53e ANSWERS AN D AUDIO SCRIPTS fOR ACTIVmES. QUIZZES. AND MOOEl TESTS o Activity 40, CD 3, Track 6. Now that you have read Ihe explanation of strategic business alliances in the reading, listen to part 01 a Ioecture 00 a slm ilar topic. Okay. now I want you to think about two companies that have historically been In competition lor the package delivery service in the Un ited States. Well. the first to come to mind has to be the U.S. Postal Service. right? But now think lasldelivery. For tha t. Federal Express is at the top of the list. Btlt .lns tead 01 viewing Iheir relationship as tolally competilive. Ihese two companies struck an unprecedented strategic alliaroce seV8fal years ago. The U.S. Postal Service agreed to leI Federal Express plaoo pack· age collection boxes at Iho4.Isands 01 post oU ites Ihroughout the United States, wh ic h was great lor Fed Ex because they achieved an immedia te national p!'esance. But in exchange. Fed Ex allowed lhe Postal SeMce to buy unused space on Ille Fede ral EXp!'ess airplanes in order to carry first·class. priority. and . most Importantly. expl'&SS mail envelopes and pa cka ges. increasing the speed with which they coold deliver the ma~ without purchas ing alrcralt. Moreover. by sharing web sites 10 track their deliveries. both companies have been able to create a larger Inlemet p!'esance. So why would thesa companies be wiUlog 10 help each other? PfObably the most commonly espoused explanation is that they both are banling fax. e·mail. and other emerg ing messaging teen. noIogles and Ihelr combined resources may result in survival and success for both oltMm against a common threat. And that lits In nicely with the whole concept of strategic alliances. But. besides that. many countries- New Zealand. Sweden. Germany. and the Netherlands. to name only a few -Ihes e coonlfles have ended the special government status that postal services have traditionally enjoyed. with all the benefits. Including tax advantages and subsicfl(!s . So. it may be that the U. S. Postal Service is try· l og 10 find alternatives to show Pfogress before privatization ends its chance 01 survi va l. And Federal Exprass m~ht be positioning llsal! to be tho really big winner if the Posta l Service goes up on Ihe aliC · tion bIodI at some time in the future. In other words. the real purpose 01 strategic alliances may be to serve oompellng Interests In the Ioog term. Summarize the major points in the reading . exple i ning how the lecture supports these ideas. Acoording to the read ing. a global economy may necessitate strategic alliances. Unlike a merger or a joint venture that creates a separate business, a strategic alliance permits companies to retain their Individual Identities whiJe they collaborate In achieving their goals. In general. the agreement allows companies to snare resources, as in the case 01 a business that exchanges technical experience for financial support or a business that allows another company to use its bfand advantage in exchange lor a p!'oouct with e large markel. An intemational ag reement benefits businesses with prooucts to sell overseas when they ally with foreign actvertislng companies. The primary advantage 01 stratagic allianceS Is that they are not difficult either to organize or to terminate. a benefit wh8fl business condi- tions are shifting. An e)(8mple of a strategic a Dl ance Is the agreement between the U.S. Postal Service and Federal Express In which the Postal Service allowed Fed Ex to plaoo Its depositori es In a large number 01 post otflces In exchange for the opportunity to buy space 00 Fed Ex airplanes. Both companies retained their identities and the alliance craated mutual benefit. On the one hand. t he Postal Service obtained trans- portation lor their first ctass, priority. and express ma il without purchasing aIrcralt. and on the other hand, Fed Ex secured a national p!'esence IOf their brand. Moreover. by sharing web sites, both com· panies Increased their Internet exposure. In spite 01 speculation about long· term sell·lnterest, the Fed Ex·USPS case study is an excellent example 01 a strategic alliance. lpynghtcd mJ, r I ANSWERS AND AUDIO SCRIPTS FOR QUIZZES IN CHAPTER 5 537 ANSWERS AND AUDIO SCRIPTS FOR QUIZZES IN CHAPTER 5 READING ~ Progress Chart for 1110 Reading Quiz The cha rt below will help you evaluate your progress and delermine what you need 10 read again. First, use the Correct Atlswer ooIumn to grade the quiz. Nexl, check the Problem Types to locale whiCh ones you answered Incorrect ly . Review the Referral Pages thai correspond to the Read i ng Problem lor each questioo thai you mi ssed . Finally, review the Academic Skills in Chapler 3. Ou" Probrom C<Hroc< Acadomic Oueslion Type' Answer Ski/I Refemd Pages 1 True-False 0 Paraphrasing Problem 1, page 204 2 Paraphrase A Paraphrasi ng Problem 6, page 206 3 Vocabulasy 0 Paraphrasing Problom 2, page 204 • Purpose 0 Paraphra sing Problem 5, page 205 5 Inference A Problem 4. page 205 , Cause 0 Paraphr asing Problem 8, page 206 7 Reference C Problem g, page 207 8 TOrrT15 A Paraphrasing Problem 3, page 205 9 Detail 0 Pa raphrasing Problem 7, page 206 10 EJtception 0 Taking Notes Problem 12 , page 208 11 OpiniOn C Problem 1 0, page 207 12 Insert 0 Problem 11 . page 207 13 ClaSSification: Hereditarian DEI Enviroomentalist BFGH Summarizing Problem 13 , page 208 " Summary DO' Summarizing Problom 14. page 209 USTENING ~ Script for the Listening Quiz Th is is a quiz lor the Uslenlng section 01 the Next Generation TOEFL This section tests your ability to understand campus conversations and academic lectures. During the quiz. you will listen to one con · ver581100 and one lecture. You will hear each conversation Of lecture one time and respond to twelve questions about them, You may take notes while you listen. You may use your notes to answer the questions. Once you begin, do oot pause the audiO. To check your answers, refer to the question num· ber in the margin beside the shaded area In the script to which thai question relers. JPyngh cd rna r I 538 ANSWERS AND AUDIO SCRIPTS FOR ACTIVmES, QUIZZES, AND MOOEL TESTS CamouT1Ol (') aue.tl o ns 1-4 , Conver sati on , CO 4, TOiek 6. USlan to a eonvarsation on eampus between a professor and a student. Student: Professor: Student: Professor: Student: Professor: Student Professor: Student Professor: Student: Professor: Student Professor: Student: Protessor: Student: Professor: Student: Professor: Student: Professor. , Prolessor: Hi Professor Taylor. Hi Jack. I'jjjJjijiiIjgJ6il I ~l""J" J 'iijii"JOCiIiiMJI!ii :I I Q1 I OIl, okay. ~~tiNii:8I:t.~ iljtl~.iH6il.tCl:!iiL~to eiiii!i#)Does that mean I can use my book during the test as a reference? Exactly. And you can use your notes and the handouts , too. Really? ~ 1il"""~~""nM!'liken an ~ ' g l ittOUla ' lfiifi 1 02 1 Oh. That"s the mistake that most students make. You see . the purpose of an open·book test is to allow you to look up a detail or make a Ci tation. But the Sltidents who are looking up every answer spend too ml.lCh time on the first l ew questions, and then they have to leave some 01 the quest iOns althe and blank. So ii's important to pace yourse". " is. The test is one hour tong and there are twenty quesllons so you have 10 be wonung on question ten in ha" an hoor . . how ~~ . ~ f", -" ,<",.,. ~~~ then study your book. just like you would for any other lest. Well. some people marl< passages in the book with nags to maka ~ easier to locale oor1a in lac:ts, but other than that. just pre- pare lor a lest like you uwelly 00. RighI . . . Uh, Professor Taylor, could I ask you . um . why are you making this test open·book? I mean, we have 10 study lor ~ like always, SO . . I hope you donl mind that I as:k ~ "' ~ . ' ~. !iij g C:Uaous. I donl mind ~ I. Mosl people ean. BUI . the way I see it. this is a psychology eJass . no l a memoty class. Well, thanks for laking the ti me 10 explain everything. Dr . Taylor. You're welcome, Jack See you next week then. Okay. Have a nice weekend . You, too . AlKI lo Anlwer Audio Replay AlKllo An lwe r A""~ An lwe r ANSWERS ANO AUDIO SCRIPTS FOR OUIZZES IN CHAPT ER 5 5311 1. Why does the man go 10 see his prolessor? C To get advice abou t studying for the tast 2. Usten again 10 part oIlhe COflvarsatioo. Then answer the lollowing question. Yes. but Jack. since you've never taken an open-book test, I shoUld warn you. II i sn' as easy as ~ seems . Because? Because you don' have enough time 10 look up -I)' a, swer a/"ld still li , lsh the lest. Why does the student say this: _~7 B To encourage the professor to eJq>laln . When il is asl<ed In a neulral lone, this one-word question Invites further eKplanatlon. 3. How should Jack prepare 104' the test? C He should organize his notes by topic. 4. Why does the professor give open·book tests? D Because she thinks It provides a belter learning elq)8rience. n Queatlonl 5-14, LectuIW, CD.e, TrllCk IS continued . Uslan to part of a lecture In an eoooom- Ics class. The professor Is talkIng about suppfy-sIde economics . He probably qualily as a true suppfy-slder. bttI he and capitalize on the basic: concept. But It·s perhaps Ronald Rea· gan who Is most closely associated with ~-side economics. So much so that his ~ic:ies In !he 1980s were referred to as Reaganomlcs. _ tlmLat p au,. Ie hu h", 't iii You see, COfI56IVSt/ve end supply-side are !'lOt the same thing. Trac!ltlooal eonsoIVatlve economists Insist that lax cuts should be aa:ompanled by fiscal reslXlflslbllity. that Is, spending cuts by government. BIJ! suppfy-slde economists aran' c:oncemed with spending. They rely on tax cuts to do the job. Period. Back to !he supply-side policies under Reagan, well, the suppfy-slders believed that the economic growth resulting from lax cuts would be 60 great and the total increase In taxes so high that the United States economy would grow beyond Its daflc:it spending. When this didn' happen, some economists distanced themsalves trom the label supply-sJde while advocating tax cuts with greater allantion to spending. ngh mater 5'0 ANSWERS AND AUDIO SCRIPTS FOR ACT1V1T1ES, QUIZZES , AND MOOEL TESTS Even Milton Friedman, Nobel laureate and an Innuential member 01 the Chicago School 01 Eco- nomics- even Friedman is now pointing ou1 thaI the problem Is hoW 10 hold down government spend- Ing, which accounts for eboul half 01 the nallonal income . Bul he still looks 10 tax cuts as a soIutlon. So , a more recent problem for supply-siders, In addillon 10 the fiscal Is that cor- porate business tends to move Ihelr Investment and lead 10 high . " - • • , ' ! I ~ • •• • _. In fact, conservatives and supply-siders Ii argue that progress in the American economy has boon made from technologiCal changes and Increased productIvity-produclng dlflerenl goods or more goods with lewer wor1<ers. Or . Barry Asmus cites the el(ample 01 the millions of Ions 01 copper wire that had 10 be lor us 10 communicate by telephone across country. Now , a few satell~es will do the , """. !IitMIi ITIOI1I ~DY __ £i! g III !COI~ So some people do lose jobs because of technology, productivity, and the shift of manufacturing overseas, and only 70 percent lind bener-paying lobs when they transition to enother jOb . Yes, that's true, and irs a personally painhJl transitiOfl for those invotvod. Bulthe argumenl by supply-siders and many conservatives as well Is that th is is temporary unemployment and the Imporlanl word here Is lem- poraty. So the temporary unempioymenl occurs In the process 01 shifting people not just lrom one job 10 "",.,10 another . itO I • ., • . iilDgy3:ilOUlCl NJJllliiiCr But , 01 course, the success 01 the Un~ed States within the global econ- omy wilt largefy depend on a favorable balance ol l rade-how much we can produce in this country in the new segments 01 the economy and how much we can selt abroad. Aud io An _ Aud io A n.nr A udi o An , Audi o Anlwer 5. What is the lecture maJnly abouI? C Supply-Side economics 8. How does the professor organize the lecture? B By taking an historical perspective 7. According to the 1eclur81' . what did Kennedy and Reagan have In commoo? B They cut was to spur the economy during Ihelr administrations. 8. What wouid Mitton Freidman most likely say about moving a manulacturing plant trom the United States 10 a site abroad? C He wouid view ~ as a natural process In the shin to technology. )pynght mater I ANSWERS AND AUDIO SCRIPTS FOR QUIZZES IN CHAPTER 5 M3 SPEAKING ~ Scrlpl for the SpellldAg Quiz Th is Is a quiz klr the $peaJdng section of the NeJd Generation T OEFL This section tests your ability to communicate In Eng lish In an academic contelCl . During tna quiz, you will respond to siK speaking ques- tion s. You may take notes as you ~sten . You may use your notes to anfOWGr the questions. The reading passages and the questions are printed in the book, but mos t of the directions will be spoken. Once you begin, do not pause tna audio. (') Speaking Quiz, CD 4, Track 13 Narrator 2: Number I. Usten for a question about a familiar topic. After you hear tna question, you nave 15 seconds to prepare and 45 seconds to record you r an swer. Narrator 1: II you were asked to choose one movie that has Inltuenced your th inki ng , which one would you choose? Why? What was especialty impressive about the movie? Use specifIC reasons and details to explain your choice. Narrator 2: Ple ase prepare your ansW1lr alter tna beep. - [Preparation time: 15 seconds] Narrator 2: Please beg in speaking after the beep. - [Recording time: 45 seconds] - Narrator 2: Number 2. Listen for a question that asks your opinion about a famitiar topic. After you hear Ina question. you nave IS seooods to prapare and 45 seconds to record your answer. Narrator 1: Some people think that teachers should be evaluated by Ih& performance 0/ their students on standardUecI lests at the end of the term. Other people maintain that teachefs should be j udged by their own performance in Ih& classroom. and not by the SOOfeS tnat their students achieve on tests. Which approach do vou th i nk Is bener and why? Use speci/Ic raasons end examples to support your opinion. Narrator 2: Please prepare your answer after the beep. - {Preparation time : 15 seconds] , lYngh maler I S44 ANSWERS AND AUDIO SCRIPTS FOR AcnVrTlES, QUIZZES, AND MODEL n:STS Narrator 2: Please begin speaking after the beep. Boo, [Recordi ng time: 45 seconds) Boo, NlllTalor 2: Number 3. Read a short passage and listen 10 a talk on the same topic. Then listen lor a quesllon about tnem . After you near the question, you have 30 seconds to prepare and 60 seconds to reoord your answer. Narrator 1: A meeting is planned \0 e)(plaln the reSidence requ irements for instate tuillon. Read tne pot- icy in the college catalogue printad on page 251 . You have 45 seconds \0 complete It. Please begin reading now . [Reading time : 45 seconds) Narrator I : Now Usten to a sll.Ident who is speaking at the mee~ng . He Is expresslng his opinion about the policy. • Student: Well , I agree with most 01 the policy, but what I don' understand is why I have 10 use my parents' address as my permanent address. Thi s Is my third 'filar In a dorm on campus, and I've gone \0 school every summer, so I've lived In th is state lor three consecutive years. I don' pay state taxes because I don' earn enough as a full-time student to , uh, to pay taxes, bull don' receive support Irom my parents either. I have a small grant and a studerJl loan thaiI'm responsible lor, and . . . and I plan 10 Uve and work in this stllte alter I graduate, so , urn, I th i nk students like me should be eligible lor a waiver. Narrator 1: The student eKpreSSGs his opinion 01 the policy lor Instate tu ition. Report his opinion and eKpla ln the reasons that he gives lor having that opinion. Narrator 2: Please prepare your answer after lne beep. Boo, [Preparation time: 30 seconds] Narrator 2: Please begin speaking alter the beep. Boo, (Recording tlme: 60 seconds) Boo, )pyngh\ mater I . open·book tests? D Because she thinks It provides a belter learning elq)8rience. n Queatlonl 5-1 4, LectuIW, CD.e, TrllCk IS continued . Uslan to part of a lecture In an eoooom- Ics class for the tast 2. Usten again 10 part oIlhe COflvarsatioo. Then answer the lollowing question. Yes. but Jack. since you've never taken an open-book test, I shoUld warn you. II i sn'. suppfy-sIde economics . He probably qualily as a true suppfy-slder. bttI he and capitalize on the basic: concept. But It·s perhaps Ronald Rea· gan who Is most closely associated with ~-side