
coils of DNA, we will find a sequence of DNA at each end of every human
Chromosome, called a telomere. Now a telomere is a highly repetitious and
genetically meaningless sequence of DNA, what we were calling JUNK DNA.
But it does have any important purpose; it is sort of like the plastic tip on each
end of shoelace. It means not help you tie your shoe but that little plastic tip
keeps the rest of the shoelace, the shoe string from unraveling into weak and
useless threads. Well, the telomere at the end of Chromosomes seems to do
about the same thing--- protect the genes the genetically functional parts of the
Chromosome from being damaged. Every time the Chromosome divides,
every time one cell divides into two. Pieces of the ends of the Chromosome,
the telomere, get broken off. So after each division, the telomere gets shorter
and one of the things that may happen after a while is that pieces of the genes
themselves get broken off the Chromosomes. So the Chromosome is now
losing important genetically information and is no longer functional. But as long
as the telomeres are at certain length they keep this from happening. So it
seems that, when the, by looking at the length of the telomeres on specific
Chromosomes we can actually predict pretty much how long certain cells can
successfully go on dividing. Other some cells just seem to keep on dividing
regardless which mean not be always a good thing if it gets out of control.

But when we analyze the cells chemically we find something very interesting, a
chemical in them, and an enzyme called telomerase. As bits of the telomere
break off from the end of Chromosome, this chemical, this telomerase can
rebuild it, can help resemble the protected DNA, the telomere that the
Chromosome is lost. Someday we may be able to take any cell and keep it
alive functioning and reproducing itself essentially forever through the use of
telomerase. And in the future we may have virtually immortal nerve cells and
immortal skin cells of whatever because of these chemical, telomerase can
keep the telomere on the ends of Chromosomes from getting any shorter.

TPO12 Lecture 2 Business

Narrator
Listen to part of a lecture in a Business Class

Professor
Ok, as we’ve talked about a key aspect of running a successful business is
knowing, um, getting a good sense of what the customer actually wants, and
how they perceive your product. So with that in mind, I want to describe a very
simple method of researching customer preference, and it is becoming
increasingly common, it's called----MBWA----which stands for managing by
wandering around. Now, MBWA, that's not the most technical sounding name
you've ever heard, but it describes the process pretty accurately. Here is how it
works.

Basically, Um, the idea is that business owners or business managers just go
out and actually talk to their customers, and learn more about how well the
business is serving their needs, and try to see what the customer experiences,
because that's a great way to discover for yourself, how your product is
perceived, what the strengths and weaknesses are, you know, how to you can
improved it that sort of thing, you know Dortans, they make soup and can
vegetables and such. Well, the head of the company, had Dortans’ topped
executives walk around supermarkets, um, asking shoppers what they thought
of Dortans’ soup, and he use the data to make changes to the company's
product, I mean, when Dortans of all the companies, embraces something as
radical as MBWA, it really show you how popular the theory has become, yes,
Lisa?

Student A
But this is dangerous to base decisions on information from a small sample of
people? Is it large scale market research safer getting data on a lot of people?

Professor
That's a good question, and well I don't want to pretend that W… MBWA is
some sort of, um, replacement for other methods of customer research. Now,
the market research data definitely can give you a good idea of, um, of the big
picture, but MBWA is really useful kind of filling in the blanks, you know, getting
a good underground sense of how you products you use, and how people
need respond to them, and Yes, the numbers of opinion you get is small so you

do need to be careful, but, good business managers will tell you that the big
fear they have an.. .and one of the most frequent problems they come across
is well becoming out of touch with what their customers really want and need,
you know surveys and market research stuff like that, they can only tell you so
much about what the customers actually want in their day-to-day lives.
Managing by wandering around on the other hand, that get you in there give
you a good sense about what customers needs so. So when use combination
then, MBWA and market research were the powerful tools. Oh, here is another
example for you, um, see you executive for a clothing manufacture. It was, um,
Lken, Lken jeans you know, they went in work in the store for a few days,
selling Lken's cloths. Now that give them a very different idea about their
product, they saw how people responded to it; they could go up to customers
in the store asked questions about it, yes Mike?

Student B
Well, I would think that a lot of customers will be bothered by, you know, if I'm
shopping, I don't know if I want some business representatives coming up to
me and asking me questions, it's.. It's like when I got phone call at home from
marketing researchers, I just hang up them

Professor
Oh, well, it's certainly true that well no one likes getting calls at home from
market researchers or people like that, but I will tell you something. Most
customers have exact opposite reaction when they comes to MBWA. Now,
don't ask me why, because I really have no idea, but the fact is that customers
tend to respond really well to MBWA, which is the key reason for a success.

In fact, the techniques of MBWA works so well, they have actually been
extended to all kinds of different contacts like politics for instance, Um, a few
years back, the major of Botamore, Um.. I can guess its name is Shapher or
something like that. Anyway, he decided that the best way to serve the people
of the city, of his city, was actually get out there in it and experience the things
that they experienced, so he right around the city in, you know, all parts of it,
and he see all the prattles; he see how the trash was sometimes, um, not pick
up but off side the street and then they go back to the office and they write
these memos, and these memos to stuff about the problems he had seen, and
how they needed to be fixed, you know that sort of thing, but the thing is he got
all the information just by going around and seeing the different Botamore
neighborhoods and talking to the people in them, and he called it--- small
politics, we'd call it MBWA, or just, playing good customer service.

香草鱼UID：3125484

TPO 12 Conversation 2

Narrator
Listen to a conversation between a student and a Department Secretary.

Student
Hi. Miss Andrics.

Secretary
Hi Bret, how are you?

Student
I’m fine; except I have a question about my paycheck.

Secretary
Sure. What’ up?

Student
Well it’s already been several weeks at the end of the semester my
check was supposed to go directly into my bank account but there
haven’t been any deposits.

Secretary
That’s odd.

Student
Yea, I thought graduate teaching a system for automatically put on
the payroll at the beginning of the semester.

Secretary
They are. Let’s see did you complete all the forms for the payroll?

Student
I filled in whatever they sent me, and I returned like the end of
August.

Secretary
Hum, well, you definitely should have been paid by now. At least two
pay periods have passed since then

Student
I asked the bank and they didn’t know anything. Who should I talk to
about this, payroll?

Secretary
I’m going to contact them for you. There was a problem in processing
some of the graduate students’ payroll paper work. ‘Cause their
computer program crashed after all the information was processed.
And some people’s information couldn’t be retrieved.

Student
Hum. But why didn’t any one let me know?

Secretary
I don’t know how they work over there, ‘cause they couldn’t even
figure out whose information was missing. And this isn’t the first time,
seems like something like this happens every semester.

Student
So how do I find out if my information was lost?

Secretary
I will contact them tomorrow morning to see if you’re in the system.
But you’re probably not.

Student
What then will let me to do?

Secretary
Sorry but you will need to fill out those forms again and then I will fax
them over the payroll office.

Student
And then what… Well, what I really need to know is how long till I get
the money, I’m already a month behind my bills and my tuitions due
soon.

Secretary
That’ll get you into the system the same day they receive your paper
works. So if you do that tomorrow, you’ll get paid next Friday.

Student
That’s a long time from now. Will that pay checking include all the
money I am owed?

Secretary
It should. I will double check with the payroll department.

Student
And another thing, Is there any way I could get paid sooner, I have
been teaching all these weeks…

Secretary
I know that’s not fair but I don’t think they can do anything; all the
checks are computed automatically in the system. They can’t just
write checks.

Student
But there is another one to make mistakes. They’ve never told me!

Woman
I understand how you feel and if I were you, I’d be upset too. I’ll tell
you what: when I call them, I will explain the situation and ask them
if there is any way you can be paid sooner. But I have to tell you that
base on past experiences you shouldn’t count on it.

Student
(Sigh) I understand thanks. I know it’s’ not your fault and that you’re
doing everything you can.

Secretary
Well, what I CAN do is make sure that your first check for total amount
the university owes you.语气题

Student
That’ll be great! Thank you. I will be on campus about 10 tomorrow
morning and I will come back to see you then.

TPO 12 Lecture 3 Music history

Narrator
Listen to part of a lecture in a music history class. The professor has been
discussing Opera.

Professor
The word opera means work, actually it means works. It’s the plural of the word
opus from the Latin. And in Italian it refers in general to works of art. Opera
Lyric or lyric of opera refers to what we think of as opera, the musical drama.
Opera was commonplace in Italy for almost thousands of years before it
became commercial as a venture. And during those years, several things
happened primarily linguistic or thematic and both involving secularization.
issue purpose

Musical drama started in the churches. It was an educational tool. It was used
primarily as a vehicle for teaching religion and was generally presented in the
Latin, the language of the Christian Church which had considerable influence
in Italy at that time. But the language of everyday life was evolving in Europe
and at a certain point in the middle ages it was really only merchants, Socratics
and clergy who can deal with Latin. The vast majority of the population used

their own regional vernacular in all aspects to their lives. And so in what is now
Italy, operas quit being presented in Latin and started being presented in
Italian. And once that happened, the themes of the opera presentations also
started to change. And musical drama moved from the church to the plaza right
outside the church. And the themes again, the themes changed. And opera
was no longer about teaching religion as it was about satire and about
expressing the ideas of society your government without committing yourself
to writing and risking imprisonment or persecution, or what have you.

Opera, as we think of it, is of course a rather restive form. It is the melodious
drama of ancient Greek theater, the term ‘melodious drama’ being shortened
eventually to ‘melodrama’ because operas frequently are melodramatic, not to
say unrealistic. And the group that put the first operas together that we have
today even, were, they were…well…it was a group of men that included Gallo
Leo’s father Venchesil, and they met in Florence he and a group of friends of
the counts of the party and they formed what is called the Camarola Dayir
Bardy. And they took classical theater and reproduced it in the Renaissance’s
time. This…uh…this produced some of the operas that we have today.

Now what happened in the following centuries is very simple. Opera originated
in Italy but was not confined to Italy any more than the Italians were. And so as
the Italians migrated across Europe, they carried theater with them and opera
specifically because it was an Italian form. What happened is that the major
divide in opera that endures today took place. The French said opera
auto-reflect the rhythm and Kevin of dramatic literature, bearing in mind that
we are talking about the golden age in French literature. And so the music was
secondary, if you will, to the dramatic Kevin of language, to the way the rhythm
of language was used to express feeling and used to add drama and of course
as a result instead of arias or solos, which would come to dominated Italian
opera. The French relied on that what is the Italian called French Word 1 or
French Word 2 in English. The lyrics were spoken, frequently to the
accomp**nt of a harpsichord.

The French said you really cannot talk about real people who lived in opera
and they relied on mythology to give them their characters and their plots,
mythology, the past old traditions, the novels of chivalry or the epics of chivalry
out of the middle Ages. The Italian said, no this is a great historical tool and
what a better way to educate the public about Neo or Attalla or any number of
people than to put them into a play they can see and listen to. The English
appropriated opera after the French. Opera came late to England because all

theaters, public theaters were closed, of course, during their civil war. And it
wasn’t until the restoration in 1660 that public theaters again opened and
opera took off. The English made a major adjustment to opera and exported
what they had done to opera back to Italy. So that you have this circle of
musical influences, the Italians invented opera, the French adapted it, the
English adopted it, and the Italians took it back.

It came to America late and was considered to elites for the general public. But
Broadway musicals fulfilled a similar function for a great long while. George
Champon wrote about opera, “If an extraterrestrial being or two appear before
us and say, what is your society like, what is this Earth thing all about, you
could do worse than take that creature to an opera.” Because opera does, after
all, begin with a man and a woman and any motion.

TPO12 Lecture 4 Environmental science

Narrator
Listen to part of a lecture in an environmental science class.

Professor
All right folks, let’s continue our discussion of alternative energy sources and
move on to what’s probably the most well-known alternative energy source---
solar energy.main purpose The sun basically provides earth with virtually unlimited source of
energy every day, but the problem has always been how do we tap this source
of energy. Can anyone think of why it’s so difficult to make use of solar energy?

Student A
Because it is hard to gather it?

Professor
That’s exactly it. Solar energy is everywhere, but it’s also quite diffused. And
the thing is the dream of solar energy is not a new one. Humanity has been
trying to use the sun’s light as a reliable source of energy for centuries. And
around the beginning of the 20th century there were actually some primitive

solar water heaters on the consumer market. But they didn’t sell very well. Any
of you wanna guess why?

Student A
Well, there were other energy choices like oil and natural gas, right?

Professor
Yeah. And for better or for worse, we chose to go down that path as a society.
When you consider economic factors, it’s easy to see why. But then in the
1970s, there was an interest in solar energy again. Why do you think that
happened?

Student B
Because oil and natural gas were...err...became scarce?

Professor
Well, not exactly. The amount of oil and natural gas in the earth was still
plentiful, but there were other reasons. It’s a political thing really and I’m gonna
get into that now. So what happened in the 1970s was oil and natural gas
became very expensive very quickly, and that spurred people to start looking
into alternative forms of energy, solar energy probably being the most popular.
But then in the 80s, this trend reversed itself when the price of oil and natural
gas went down.

Alright let’s shift our focus now to some of the technologies that have been
invented to overcome the problem of gathering diffused solar energy. The most
basic solution is simply to carefully place windows in a building, so the sun
shines into the building and then it’s absorbed and converted into heat. Can
anyone think of where this is most commonly used?

Student A
Greenhouses.

Professor
Yep, greenhouses where plants are kept warm and provided with sunlight
because the walls of the building are made entirely of glass. But we do also
have more complex systems that are used for space heating and they fall into
two categories, passive and active heating systems.

Passive systems take advantage of the location or design of a house. For

example, solar energy is gathered through large glass panels facing the sun.
The heat is then stored in water-filled tanks or concrete. No mechanical
devices are used in passive heating systems. They operate with little or no
mechanical assistance.

With active systems, on the other hand, you collect the solar energy at one
location, and then you use pumps and fans to move heat from the collectors
through a plumbing system to a tank, where can be used to heat a home or to
just provide hot water.

Student B
Excuse me professor, but I’ve got to ask, how can solar energy work at night or
on cloudy days?

Professor
That’s...Well...that is a really good question. As a matter of facts, science is still
working on it, trying to find ways of enhancing energy storage techniques so
that coming of night or cloudy days really wouldn’t matter. That is the biggest
drawback to solar energy. The problem of what do you do in cases where the
sun’s light is weak or virtually non-present. So the storage of solar energy, lots
of solar energy, is a really important aspect.

Student A
Does that mean that solar energy can only be used on a small scale, like
heating a home?

Professor
Well actually, there have been some attempts to build solar energy power
plants. The world’s largest solar plant is located in Cremer Junction California.
It can generate 194 megawatts of electric power, but that’s just a drop in the
bucket. Right now the utility companies are interested in increasing the
capacity of Cremer Junction Plant, but only time will tell if it will ever develop
into a major source of power for that region, considering the economic and
political factors involved.