TPO听力原文答案标注

GalaxiaUID: 2936529

第一次发帖，寄托是不能上附件么...好吧反正我不会，一个一个贴吧...
个人觉得把他们标出来做听力看听还是很有用的，所以甘愿视力下降50度...
回馈寄托哈，虽然考的很一般但是就3个星期准备我已经很满意了，多亏了这里，在这里谢谢各位咯，原谅我之前一直潜水，默默的拿走很多资料:$

ok， 正题，红色是答案出处，黄色是要注意的提示词，下划线的是重听回答题.我弄了1,5-13,15
PS: 太多了啊~没法一个一个贴~要的留邮箱吧~~我级别太低了...

问题求助：为什么我word里刷黄的这里显示不出来啊？？？怎么弄？

一、TPO 01
section1

1． Conversation
Narrator：Listen to part of a conversation between a student and a librarian.

Student
Hi, um…, I really hope you can help me.

Librarian
That’s why I’m here. What can I do for you?

Student
I’m supposed to do a literature review for my psychology course, but um… having a hard time finding articles. I don’t even know where to start looking.

Librarian
You said this is for your psychology course, right? So your focus is on …

Student
Dream Interpretation.

Librarian
Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?

Student
Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.

Librarian
Let’s get you going on looking for those then. We have printed versions of twenty psychology journals in the Reference Section. These are the ones published within the last year. Then I think about it… there’s a journal named SleepandDream.

Student
Oh, yeah, the article I just copied is from that journal, so I’ve got to look at other sources.

Librarian
Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word ‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen.

Student：Cool, that’s great! Too bad I cannot do this from home.

Librarian
But you can. All of the library’s databases and electronic sources can be accessed through any computer connected to the university network.

Student
Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.

Librarian
Maybe, but you already narrow your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.

Student
Right, abstracts! They’ll definitely make the project more durable. I guess I should try out the electronic search while I’m still here then, you know, just in case.


Librarian
Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.

Student
Thanks, I feel a lot better about this assignment now.




2． Lecture
Narrator：Listen to part of a lecture in a contemporary art class.

Professor
Ok, I’m going to begin this lecture by giving you your next assignment. Remember I said that at some point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. It’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.

The name of the artist exhibiting there is Rose Frantzen. Frantzen’s work may be unfamiliar to you since she’s a relatively young artist. But she’s got a very unusual style, compared to some of the artists we’ve looked at this term. But anyway, Frantzen’s style is what she herself calls Realistic Impressionism. So you’ve probably studied both of these movements separately, separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?

Student
Well, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlier styles. It didn’t depict scenes or models exactly as they looked. Um… Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.

Professor
Good. What else? What were the subjects?


Student
Well, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, lots of nature scenes, especially landscapes.

Professor
Good. So when you go to the exhibit, I really want you to take a close look at a certain painting. It’s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen’s style. It’s an outdoor scene, an everyday scene. It’s kind of bleak, which you can really see those broad brushstrokes and the blurry lines. The colors aren’t quite realistic. The sky is kind of, well, in a natural… pinkish yellow. And the fence in the foreground is blue, but somehow the overall scene gives an impression of a cold, bleak, winter day on a farm. So that’s the impressionist side of her work.

Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work---that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too.

So, what about Realism? What are the elements of Realism we should be looking for in Frantzen’s work?

Student
Um… real honest depictions of subject matter, pretty unidealized stuff, and pretty everyday subject matter, too.

Professor
Good. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman’s face is so realistic looking that it’s almost like a photograph. The woman’s nose is a little less than perfect and her hair is kind of messed up. This is realism. But then, the background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it’s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there are vibrant colors. There’s lots of orange, with little hints of an electric blue peeking out.


I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here’s a little bit about Rose Frantzen’s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So she took advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. But of course, it’s not as easy as that, and so Frantzen had to paint other people’s portraits at places like art fairs just to make money to buy paint for her more series of art work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what’s important is that you keep at it that you don’t give up. That’s what is really important to remember.



3． Lecture
Narrator: Listen to part of a lecture in a geology class.

Professor
Ok, let’s get started. Great. Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is - dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is a key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.

Um…Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially it was part of a vast desert. And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That’s been the conventional wisdom among geologists for quite some time. But now we’ve learned something different, and quite surprising, using a technique called Uranium-Lead Dating.

I should say that Uranium-Lead Dating has been around for quite a while. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That’s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right?

Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there. Well, this was a pretty revolutionary finding. Um… and it was basically because of Uranium-Lead Dating. Why? Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that’s only useful up to a point, and that’s not what these two geologists did.

Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes. Zircon starts off as molten magma, the hot larva from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to change into Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges. Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of the mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good.

So, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed. So because of this, this new way of doing Uranium-Lead Dating, we’ve been able to determine that one of our major assumptions about the Grand Canyon was wrong.

Like I said before, Uranium-Lead Dating has been with us for a while. But, um… until recently, in order to do it, you really had to study many individual grains. And it took a long time before you got results. It just wasn’t very efficient. And it wasn’t very accurate. But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I’ll predict that Uranium-Lead Dating is going to become an increasingly popular dating method.

There are a few pretty exciting possibilities for Uranium-Lead Dating. Here is one that comes to mind. You know the theory that earth’s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively. If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet’s geology.

GalaxiaUID: 2936529

section2
4． Conversation
Narrator：Listen to part of a conversation between a student and his professor.

Professor
Hi Mathew, I’m glad you can come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?

Student
Hmmm, yes. I go over the Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.

Professor
Well, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular what’s the astronomy unit he’s been teaching.

Student：The astronomy unit?

Professor
It seems that Mr. Grable has mastered the interdisciplinary approach to teaching — the way we’ve been talking about in class.

Student
Oh! OK, yeah, so like when he was teaching them astronomy, he didn't just teach them the names of the planets, he used it as a way to teach mythology.

Professor
Really! So, how did he do that?

Student
Well, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.

Professor：So, he…

Student
He introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.

Professor
Oh, Mathew, that’s a great example.

Student
Yeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.

Professor
So, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.

Student
Exactly! He used this one topic to teach third-grades all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.

Professor
You know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.

Student
Really?! Hmmm… ‘cause I don’t really think I’ll have any time to write my paper by then.

Professor
Oh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.

Student: Ok, that sounds all right.



5． Lecture
Narrator：Listen to part of a lecture in an archeology class.

Professor
OK, we’ve been talking about early agriculture in the near east. So let’s concentrate on one site and see what we can learn from it. Let’s look at Catalhoyuk. Ah… I’d better write that down.

Catalhoyuk, that’s about as close as we get in English. It’s Turkish, really. The sites in modern day Turkey, and who knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn’t the first agricultural settlement in the near east, but it was pretty early, settled about 9000 years ago in the Neolithic period. And ... umm... the settlement...ah...town really, lasted about a thousand years and grew to a size of about eight or ten thousand people. That certainly makes it one of the largest towns in the world at that time.

One of the things that make the settlement of this size impressive is the time period. It’s the Neolithic, remember, the late Stone Age. So the people that lived there had only stone tools, no metals. So everything they accomplished, like building this town, they did with just stone, plus wood, bricks, that sort of thing. But you got to remember that it wasn’t just any stone they had, they had obsidian. And umm... obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And urrr... the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.

Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one storey made of sun dried bricks. But what’s really interesting is that there are no spaces between them, no streets in other words, and so generally no doors on the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster on the inside walls. Once you were in the house, there would be one main room and a couple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would’ve been pretty cold during the winters. And it also looks like they made their tools near the fire. There tends to be a lot of obsidian flakes and chips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings. They ended up with a layer of black soot on them, and so did people’s lungs. The bones found in the graves show a layer of soot on the inside of the ribs.

And that’s another unusual feature of Catalhoyuk, the burial sites. The graves have all been found under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something,
but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors’ graves and be buried near them themselves. But it makes a good point.

Based on excavations, we can know the layout of the houses and the location of the graves, but we’re only guessing when we tried to say why they did it that way. That’s the way it is with archeology. You are dealing with the physical remains that people left behind. We have no sure access to what they thought and how they felt about things. I mean it’s interesting to speculate. And the physical artifacts can give us clues, but there is a lot we can’t really know. So, for instance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we don’t know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That’s the kind of thing we can only guess at based on clues. And hopefully, further excavation of Catalhoyuk will yield more clues. But we’ll probably never know for sure.



6． Lecture
Narrator：Listen to part of a lecture in a biology class.

Professor
For today’s discussion, we’ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?

Student
Well, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?

Professor
Uh-ha, so first let’s discuss the Eastern marmots. They reside throughout the eastern region of North America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.

Student
Oh, I see. At first I wasn’t sure what growing season meant, just from the reading. But now I get it. It's the amount of time it takes for them to grow, right? So it would be five months?

Professor
Umm? Oh, uh… I’m sorry but no. It has nothing to do with that. It's not about the time it takes for Eastern marmots to grow. It’s when the food is available. That is when it’s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant’s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots’ social habits?

Student
Well, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.

Professor
Uh-ha? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they go their separate ways. Then about six to eight weeks after birth, the offspring leave their mothers.

Student
Really? Just six weeks? Is that possible for the offspring to make it on their own so young?

Professor
Well, it’s not as if they aren’t ready for the real world because they are. Remember, they mature quickly and the weather’s nice. Also they live in open fields where there is lots of edible vegetation. So roughly six weeks after birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?

Student
Oh, I get it. Since the climate’s not too bad, the Eastern marmots don't have to rely on each other too much and they really don't need to stay together as a family to survive either.

Professor
Uh-ha. Any contrast, the Olympic marmots? What about them?

Student
Well, they live together as a family and take care of their young until they are at least two years old. They’re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live? That seems so bizarre.

Professor
Well, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.

GalaxiaUID: 2936529

二、
TPO 02 只弄了第一篇对话
1． Conversation
Narrator：Listen to a conversation between a student and a professor.

Student
Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.

Professor：Sure, John. What did you want to talk about?

Student
Well, I have some quick questions about how to write up the research project I did this semester—about climate variations.

Professor
Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?

Student
I’ve got all my data, so I’m starting to summarize it now, preparing graphs and stuff. But I’m just. . . I’m looking at it and I’m afraid that it’s not enough, but I’m not sure what else to put in the report.

Professor
I hear the same thing from every student. You know, you have to remember now that you’re the expert on what you’ve done. So, think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That’s usually my rule of thumb: would my parents understand this?

Student：OK. I get it.

Professor：I hope you can recognize by my saying that how much you do know about the subject.

Student
Right. I understand. I was wondering if I should also include the notes from the research journal you suggested I keep.

Professor
Yes, definitely. You should use them to indicate what your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was.

Student
OK. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?

Professor
Yes, that’s right. You should include all of that. The statistical tests are especially important. And also be sure you include a good reference section where all your published and unpublished data came from, cause you have a lot of unpublished climate data.

Student
Hmm . . . something just came into my mind and went out the other side.

Professor
That happens to me a lot, so I’ve come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don’t want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn’t remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.


Student
A notepad is a good idea. Since I’m so busy now at the end of the semester, I’m getting pretty forgetful these days. OK. I just remembered what I was trying to say before.

Professor
Good. I was hoping you’d come up with it.

Student
Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.

Professor
Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish.

Student
Great. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.

Professor：OK.

GalaxiaUID: 2936529

三、TPO 03 只弄了S1  



1． Conversation
Listen to a conversation between a student and a receptionist at the Registrar’s Office on the first day of the semester.

Student
Excuse me, I’m supposed to be having my physics class in the science building, but no one’s in the classroom. Could you tell me where the class is? Physics 403 — has it been moved?
Receptionist
Well, there’s a room assignment sheet on the bulletin board outside this office.

Student
Yeah, I know, but my class isn’t listed there. There must be some kind of mistake or something. Could you look it up, please?

Receptionist
Hmmm... ok, let me check on the computer. It’s physics, right? Wait, did you say physics 403?

Student: Yeah.

Receptionist
Er…I’m sorry, but it says here that it was cancelled. You should have got note letter from the registrar’s office about this.

Student：What? I’ve never got it.

Receptionist
Are you sure? ‘Cause it says on the computer that the letter was sent out to students a week ago.

Student
Really? I should have got it by now. I wonder if I threw it away with all the junk mail by mistake.

Receptionist
Well, it does happen. Er… let me check something. What’s your name?

Student：Woodhouse, Laura Woodhouse.

Receptionist
Ok, hmmm…Woodhouse, let me see… ah, it says here we sent it to your apartment on er… Center Street.

Student：Oh, that’s my old apartment. I moved out of there a little while ago.

Receptionist
Well, and I suppose you haven’t changed your mailing address at the administration office. Well that would explain it.

Student
Yeah, I guess that’s it. But how can they cancel the class after offering it. If I’d known this was going to happen, I would have taken it last semester.


Receptionist
I know, it’s really inconvenient for you, I understand that, but er… if we don’t have enough students sign up for the course, the college can’t offer it. You know, it’s a practical issue, like we can’t have an instructor when there’re only a few students in the class. You see what I mean?

Student：I guess, but now I don’t know what course I should take instead.

Receptionist
Ok, let’s see. Do you have any courses you’re going to take next semester? If you do, you might want to take them now and sign up for physics 403 next semester.

Student
Yeah, I guess I could do that. I just hope it won't be cancelled again. Do you know how many people have to be enrolled in order to keep a class from being cancelled?

Receptionist
Well, it depends on the class, but for that class, you have to have er… let’s see, usually it’d be at least ten people, but since it was cancelled this semester, they might even do it with less. But do you know what you should do? Give the physics department a call a couple of weeks before the semester starts. They’ll be able to tell you if they’re planning to go through with it. It's their decision, actually.

Student
Oh, ok, I will do that. Thanks for the info.

Receptionist
No problem. Sorry about the class. Oh, why aren’t you to go change a mail address now. It lonely takes a minute.

Student
Oh, oh, sure, I will do that right way.



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

Professor
Now, we’ve been talking about the loss of animal habitat from housing developments, uh …, growing cities – small habitat losses. But today I wanna begin talking about what happens when habitat is reduced across a large area. There are, of course, animal species that require large areas of habitat, and some migrate over very long distances. So what’s the impact of habitat loss on those animals – animals that need large areas of habitat?

Well, I’ll use the humming birds as an example. Now you know a humming bird is amazingly small, but even though it’s really tiny, it migrates over very long distances, travels up and down the western hemisphere – the Americas, back and forth between where it breeds in the summer and the warmer climates where it’s spent the winter.

So you would say that this whole area over which it migrates is its habitat because on this long- distance journey, it needs to come down to feed and sleep every so often, right? Well, the humming bird beats its wings – get this – about 3 thousand times per minute. So you think, wow, it must need a lot of energy, a lot of food, right?

Well, it does. It drinks a lot of nectar from flowers and feeds on some insects, but it’s energy- efficient too. You can’t say it isn’t. I mean, as it flies all the way across the Mexico Gulf, it uses up none of its body fat. But that doesn’t mean it doesn’t need to eat. So humming birds have to rely on plants in their natural habitat.

And it goes without saying, but the opposite is true as well, plants depend on humming birds too. There are some flowers that can only be pollinated by the humming birds. Without its stopping to feed and spread pollen from flower to flower, these plants would cease to exist.

But the problem, well, as natural habitat along these migration routes is developed by humans for housing or agriculture or cleared for raising cattle, for instance, there is less food available for migrating humming birds. Their nesting sites are affected too, the same by the same sorts of human activities. And all of these activities pose a real threat to the humming bird population.


So help them survive, we need to preserve their habitats. And one of the concrete ways people have been doing this is by cleaning up polluted habitat areas and then replanting flowers, um, replanting native flowers that humming birds feed on.

Promoting ecological tourism is another way to help save their habitat. As the number of visitors, eco-tourists who come to humming bird habitats to watch the birds, the more the number of visitors grows, the more local businesses’ profit, so ecological tourism can bring financial rewards, all the more reason to value these beautiful little creatures in their habitat, right?

But to understand more about how to protect them to support the humming birds the best we can, we’ve got to learn more about their breeding, nesting sites and migration routes, and also about the natural habitats we find there. That just helps us determine how to prevent further decline in the population.

A good research method, a good way to learn more, is by running a banding study. Banding the birds allows us to track them over their lifetime. It’s been a practice that’s been used by researchers for years. In fact, most of what we’ve known about humming birds comes from banding studies, where we capture a humming bird and make sure all the information about it, like its weight and age and length, are all recorded and put into an international information database.

And then we place an extremely lightweight band on one of its legs, well, what looks like a leg, although technically it’s considered part of the bird’s foot. Anyway, these bands are perfectly safe, and some humming birds have worn them for years with no evidence of any problems. The band is labeled with tracking number, oh, and there is a phone number on the band for people to call for free, to report a banded bird to be found or recaptured.

So when a banded bird is recaptured and reported, we learn about its migration route, its growth, and how long it has been alive, its lifespan. One recaptured bird was banded almost 12 years earlier – she was one of the oldest humming birds on record. Another interesting thing we learned is that some humming birds no longer use a certain route. They travel by a different route to reach their destination.

And findings like these have been of interest to biologists and environmental scientists in a number of countries who are trying to understand the complexities of how changes in a habitat affect the species in it.


3． Lecture
Narrator
Listen to part of a lecture in a film history class.

Professor
Okay, we’ve been discussing films in the 1920s and 30s, and how back then film categories, as we know them today, had not yet been established. We said that by today’s standards, many of the films of the 20s and 30s would be considered hybrids, that is, a mixture of styles that wouldn’t exactly fit into any of today’s categories, and in that context. Today we are going to talk about a film-maker who began making very unique films in the late 1920s. He was French, and his name was Jean Painlevé.

Jean Painlevé was born in 1902. He made his first film in 1928. Now in a way, Painlevé’s films conform to norms of the 20s and 30s, that is, they don’t fit very neatly into the categories we use to classify films today. That said, even by the standards of the 20s and 30s, Painlevé’s films were unique, a hybrid of styles. He had a special way of fusing, or some people might say confusing, science and fiction.

His films begin with facts, but then they become more and more fictional. They gradually add more and more fictional elements. In fact, Painlevé was known for saying that science is fiction.

Painlevé was a pioneer in underwater film-making, and a lot of his short films focused on the aquatic animal world. He liked to show small underwater creatures, displaying what seemed like familiar human characteristics – what we think of as unique to humans.

He might take a clip of a mollusk going up and down in the water and set it to music. You know, to make it look like the mollusk were dancing to the music like a human being – that sort of thing. But then he suddenly changed the image or narration to remind us how different the animals are, how unlike humans. He confused his audience in the way he portrayed the animals he filmed, mixing up on notions of the categories of humans and animals.

The films make us a little uncomfortable at times because we are uncertain about what we are seeing. It gives him films an uncanny feature: the familiar made unfamiliar, the normal made suspicious. He liked twists, he liked the unusual. In fact, one of his favorite sea animals was the seahorse because with seahorses, it’s the male that carries the eggs, and he thought that was great. His first and most celebrated underwater film is about the seahorse. Susan, you have a question?

Student 1
But underwater film-making wasn’t that unusual, was it? I mean, weren’t there other people making movies underwater?

Professor
Well, actually, it was pretty rare at that time. I mean, we are talking about the early 1920s

Student 1
But what about Jacques Cousteau? Was he like an innovator, you know, with underwater photography too?

Professor
Ah, Jacques Cousteau. Well, Painlevé and Cousteau did both film underwater, and they were both innovators, so you are right in that sense. But that’s pretty much where the similarities end. First of all, Painlevé was about 20 years ahead of Cousteau. And Cousteau’s adventures were high-tech, with lots of fancy equipment, whereas Painlevé kind of patched the equipment together as he needed it.

Cousteau usually filmed large animals, usually in the open sea, whereas Painlevé generally filmed smaller animals, and he liked to film in shallow water. Uh, what else, oh well, the main difference was that Cousteau simply investigated and presented the facts – he didn’t mix in fiction. He was a strict documentarist. He set the standard really for the nature documentary. Painlevé, on the other hand, as we said before, mixed in elements of fiction. And his films are much more artistic, incorporating music as an important element. John, you have a question?

Student 2
Well, maybe I shouldn’t be asking this, but if Painlevé’s films are so special, so good, why haven’t we ever heard of them? I mean, everyone’s heard of Jacques Cousteau.

Professor
Well, that’s a fair question. Uh, the short answer is that Painlevé’s style just never caught on with the public. I mean, it probably goes back at least in part to where we mentioned earlier, that people didn’t know what to make of his films – they were confused by them, whereas Cousteau’s documentaries were very straightforward, met people’s expectations more than Painlevé’s films did. But you are true: film history is about what we know about them. And Painlevé is still highly respected in many circles.

GalaxiaUID: 2936529

七、TPO 07

1. Conversation

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.

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.

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.

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

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.






2. Lecture

Pro: The 19 century was the time that thought what we called: Realism 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 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, 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 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 [king 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 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 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 r 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. [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.








3. Lecture

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--- ultrasound s. 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.

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

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 . 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 moth, which is common prey for a bat, particularly a moth meeting its wings. However, moth happened to have major advantage over most other insects. They can detect ultrasound; this means that when the bat approaches, the moth 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. 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 moth. 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, and a 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 moth, 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.

GalaxiaUID: 2936529

4. 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.

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.

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.




5. Lecture

Pro: So we've been discussing 16th century Native American life, and today we're going to 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（普遍的） in that area. Now can anyone here describe the birch tree?

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

Pro: Yes. The birch tree has white bark, and this tough protective outer layer of the tree, this white bark, is waterproof（防水的）. And this waterproof quality of the bark, it made it useful for making things like cooking containers, 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?

Pro: Well, birch bark is pliable（柔韧的） 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?

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 17th 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.



6. Lecture
Last time, 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 is also plastic, you can change the shapes without breaking. If you leave, for example, a bar of ice supported only at one end, the end, the 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. Deformation is more likely to occur the thicker the ices, because at the gravity of the weight its ice. 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.

GalaxiaUID: 2936529

八、TPO 08 – Listening Part
1． Conversation

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

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（中间的） 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.

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（补充） 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.



2． Lecture

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.

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.

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.





3． Lecture

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. 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 1860 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 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…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. 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 IntheStudio 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.

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4． Conversation

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.

Stu: You mean the library.

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.




5． Lecture

Pro: So we’ve been talking about the printing press. How it changes people’s lives, making 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. 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- 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, making 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.


6． Lecture

Pro: So, are there any questions?

Stu: Yes, um, Professor Harrison, you were saying that the periodic table is predictive. 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.

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.

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, making 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?

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.

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