TOEFL® iBT insider listening tập 5 công ty linguaforum (file text + audio)

Study Smarter, N ot H arder T O E F L ® iB T INSIDER Listening (SM saililiB' ٠yi c،: NHA XUAT BAN xdNG HC(P THANH PH6' u N THU VIEN DAI HOC NHA T R A N h6 CHI MINH ‫د ﺋ ﺎ ﻛ ﺎ [ل‪7‬ﻟﺠﻲ [ ئ‪| ٠‬‬ ‫‪I‬‬ LinguaForum TOEFL IBT Insider Listening "Copyright © 2006 by LinguaForum, inc .٩11 lights Keser١ ’uO١ ١ "No part of this book may be reprodueeO 01' transmitted in any form or by any means, eleetronic or mechanical, including photocopying, recording, or any othet' information storage and retrieval system, without the explicit permission, in writing, from ihe Publisher." "This edition is published in Vietnam under a !licence Agreement between LinguaForum, Inc Korea and Nhan Tri Viet Co., l^td Vietnam, in the form of English original reprint, in 2006.” "،Authorized edition for sales in \.'’ietnam ()nlv” LinguaForum TO EFL' iBT Insider Listening COng ty LinguaForum giu ban ٩uyền © 2006 KhOng phan nao cuOn sdch nhy dugc phep chep hogc chuydn tai rluffi b،٩t ky hinlt thuc nao hay bang bat ky phuong tien na٥ ١di‫؟‬n tu hoac CO hpc, ke ca chup, thu hinli, hoac bat ky he thOng truy cap, du trU thOng tin nao, ma khOng cO su cho phep bang van ban cUa Nha xudt ban Àn ban duợc x٧ at ban tai Viet Nam du'0٩dang in lai nguyen ban tia'ng Anh theo hap d(‫؛‬ng cap phep giUa COng ty LinguaForum, Han QuOc va COng ty TNHH Nhan Tri Viet, Viet Nam vao nam 2006 An ban nhy chi diioc phGp ban tai Viet Nam TOEFL* /BT INSIDER ★ ! ★ ★ ★ ★ CONTENTS CH Main Idea Questions Vocabuiary Preview 16 Listening Practice 26 Q uestion Type Explanation 17 Vocabulary Review 27 Basic Drills 18 /BT Practice 28 Listening Practice 19 Listening for Total Comprehension 30 Listening Practice 21 Summarization Skills 31 Listening Practice 23 Integration Skills 32 Listening Practice 25 Supporting Detail Questions CH Vocabulary Preview 34 Listening Practice 44 Question Type Explanation 35 Vocabulary Review 45 Basic Drills 36 /BT Practice 46 Listening Practice 37 Listening for Total Comprehensio.‫؛‬ 48 Listening Practice 39 Summarization Skills 49 Listening Practice 41 integration Skills 50 Listening Practice 43 /BT Mini Test 51 Content-Linking Questions Vocabulary Preview 60 Listening Practice Q uestion Type Explanation 61 Vocabulary Review 71 Basic Drills 62 /BT Practice 72 Listening Practice 63 Listening for Total Comprehension 74 Listening Practice 65 Summarization Skills 75 Listening Practice 67 Integration Skills 76 Listening Practice 69 [H 70 a Organization/Rhetorical Connection Questions Vocabulary Preview 78 Listening Practice 88 Question Type Explanation 79 Vocabulary Review 89 Basic Drills 80 /BT Practice 90 Listening Practice 81 Listening for Total Comprehension 92 Listening Practice 83 Summarization Skills 93 Listening Practice 85 Integration Skills 94 Listening Practice 87 /BT Mini Test 95 i i ?‫؛‬ a * Organization Questions Vocabulary Preview 104 Listening Practice Question Type Explanation 105 Vocabulary Review 114 115 Basic Drills 106 /BT Practice 116 Listening Practice 107 Listening for Total Comprehension 118 Listening Practice 109 Summarization Skills 119 Listening Practice 111 Integration Skills 120 Listening Practice 113 CIlOB Identifying Relationship Questions Vocabulary Preview 122 Listening Practice 132 Question Type Explanation 123 Vocabulary Review 133 Basic Drills 124 /BT Practice 134 Listening Practice 125 Listening fo r Total Comprehension 136 Listening Practice 127 Summarization Skills 137 Listening Practice 129 integration Skills 138 Listening Practice 131 /BT Mini Test 139 :pf( Stance/Attitude Questions Vocabulary Preview 148 Listening Practice 158 Question Type Explanation 149 Vocabulary Review 159 Basic Drills 150 /BT Practice 160 Listening Practice 151 Listening for Total Comprehension 162 Listening Practice 153 Summarization Skills 163 Listening Practice 155 1^-7 integration Skills 164 Listening Practice ‫د ر‬.‫د‬ Function Questions Vocabulary Preview 166 Listening Practice Question Type Explanation 167 Vocabulary Review 176 177 Basic Drills 168 /BT Practice 178 Listening Practice 169 Listening for Total Comprehension 180 Listening Practice 171 Summarization Skills 181 Listening Practice 173 Integration Skills 182 Listening Practice 175 /BT Full Test 183 Workbook 221 Scripts 255 Answer Key 301 1| ‫ﺏ‬ :‫ﺕ‬ /;g l: '■i: m i | i [ ‫ ﺃ‬1 ‫ﻯ" ﺍ‬ ‫ﺍ‬1 ٧ ‫ﺃ[ ﺗ ﺎ { ﺍ ﺍ‬ 'В^ INSIDÍR LISTENING About This Book ‫؟‬۶ ^ LinguaForum TOEFL iB T Insider Listening is a complete listening skills book designed for students intending to take the /BT TOEFL exam It is designed to give students a complete understanding of the /BT TOEFL listening passages, as well as the questions asked on the listening section, and to provide students with useful strategies for answering those questions To achieve these goals, LinguaForum TOEFL iB T Insider Listening contains the following: / Eight chapters based on question types, with each chapter focusing on one question type from the ١ iB T TOEFL listening section / Mini Tests & Full Test designed to provide students with an accurate recreation of the real iB T ١ TOEFL listening section / Innovative activities to develop a wide range of listening skills ١ ^ Listening Workbook for full development of listening skills V' Full transcriptions of each listening track to assist in students’ understanding / An answer key with detailed explanations of every question ١ What is the TOEFL? The Test of English as a Foreign Language (TOEFL) is a vital measure of proficiency in English The TOEFL covers the essentials of English, including listening, reading, speaking, and writing The TOEFL focuses on the effective application of English in an academic situation The test is designed to assess how foreign students will perform in an English only academic setting The test requires not only the understanding of given material, but also the effective application of that material for specific academic purposes The TOEFL assumes that testtakers have a mastery of the basic principles of English, and such mastery is essential for success on the test This point cannot be overemphasized Gaining a proficiency in the fundamentals of English (grammar, vocabulary, reading, listening, speaking, writing skills) is the first step to success on the TOEFL The TOEFL, therefore, leads to the right direction in English study because it requires the realistic application of the testtaker's English abilities About the iBT The /BT TOEFL is the newest version of the TOEFL exam It was first instituted in the United States in 2005 The /BT TOEFL is largely based on a communicative approach to language learning It places a g re at deal of im portance on the a bility to com m unicate e ffe ctive ly in English in an academ ic environment It is the first version of the TOEFL exam to assess English proficiency in ail four language areas (reading, listening, speaking, and writing) It is also the first version of the exam to require that testtakers apply these skills in an integrated fashion Therefore, the /BT TOEFL represents a more authentic, but also more challenging assessment of English proficiency The /BT TOEFL is an Internet-based test This simply means that the test data will be transmitted to ETS scoring centers via internet Testtakers will still have to report to authorized test centers to take the test In sid er Changes in the iBT TOEFL (Internet-Based TOEFL) ‫؟‬۶ " The /BT TOEFL not only reflects a change in the way the test is administered, but also in the format of the test itself Some of the major changes on the test are listed below: j Elimination of the grammar section The /BT TOEFL contains no explicit testing of grammar Knowledge of grammar is rather tested through the te stta ker’s ability to comprehend the reading and listening sections, and also by the range of grammar structures employed in the speaking and writing sections and the accuracy with which those structures are used □ Addition of a mandatory speaking section Previous versions of the TOEFL had no speaking evaluation However, testtakers could take the TSE (Test of Spoken English) as a supplement to provide them with an evaluation of their speaking ability On the /BT TOEFL, for the first time, all TOEFL testtakers will be evaluated on their speaking abilities □ Inclusion of integrated tasks The iBT TOEFL speaking and writing sections have integrated tasks which require the testtaker to first read and listen to material and then incorporate that material into their response The objective is to more effectively mimic the type of speaking and writing that students will be required to in a true academic setting J Lengthening of reading and listening tasks The reading passages and the lectures that appear on the /'BT TOEFL have been lengthened The reading passages are now typically around 700 words and the lectures typically last from 4-6 minutes □ Changes in question types There have been significant changes in the question types tt٦at appear on the reading and listening sections, Questions now not only ask about basic factual and inferred information, but also about the relationships between different ideas, and the pragmatic purposes of discourse Implications for Testtakers The changes made in the /BT TOEFL have important implications for testtakers The /BT TOEFL is a far more holistic test than earlier forms of the TOEFL, and testtakers will have to be truly proficient in English in order to succeed In earlier forms of the TOEFL, it was possible to “study the test.” Specifically it was possible for students with high grammar and vocabulary abilities, but with poor communicative abilities, to relatively well on the TOEFL This will no longer be a realistic option Students who possess poor communicative abilities in English will have little chance of success on the /BT TOEFL Therefore, mastery of fundamental English skills is an essential part of /BT TOEFL preparation In tr o d u ctio n L r ‫؛‬١ t t i ٠iULU‫؛‬j l- L 'a c U c e o p g Answer] l.(C ) Solar power not new - 1890s - California % solar 2.(B ) ٦9ios found much gas, so no interest in solar The phrase “to be shaky on som ething" m eans that a person is 19.705 oil shock restarted interest, but not a lot jn su re of som ething The fa ct that the stud ent says “ / US not dedicated to solar, but some use in house design understand but I’m a kind of shaky on " sets up a contrasting Passive solar - sunlight creates heat 'elationship that should provide an im portant clue regarding the Ex large S windows to warm house stu d e n t’s meaning Use large windows & matrl to absorb heat The professor w ants to encourage m ore participation by asking Active solar - sunlight creates electrrty - photovoltaic cel the other students to answ er this question Very expensive, not widespread Nighttime no electrcty - storage bats, expensive L i ‫؛‬ii;e L U U y L٦ i-L ie rU c e i f [ Answer ] (A) p Basket weaving - only women (A) Two types: woven, coiled Woven: checkerboard pattern, like cloth T h e p ro fe s s o r s ta te s th a t th e oil s h o c k of the s brie fly g e n e te d ren e w e d in te re st in so la r po w e r, but th a t oil prices Coiled: like sewing, locked w/ knots Basketry not just baskets - kind of technq Decorate w/dye, shells, patterns d ro p p e d enough fo r p e o p le to lose interest again Just before this questio n, the professor states passive solar is the Why decorate? Maybe related to status m o s t c o m m o n u s a g e o f solar en erg y His assu m p tio n th a t all Some inspiration from tribe s tud ents have ne th is before is m eant to reinforce his point, Ex Hopi = snake pattern, Alaska tribes no such pattern Also lots of individ creativity i ٦UiLdiL\‫؛‬c \ u i u ; L i ‫؛‬١i e u iu ‫؛‬c ‫؛‬Slullis ■ p (A) [ Answer ] (A) [ Answer I (B) (C) T h e p u rp o s e o f th is s e c tio n is p r im a rily to d e sc rib e the The professor es not in any w a y su g g e st th a t this is n o t an d w b a c k s th a t h a v e p re v e n te d ac tiv e so la r p o w e r im portant part of the lecture or that the stud ents not need to fro m b e c o m in g m o re w id e s p re a d take notes Therefore B and C are incorrect The im plication is that the Alaskan tribes did not use snake motifs, The rest o f the lecture discusses the tw o separate types of solar pow er This section o f the lecture sim ply notifies the students of be cau se sna kes w e re n o t p a rt o f th e ir natural e n v iro n m e n t in Alaska, this- This section of the lecture is prim arily concerned with defining the term passive solar, w h ich the pro fe ssor does through examples Usteuiu^; i٦ A p Humanism is undercurrent in most Western thought Def focus on human values, abilities, and needs & equality of mankind Stdnt expintn: reject religion, focus on people instead of God Prof: not exactly right Humanism 8، relig Not incompatible but does focus on people Human values: basis of morality = belief in equality of people, not from relig Human abilities: look for own solutions, don't rely on God to solve probs Human needs; not here to serve God, serve needs of humanity A nsw er Key 331 ٧ ‫ﻇ ﺎ ا‬ ‫ﻻ ا‬ ‫ﺤ ﺎ‬ ‫ﻵ إ ' ذ ا ﺗ‬ ‫ا ا‬ '‫ﺀ‬ L is ie L iL L iy ‫ا ؛‬ ‫ا' ا ﻳ ﺎ‬ ‫ا‬ -‫ا‬ ‫ا ﺋ ﺘ ﺎ‬ C o L u U L ٠e l i e L i ‫ ؛؛‬te U p 7 p ٠! In modern times, both the United States and Australia have had [ Answer ] to deal with the issue of so called "boat people." Simply put, 1-1 d o m a in boat people are citizens of another nation, generally an 1-2 p h o to v o lta ic impoverished one, who seek a better life in the United States or 1-3 u n d e rc u rre n t 1-4 in c o m p a tib le Australia The catch is that, lacking visas, boat people seek t٥ 1- aro m a enter these nations illeoallv through their poorly patrolled 2- is s h a k y on shorelines ٠ ►T h e c a n d id a te k n o w s a lo t a b o u t fo re ig n affairs, b u t d o e s n o t u n d e r s ta n d d o m e stic iss u e s as w ell Boat people present two problems for the governments of the United States and Australia The first is that boat people often 2-2 s w in g b y T h e c lin ic 's m a in h o u rs a re fro m 10am to 4pm , seek to claim refugee status once they have reached land b u t it re m a in s o p e n la te in to th e n ig h t so th a t According to US and Australian law, refugees cannot be forcibly p e o p le c a n co m e w h e n it is m o st c o n v e n ie n t fo r returned to their country if that will place their lives at risk Thus, th e m there must be Iona and often expensive legal proceedings to determine the risk to boat people before they are deported The 2-3 b ro k e d o w n ٠ ٠ In h is c lo sin g a rg u m e n ts th e a tto rn e y e x p la in e d second problem is that the overseas crossing itself Is extremely all th e re a s o n s w h y h is c lie n t s h o u ld b e fo u n d dangerous Coming from impoverished countries, the boats used in n o c e n t o n e b y o n e to reach the US and Australia are often old and dangerous Therefore, the governments of the US and Australia wish to discourage boat people from risking their lives in a dangero_u_s and illegal crossing iBT Practice P S - [ Answer ] {Answer) T h e y a tte m p t to c la im re fu g e e s ta tu s b e c a u s e U S a n d (B) A u s tra lia n la w p r o h ib it d e p o r tin g re fu g e e s if th e re is a T ru e C M B is o f n e a rly e q u a l s tr e n g th in F alse a n y d ire c tio n o f th e sk y cro ss in to th e U S a n d A u s tra lia in v e ry u n s a fe b o a ts , / C M B le v e ls flu c tu a te w id e ly C M B is d e c re a s in g in te m p e tu re ris k th e y w ill b e k ille d in th e ir h o m e c o u n try T h e se c o n d p ro b le m is th a t b o a t p e o p le o fte n s e e k to / a n d th e g o v e rn m e n ts o f th e tw o c o u n trie s d o n 't w a n t p e o p le to ris k th e ir liv e s in th is w ay / as th e u n iv e rs e g ro w s T h e e v id e n c e fo r C M B r e m a n s / la rg e ly sp e c u la tiv e ‫ة‬١1‫ ا‬111111‫ ﺛﺎ‬1٠11‫ أﺗﺎ ﻻﺗﺎ‬1 ‫ي‬٩1‫ت؛[[ أا‬ (C) P.181 4.0^ T h e o rig in s o f C M B T h e d isc o v e ry o f C M B [ Answer ] □ T h e effe c ts of C M B o n life o n E arth T h e se c o n d s u m m a ry is th e co rrec t su m m a ry A lth o u g h T h e s c ie n tific im p lic a tio n s o f CM B it is s h o rte r, it re ta in s th e o rig in a l fo c u s o f th e d is c u s s io n □ T h e a rg u m e n ts in o p p o s itio n to CM B b e tte r th a n th e f irs t su m m a ry T h e firs t s u m m a ry fo c u se s (B) (A) to o m u c h o n t h e b e e s , a n d n o t o n t h e f l o w e r s I n a d d itio n , th e f irs t s u m m a ry sa y s th a t b e e s a re n o t a b le to The m ain to p ic of the lecture is the discovery o f C M B and w hat it tells us about th e universe The professor states that although C M B w as predicted by the Big Bang theory, th e re w a s not m uch interest in it until the 1960s, w hen scientists at Bell Laboratories were searching for the source of satellite interference, Since C M B w a s pre dicte d by the Big Bang theory, its discovery strongly suggests th a t the theory is correct The professor realizes th a t he has not provided the students with enough inform ation about w h at exactly CM B is so he gives them m ore b a ckgro und inform ation by explaining how it w as created 332 In sid er re m e m b e r w h ic h flo w e rs la c k n e c ta r, w h ic h is in c o rre c t F in a lly , th e f ir s t s u m m a r y is r a th e r v a g u e in te rm s o f h o w e x a c tly flo w e r s a re a b le to tric k b e e s T h e s e c o n d s u m m a ry is m o re p re c is e in th is resp e ct Ll№ u i ٠c U o l i ỵ١ L lU‫؛‬٦ p /BT Full Test p.185-220 [ Answer ] T h e le c tu re s ta te s th a t active so la r p o w e r is n o t w id e ly [ Answer ] u s e d b e c a u s e o f its e x p e n se a n d th e o th e r p r o b le m s PA RTI a s s o c ia te d w ith it, s p e c ific a lly th e p r o b le m th a t n o e l e c t r i c i t y is p r o d u c e d at n ig h t tim e T h e r e a d in g , h o w e v e r, d e s c r ib e s tw o c o m m o n u se s o f a c tiv e s o la r p o w e r, a n d h o w th e y o v erc o m e th e se p ro b le m s T h e re a d in g sa y s th a t m a n y stre e tlig h ts in th e U S w o rk on s o la r p o w e r T h e re a d in g says th is is p o s s ib le b e c a u s e (C) (B) (B) (B) (B) (D) (A) (B) (C) 10 (D) 11 (A) 12 (D) 13 (A) 14 (C) 15 (B) 16 (D) 17 (D) th e s tr e e tlig h ts o n ly co m e o n a t n ig h t, a llo w in g th e m PART to c h a rg e th e ir b a t te r ie s d u r in g d a y lig h t h o u r s T h e (D) (A) (C) (C) r e a d in g a ls o sa y s th a t s o la r p a n e ls are o f te n lin k e d (A) (C) (B) (C) i n t o th e p o w e r g r i d A lth o u g h th e y c a n 't p r o d u c e (B) 10 (B) 11 (A) 12 (B) e le c tric ity at n ig h t, th e y red u ce th e a m o u n t o f o il u se d 13 ^ A la c k o f g o v e rn m e n t fu n d in g in th e d a y so th a t le ss to ta l oil is u sed □ A s u d d e n d ro p in p o p u la tio n □ T h e su c ce ss a n d a v a ila b ility o f p riv a te sc h o o ls in e d u c a tin g A m e ric a n y o u th T h e p u b lic 's p e r c e p tio n o f th e u n im p o rta n c e o f fo rm a l e d u c a tio n 14 (B) 15 (B) 16 (D) (0 PARTI W hen the stud ent first co m e s to the help de sk he does not yet know that he needs RAM for his com p uter He only kno w s that his Internet connection is not w o rking properly T h e s tu d e n t says th a t he h a s a lre a d y b e e n to th e fa c ilitie s departm ent, but that they told him there w a s a pro blem w ith his com p uter, not with the Internet connection Therefore, they told him to visit the co m p u te r help desk, The help desk w o rker says that she c a n ’t be sure, b u t th a t the m o st likely p ro blem is th a t the s tu d e n t d o e s no t have e n ou gh m em ory A cco rd in g to th e w o m a n , the fa c t th a t the s tu d e n t’s co m p uter is slow in general su p p o rts this The stu d e n t will m o st likely go to the c o m p u te r s to re th a t the w o m a n has to ld him a b o u t to g e t m o re RAM in s ta lle d in his com puter The w om an is trying to indicate th a t while she thinks she know s w hat the problem is, she is not 100% sure W hen the stud ent first co m e s to the help de sk he e s not yet kno w that he needs RAM for his com p uter He only kn o w s that his Internet connection is n o t w o rking properly Very little is said a b ou t ad vertising itself The m ain p o in t of this lecture is to define a nu m be r o f w ays to a p pro ach bu dgeting for advertising T h e p r o fe s s o r g iv e s s o m e s p e c if ic s t a t is t ic s a s t o w h a t p e rce n ta g e of sales is a llo c a te d to th e ad ve rtisin g b u d g e ts of c e r ta in ty p e s o f c o m p a n ie s He s p e c if ic a lly m e n tio n s pharm aceutical and a u tom ob ile com panies A n sw er Key 333 A s th e n a m e s u g g e s ts , g o a l- o r ie n te d b u d g e ts d e p e n d on railroads Since the railroads loaned m ost o f these fa rn e rs the reaching som e target o r attaining a specific outcom e This could m oney to pay for the land, the inability to repay the loan ciuring a be e ith e r fin a n c ia l o r n o n -fin a n c ia l, s u c h as g a in in g p ro d u c t bad year could lead to the entire tow n being abandoned, thus recognition This w o u ld n o t be directly connected to an increase in form ing a ghost tow n sales, but m ight eventually so For this reason, the first choice is not really corre ct It sug ge sts th a t increased sales are the only goal in such a budget The professor refers to such b u d g e ts as “ lazy" in that they d o n ’t require m uch in the w ay o f m arket o r advertising research 17 The expression "to not ta ke som e th in g lying d o w n ” mf٠ans to refuse being pushed around In this case, the farm ers refjse d to give in to the pow er of the railroad and even organized to fight it T o emphasize this attitud e in the farm ers, the professor u‫؟‬es this expression 10 T he p ro fe sso r d ire ctly states th a t this is the w o rst m ethod for planning a budget It takes in to acco u n t no m arketing principles PA R T at all If it succeeds, it does so by pure luck, since there is really no plan behind it 11 W hen som eone says "there are no guarantees," they mean that the o u tc o m e of som ething is no t predictable Advertising is not a Although the student begins with an explanation o f w h y ٦e was absent last week, his real intention in visiting his profe ssor i١>to get the w o rk that he m issed last week science W hat should w o rk m ay som etim es not This does not The professor says that regardless of any letter that w a s s‫؛؛‬nt out, m e a n th a t m o s t a d v e rtis in g is in e ffe c tiv e o r th a t m a rke tin g the stu d e n t sho uld have p e rson ally in fo rm e d he r th a t he w a s p r in c ip le s d o n o t a p p ly ; it s im p ly h ig h lig h ts a d v e r tis in g 's unpredictability going to be absent, The easiest part is getting the notes, because the re are p o ٠‫؛‬te d on 12 T he C alifornia G old Rush w a s m entioned, but only because it the Internet Giving the stud ent the hom ew ork from last week will bega n to stim u la te the need fo r a transco ntin en ta l railroad A also be relatively sim ple, and the professor says she will dc th a t in com p le te picture of life in railway tow n s w as not given We only the next class The m ost difficult part will be getting ready for the kno w that they w ere farm ers w h o were trying to survive under exam next week because the student does not have m uch tim e to the p o w e r o f the railroads The expansion of the railroads may be get caught up a m ain top ic, but it seem s to o broad, as only western expansion At first, the student is thinking about just skipping th e a ssig im e n ts is d is c u s s e d In a d d itio n , it d o e s n o t ta k e in to a c c o u n t the so that he can spend m ore tim e getting ready fo r the exam B ut p o litic s a n d s o c ia l ch a n g e s th a t s u rro u n d e d th is exp an sion the professor suggests that he them after the exam That way, Therefore, an sw e r D best sum m a rizes the entire scop e of the he will at least get partial credit for the assignm ents discussion The expression “to cut som eone som e sla ck” is co m m o n y used 13 T h e p r o fe s s o r g iv e s an e x a m p le o f a to w n w h ic h m a y be in co n ve rsa tio n a l E nglish to m ean “to m a ke an allow arice fo r d e pe nd ent on one cro p such as w heat and how its relationship som eone." In this case, the student w a nts the profe ssor to m a ke w ith and d e pe nd ence on the railway could develop The farmers an a llo w a n c e f o r fiim m ay have d e pe nd ed on w heat and the price of wheat, but it is assignments not really related to h o w they d e pe nd ed on the railway The tw o w ere linked, but the type o f d e pe nd ence w a s not com pared by th e p ro fe s s o r N o p a rtic u la r to w n w a s n a m e d , and no real statistics w e re given c o n c e r n in g th e d e a d lin e s at th e A and B are too narrow to be the main point of the lecture, an d D is never m entioned in the lecture The author lists several toxic substances, such as asbestos a n d depleted uranium, that are fou nd in m odern battlefields 14 A lth o u g h a s tu d e n t s u g g e s ts th e ilro a d s m ay have been The professor clearly states that the illnesses of V ietnam veterans dishonest, the pro fe ssor d o e s n ’t really agree He basically states turned out to be from exposure to a herbicide th a t w a s is e d in th a t the y m a d e use o f so m e cle ve r ad vertising and attractive Vietnam, and specifically from a chem ical b yp ro d u c t (DCF) th a t incentives th a t led people to buy the land In other words, they w ere clever businessm en They co u ld not force anyone to initially buy the land That w o u ld have been their choice, 15 The pro fe ssor explains th a t the tim ing w as bad for the expansion w as in the herbicide The professor says that there w ere m any toxic su b s ta n c ‫؛‬s th a t soldiers may have been exposed to during the G ulf W ar, a id th a t as a result, it is harder to diagnose and treat o f th e railroad The Civil W ar had ju st begun, and the governm ent 10 T h e p ro fe s s o r m e n tio n s th a t th e p e o p le o f V ie tn a n w e r e needed to be m ore careful about ho w it spent its money, since it e x p o s e d to th e s a m e h e rb ic id e as V ie tn a m v e te n ‫؛‬ It is seem ed likely that m u ch m oney w o u ld be needed to fight this therefore logical to assum e th a t they w ould experience th ‫ ؛‬s a m e war 16 If the to w n gre w only w h ea t and th e price of w heat was high, the t o w n w o u ld d o w e ll It, p e r h a p s , c o u ld b e a rg u e d th a t medical problems 11 To say that som eone is “ stum ped" m eans that person dees n o t kno w the answer to som ething d e p e n d e n c e on on e c ro p w a s a ba d farm ing practice, but, in 12 The discussion focuses on h o w public schools de velope r in th e fact, it w a s closer to a ba d business practice However, it was A m e ric a A is to o b r o a d , B is t o o n a r r o w , a n d D s n o t only bad in the event of low prices for that one crop In truth, all o f th is c o u ld be o v e rrid d e n by to o m u ch d e pe nd ence on the 334 I n s id e r m entioned 13 The professor says th a t the early g o ve rn m e n t sim p ly c ‫؛‬٧ ld n ’lt a ffo rd p u b lic sch o ols, an d th a t since m ost people w o rked on Workbook fa rm s , an a c a d e m ic e d u c a tio n w a s n ’t really seen as b e in g im portant 14 The profe ssor states that Horace Mann created the first public schools, called “co m m o n sch o o ls,” in Massachusetts, 15 The profe ssor says that the sto ry of the American high school will P 2 -2 P ro fe sso r (fe m a le ): O K, to d a y w e ’re g o in g to ta lk a b o u t w h a t's probably the m ost im portant life saving technique th a t y o u ’ll learn have to w a it for another day, suggesting this will be discussed in in this class; Cardiopulm onary R esuscitation or CPR Uh, before w e tlie luture, talk about how you actually adm inister CPR let’s talk a b ou t w hen 16 T h e p r o fe s s o r s a y s th a t la w s w e re m o re like legal th e o ry , suggesting that they were not enforced 17 In conversational English, if som eone does not “ buy" som ething, it often m eans they no t believe it and why you administer it OK first CPR should only be adm inistered if a person is: one, not conscious, two, not breathing, and three, has no pulse If th e y ’re not breathing, but have a pulse, no matter how weak, you should perform rescue breathing, which we covered in th e last class OK, so if you have an unconscious person w h o isn’t breathing and has no pulse, you should begin CPR immediately after you call 911 This is im portant, because w h at CPR really does is to continue to supply oxygen to the brain Without a steady flow o f oxygen laden blood, brain cells will begin to die A fte r fo u r m inutes, significant brain damage will occu r, and a fte r seven m in utes, the damage may be irreparable So it's im p ortan t to start adm inistering CPR right away OK, now , I kn o w th a t I ca lle d CPR a life saving te c h n iq u e , but, actually, it's a life preserving technique Uh, w h a t I m ean is that CPR alone isn’t going to save m any people L e t’s say that you have a guy suffering a heart attack, and you adm inister CPR Well, if that guy never receives any medical attention beyond CPR, his chances are pretty slim W hat CPR will d o is prevent further dam age until professional medical personnel a rriv e a n d c a n g iv e more advanced treatment T h a i’s w h y it’s im p o rta n t to call 911 before you start CPR, and why, once you start, you have to tinu e until the param edics get there OK the actual procedure for CPR is p re tty simple, First, you lay the person flat on their back Then, you pu t your m outh over theirs and breathe tw o one-second long breaths into their lungs W hen you d o th a t, you have to m a ke su re y o u r m o u th is pressed firmly against theirs so that all the air goes in to their lungs, and d o e s n ’t simply blow out the side of their mouth OK, so then, you follow the tw o breaths with thirty chest compressions Ju st put yo u r hand over their heart and press d o w n firm ly once per second for thirty seconds Then you start again with two more breaths, and keep doing that until the paramedics get there P 224 -225 P ro fe s s o r (fe m a le ): B a lle t is an a rt fo rm that combines and synthesizes elements from three oth er arts: literature, m usic, and dance, i t S tu d en t A (male); Uh, excuse me professor, I get the music and the dance part, but w here does literature come into play in ballet? P rofessor: A go od question Can anyone answ er it ? Student B (female): Well, most ballets tell a story, d o n ’t they? A n sw er Key 335 P 226-227 Student A: So they’re like musicals Professor: Uh, not exactly OK, perhaps I should clarify, a.bit before P ro fesso r (female); OK, as you know , inertial energy uh, the w e m ove on In a musical, the dancers sing, and often even act, as total energy of an object In motion, is equal to its m ass tim es its well as dance, in b a lle t, th e s to ry is to ld e n tire ly th ro u g h th e velocity That m eans that even a very small object can have an ch o re o g p h y and the m usic th e re ’s no singing, no lyrics, and extrem ely high inertial energy, if it is moving fast enough Today, definitely no acting w e 're going to talk m ore a b o u t th a t uh, spe cifica lly about the S tu d e n t A: S ou nd s like it’d be pretty hard to follow the story to me physics of impacts at u ltra -hig h speeds T he sp e e d s I’m talking about are those exceeding seven times the speed of sound, uh, P ro fe s s o r: W ell, a c tu a lly , m o s t p e o p le a lre a d y k n o w th e sto ry w h a t are called h yp e rve lo citie s O K, so at a ro u n d ,0 0 rn p h or before they see a ballet You see, m any of the plots of ballets are higher, the inertial energy of an o b je ct far outweighs its structural taken from popular myths or from w ell-know n fairy tales as I’m s tre n g th A t th e s e s p e e d s , even the hardest metals b e h a v e sure y o u ’ll see in a bit when I start naming a couple fam ous ballets som ew hat like liquids On im pact, all that inertial energy, o r at least a OK, I should point out, by the way, that what w e 're really talking great deal of it, is converted to heat energy Both the im p a c to r and about tod ay is called narrative ballet There are form s of ballet that th e ta rg e t will liquefy as a result, and, uh, if th e v e lo c ity of the don’t tell a cohesive story, b u t the large m ajority perform ed are n a r r a tiv e b a lle t s S o , le t 's t a lk a b o u t s o m e of the major im p actor is high enough, they may even vaporize S o you can see that such a collision can be incredibly destructive characteristics o f n a rra tiv e b a lle ts Uh, n u m b e r o n e , th e y ’re Now, on Earth the physics of hypervelocity impacts d o n 't often typically pretty high budget performances T hey have large, com e into play - not even bullets travel this fast W here hyperve locity elaborate sets, full costu m e s, and often require a large num ber of im pacts com e into play is in space Uh, take, fo r instance, your dancers O ther form s of ballet, in contrast, are far more economical average satellite in stationary orbit around the Earth It’s going to to p ro d u ce Another defining characteristic of narrative ballet is have a speed of around 22.000 miles per hour, T h a t's well into the th a t it w ill h a v e at le a s t two separate acts, and e a ch a c t is hypervelocity range So le t's say th a t sate llite hits s o m e th in g in separated by an intermission Uh, the interm ission serves a num ber space a m eteorite or mavbe a loose bolt from a n othe r satellite of purposes N um ber one, it provides the tim e needed to switch the whatever Even a collision w ith the sm a lle st o b je c t c o u ld b e sets, w hich, as I said, are often quite elaborate Uh, from an, uh catastrophic for the satellite And the thing is, th e re ’s n o t m u ch p o in t a e s th e tic p o in t o f v ie w it a ls o b re a ks up th e p e rfo rm a n c e into in trying to shield the satellite because, as w e said, at these sp e e d s manageable segments for the audience A full ballet all in one go inertial energy far exceeds the strength o f basically any m aterial w o uld p ro ba bly be a little m uch fo r the average person A nother point is that at extremely high temperatures, like th o s e In term s of choreography, there are a couple distinctive features of p ro d u ce d in a h yp e rve lo city im p a c t, m a te ria ls m a y v a p o riz e and narrative ballet The first is called a divertissement This js a short enter a plasma state Plasm as are gases th a t hold an electrical departure from the telling of the story in order to showcase the charge■ So even if th e im p a c t d o e s n ’t completely destroy the technical skills of a particular dancer Uh, for those of you familiar sateIJite, the plasm a it creates m ay kf٦ o ck o u t all the electronics o n with opera, it w o uld be relatively similar to an aria, that’s a solo, by board th e w ay, fo r th e lead fem ale voice Uh, the o th e r characteristic element of narrative ballet in term s of choreography w ould be the pas P 228-229 de deux This is q u ite sim ply a duet a dual dance by the leading man and the leading lady of the ballet Since nearly every narrative ballet revolves around a love story there are naturally a lot of these Student (male); [hesitating] Well I’m thinking of dropping o n e o f my courses, and I w a s w ondering if you cou ld tell m e exa ctly what I O K to wrap it up le t’ s ta lk a b o u t s to rie s in som e of th e m ost fam ou s narrative ballets Academic Advisor (female): Hi, co m e on in, W hat can I d o for you ? Swan Lake w o uld be at the top of that list have to Advisor; Sure, but w h y d o n ’t you tell m e w h at the p ro blem is first? In t h is b a lle t, a y o u n g p r in c e fa ils in Ib v e w ith a p rin c e s s U nfortunately, the princess is turned into a swan every m orning as th e result o f th e spell of an evil wizard In various versions, the p o w e r o f the young c o u p le ’s love either breaks the spell, or they die together The point I w a nt to m ake abou t the story though is that, as I said earlier, it is ta ke n from pre-existing myths The swan m aiden is a prominent figure in bo th G reek and Persian mythology A nother fa m ou s narrative ballet Beauty and the Beast, has its roots in a fairy tale th a t all o f you should recognize Student: It’s m y chem istry class I knew I p ro ba bly shouldn’t hav*e taken it this term because o f all the oth er courses I'm taking, b u t I tho ugh t that I could get it out of the wav B ut I really d o n ’t hav^e m uch idea about what’s happening, and I d o n ’t have th e tim e t،:o w ork on it as m uch as I'd like I th o u g h t t might as well drop it amd take it when I d o n ’t have so m any oth er classes Advisor: Have you had any tests yet? Student: Just a fe w quizzes, bu t m id te rm s are co m in g up and I can't risk it I m ean, I did badly on these quizzes, and I c a n ’t se‫؛‬e myself improving much by midterms 336 In sid er Advisor: In th a t case, you’d better hurry and d^op the course, Professor: T h a t’s a go od point I guess w h at I really w a nted to show think y o u ’ve only got a couple of days to it you tod ay is that not all deviations from historic w eather patterns Student: {surprised) A cou ple of days? But I th o ugh t I had until four weeks before the end o f the term are directly related to car emissions o r industrial activity Yes, the raisir‫؛‬g o f cow s does represent a form of human activity I suppose, but t's essentially an org an ic p ro ce ss rather than a mechanical Advisor: Well, yeah B ut if you w a it until then, you’ll get a grade for one the cou rse It’s no lo n g e r co n sid e re d d ro pp ing , but withdrawing from a course If y o u 're passing and w ith dra w you 'll get a ”W ," but if you happen to be failing, and from w hat you've said this is a real possibility, you r profe ssor will probably give you an "F” or at best a “ U." This will also ao on your permanent record I d o ub t if you want to take that chance, d o you? Alright, on to phytoplankton, a n d th is one, by th e way, is definitely not a hum an process P h yto p la n kto n are little microscopic sea organisms that gain their energy th ro u g h photosynthesis, m uch like plants Just like plants, they release oxygen into the air, but m ore im portantly they release sulfur particles These sulfur particles are w h a t w e call clo u d seed p a rtic le s : th e y help c lo u d s fo rm T hus, Student: No way So, okay, I want to drop the course in the next phytoplan kto n are essential to alleviating clim a te ch a ng e be cause tw o days W hat I have to ? G et som e kind of a form and have they c o n trib u te to th e to ta l a m o u n t of cloud cover around the the Professor sign it or w hat? earth Those clouds, in turn, reflect a lot o f the su n ’s energy back Advisor: No, you ju st need to fill ou t the form and turn it in There's into space no need to g e t th e p ro fe s s o r’s s ig n a tu re unless you miss the deadline P 2 3 Student: Great Well, I’m sure glad I sto p p e d in here I could have Professor (female): OK, to d a y , w e ’ re g o in g to c o n tin u e ta lk in g ended up in real trouble otherwise about the migration patterns o f e a rly h u m a n s N o w , w e ’ve Advisor: Weil, just m ake sure you get that form filled out as soon discussed this co n ce p t in some detail already, so le t's ju st review as possible what w e ’ve said so far W hat are so m e o f th e w ays that we can trace the m igration patterns of early hum ans? Student: {leaving) Thanks I’m on my wav now Student A (male): Well, m ost early hum an cultures had their own distinct artifacts T hey had th e ir o w n style s o f w e a p o n s , to o ls, P 3 pottery uh, that kind of stuff S o you can trace the spread of a Professor (female): You know , w e ’ve spent a great deal of time certain tool style, and that sh o w s you the migration of a culture talking about the im p a ct of hum an activities on the global climate Uh, like the m igration of the early Native A m erican s is show n throu gh And, certainly, before w e start to d a y I want to emphasize the fact the spread of a particular kind of spear point th a t hum ans and ou r activities are no w the single most important force driving clim ate change B ut today, I w a nt to spend som e tim e Professor: G ood, looks like you all w ere paying attention after all W hat else? talking about w ays th a t anim als an d plants can affect the earth’s climate To that I w a nt to look at tw o vastly different types of organisms: co w s and phytoplankton C o w s are one of the m o st populous mammals on the earth In the US alone, there are approximately 100 million cows T hat’s about one cow for every three Am ericans Now, I bring this up because c o w s are h u g e m e th a n e p ro d u c e rs C o w s , in d ig e s tin g g ss, produce m ethane o a s w h ic h th e y th e n e m it o u t into the atm osphere N o w , th is is s ig n ific a n t b e c a u s e m e th a n e is a greenhouse aas In fact, m ethane is expected to account for 15% o f th e global w arm ing that o ccu rs in the next 50 years I should note th a t other dom estic farm animals a re s ig n ific a n t m e th a n e p ro d u c e rs as well, but cows outproduce all o th e r farm anim als com b in ed in term s of m ethane Therefore, you can reasonably say t h a t c o w s a re an im po rtant co n trib u to r to ris in g w o r ld tem peratures Student B (female): Uh, I kno w you said som ething about tracking languages, bu t I d id n ’t really ge t it Professor: Yeah, that o n e ’s a bit complex Basically, you tra c k the way that languages change and how new languages form If you h a ve tw o g r o u p s th a t s p e a k th e s a m e la n g u a g e , but are geographically isolated, over tim e, their languages will g ro w apart Uh, here's a g o o d exam ple T h e re ’s a K orean island called Jeju that is pretty far from the mainland N ow , w h en th a t island was first settled, the people w ho lived the re sp o ke ju st like the other Koreans of their time But over the centuries, uh, be cause they w ere kind of isolated, their language grew apart from the Korean th a t is spoken on th e m a in la n d So, n o w th e K o re a n s p o k e n on Je ju is a bit different from mainland Korean T hey use a lot o f w o rd s that aren’t used on the mainland Now, if th e Koreans on Jeju w o uld have been isolated for long enough, say a n othe r tho usan d years or so, their K o re a n w o u ld ve e v o lv e d into an entirely new language Student (male): B u t th e re ’s o n ly th a t m an y c o w s in th e w o rld because we raise them fo r fo o d and milk S o sh o u ld n ’t th a t go Anyway, by tracking those kinds o f language changes, w e can tra ck the migration of early populations under human activities? I mean, if we w e re n ’t raising them , there w o u ld n t be so many emitting methane into th e air OK, so th a t’s a q u ick review of what we’ve gone over so far Now, A n sw e r K ey 337 w h at w a nt to is talk a b ou t a relatively new, and in, uh, in my stem in open air w ould produce stem offshoots But w hen placed opinion, quite exciting method of tracking hum an migration, in the underground and in a horizontal attitude, m any stem s wit! start to past ten years o r so, it has become possible to use DNA to track produce root structures leading downwards and shoots, like the m igration of early hum ans those em erging from a seed, leading upw ards Now, on ce th a t starts S tu d e n t B: S o rry , P ro fe s s o r S c h m id t? H o w ’s th a t p o s s ib le ? I th o u g h t everyone’s DNA w a s unique P rofessor: Uh, it is but parts o f our DNA are inherited directly from our parents uh, ba sica lly w ith o u t any real change For to happen, you can com pletely sever that stem from the original plant, and it will continue to g ro w into an entirely new plant Student B (male): Uh, professor, cou ld you give us some examples of plants that this? exam ple, w e get our Y ch ro m o so m e directly from our father, and our P rofessor; Sure, tons Potatoes w o u ld be a pretty famous example m itochondrial DNA directly from our m other So, for example I could of vegetative reproduction Basically all the potatoes vou have ever t r a c k m y Y c h r o m o s o m e a ll th e w a y b a c k through many eaten are a product of vegetative rep ro d u ctio n Farm ers just cut up generations, from m y father, to his father, to his father, etc You can potatoes, replant them in their fields and whalah, a new c ro p of d o th e sa m e w ith y o u r m ito c h o n d ria l D N A and your mother’s potato plants shoots u p Roses, elm trees, uh lots o f different ancestry kinds of grasses It's a pretty big list O K, now , o cca sio nally, the Y chromosome o r the m itochondria! S tu d en t A: And you said that peop le often exploit this process? D N A w ill m u ta te , an d uh, w h e n it e s it ’s a fairly big event b ecause th at m utation w ill b e p a s s e d d o w n th r o u g h th e generations after that so m utations kind of represent places in the fam ily tree where g ro up s separated Anyway, by tracking these m u ta tio n s w e ca n fo llo w th e m ig tio n of genetically distinct groups across the w orld Let m e thin k o f an easy exam ple Oh, O K T here is a spe cific Y c h ro m o so m e m utation called the M 20 m u ta tio n th a t o c c u rre d in India about 30.000 years ago N ow , anyone in the w orld w h o has this specific m utation uh, well, w e can be sure th a t at some point in the last 30 ,0 0 years, their male Professor: W e sure Uh, le t’s say th a t y o u ’re a farm er, or a florist ,, basically anyone grow ing plants N ow , you got a plant specimen that y o u ’re pretty happy with Uh, it’s go t all the characteristics you want If you reproduce that plant th o u g h pollination, y o u ’re going to mix its genetic makeup with th a t of a n othe r plant S o y o u ’re not going to get exactly the sam e plant Uh, m aybe y o u ’ll ge t a better one or maybe you'll get a worse one B ut if you use the p la n t’s natural process of self-replication well, as w e said, it’s basically a form of cloning S o from a g e ne tic sta n dpo in t at least, y o u ’re going to get exactly the sam e plant ancestors m igrated from India T here 's another m utation that arose in Siberia around 20 ,0 0 years ago called the M 45 m utation Now, if som eone had both the M 20 and the M 45 m utation, w e could start to tra c k the moyement of their ancestors because their ancestors w o uld have had to move out of India and into Siberia so that they could pick up the second m utation See how that works? S o by tracking the sequences of these m utations in people, we can come up with a kind o f bro ad m ap of hum an m igration over tho u sa n d s of years P 23 -23 P rofessor (female): O ne of the m o st significant finds in the history of modern archaeology uh, especially for those archaeologists interested in the history of the H ebrew s, w as the discove ry ofjihe Dead Sea scrolls These scrolls co n ta in some of the earliest known copies of the Old T estam ent of the Bible, w h ich those of the Jewish faith call the Torah, and regard as the authoritative word of God Uh, m ost of the scrolls date from somewhere betw een 200 P B.C, and 100 B.C, Now, those o f vou familiar with Jewish history obviously know that the Old T estam e nt certainly predates this, b u t Professor (female): M ost plants rep rod uce through pollination, again, these are the oldest surviving co p ie s found w h ich w e discussed last week S om e plants, however, can rep rod uce throu gh a secondary, asexual reproductive process called One of the reasons that the Dead Sea scrolls are so im portant, aside vegetative reproduction In vegetative reproduction, there need be from the obvious reason of their antiquity, is that they co m e from a no seeds, fruit, nor any pollen transfer In a sense, vegetative unique period in the history of th e H ebrew s In the se co n d century reproduction is really ju st a form of cloning, since the newly created B.C the Hebrews retook the territory aro un d Jerusalem from the plants will be genetically identical to the original plant Syrians, and reconstituted the kingdom of Jerusalem This ٠s com m only know n as the Second Temple Period b e cau se they S tu d e n t A (m ale); So is this som ething that only happens when people it, like grafting two trees together? rebuilt the Tem ple of Solom on, the holiest site in th e H ebrew religion, at this time So, politically, it w a s an interesting tim e be cau se P rofessor: No although people certainly exploit this process for it is one of the few tim es in their early history when th e Hebrews their own purposes Asexual reprod uction in plants occurs quite achieved an independent state From a cultural and religious frequently in natural settings Uh, th e basic requirem ents for standpoint, it was an interesting tim e be cau se there w ere a nu m be r vegetative re p rod uction are pre tty sim ple You need a section of of different Hebrew sects at this tim e, each with significantly plant stem th a t is underground and horizontal Normally a vertical different beliefs O ne of these sects uh, actually this s e c t was 338 In sid er ju st a sm all m in ority a fringe group really, was the Essenes monomers, so you can see that polymers are huge molecules The Essenes were an ascetic com m u nity that lived apart from the OK, now, i used polyethene as an exam ple because it’s a relatively rest of the Hebrew community Their main com m unity, Khirbet simple example of these chem icals It uh, it only has one type of Q um ran, was located in the sam e area as the caves where the monomer M any po lym e rs, h o w e ve r, have m o re th a n one type Dead Sea scrolls were found Now, w hile the Dead Sea scrolls P ro te in s w o u ld be a g o o d e x a m p le o f th is All proteins are alm ost certainly belonged to the Essenes, there is considerable polymers made of m onom ers called am ino acids There are tw enty ^ ^ t e about w hether the Essenes sim ply collected the scrolls from know n amino a c id s , a n d th e s e a m in o a c id s c a n a rra n g e other Hebrew sects, you kn o w kind of like an early Jewish library, themselves in long chains to form th o usan ds of different proteins, or, uh, w h e th e r they w rote them all themselves W hat seems m ost depending on the sequence in w h ich the y arrange them selves likely, and rem em ber I said tha t there is still a good deal of debate Umm, that also brings me to my second point a b ou t polym ers going on, is th a t the scrolls containing the actual books of the Bible Their chemical properties de pend both on the m onom ers they are w ere collected from various sects, w hile the scrolls dealing with m ade of and the order in w h ich those m onom ers bo nd in the chain com m u nity life seem to have m ostly been written by the Essenes themselves Uh, I say this because the Essenes had pretty unique S tu d en t A (male): Uh, excuse me, professor? You said th a t proteins are polymers Are all polym ers organic molecules? beliefs am ong the H ebrew s and uh, m any of the Dead Sea scrolls espouse beliefs that they w o u ld not have agreed with, So, assum ing that this view is correct, and many of the scrolls w ere not w ritten by the Essenes them selves, how did they come into possession o f them ? Again, the re are a number of theories a b ou t this, Uh, one theory is that as an ascetic, uh sort of m onkish, com m unity, the Essenes w ere sim ply heavily involved in Professor: No, there are inorganic ones Uh, for instance, Kevlar and nylon are both inorganic polym ers B ut organic polym ers are far more common Nam e a lm o st any im p o rta n t o rg a n ic c o m p o u n d , and it is p ro b a b ly m ade o f po lym e rs C a rb o h yd te s? P olym ers Proteins? Polymers DNA? T h a t’s a polym er too In fact, it w o u ld n ’t be a stretch to say that polym ers are the foundation of life biblical scholarship and stud y and, this is certainly a plausible theory But a theory that I find to be m ore interesting, and a bit more compelling as well, is that th e Essenes were given the scrolls for safe keeping You see, by the tim e o f the birth of Christ, the Hebrew kingdom had been absorbed by the Roman Empire Now, that w a sn ’t a peaceful absorption There were periodic revolts against Rom an p o w e r and after one of these revolts in the year 66 A.D there w as a particularly harsh crackdown against the Hebrew s by th e Rom ans So perhaps fearing the destruction of their religious texts by the Rom ans, the various Hebrew sects delivered their sacred texts to th e Essenes, w h o were som ew hat geographically isolated, for safe keeping The fact that the scrolls R 240.241 Professor (m ale): Today, w e ’re going to talk about a process called soil liquefaction, This is w here a seem ingly solid soil will undergo a conversion to a liquid, uh, or at least se m i-liq uid state If y o u 're familiar with quicksand, you are already familiar w ith the process of soil liquefaction In order for soil liquefaction to o ccu r you need two things, U h, f ir s t y o u n e e d a certain typ e of s o il: a lo o s e unconsolidated sedim ent U n consolidated sedim ent is a typ e o f soil that is made of small grains rather than of large rocks Again, sand IS a good exam ple of unconsolidated sediment The oth er thing you need is water, {slight pause) w ere found in caves around Khirbet Q um ran and not within the settlement itself, seem s to sug ge st pretty powerfully that the Essenes felt they needed to be hidden OK, as you can see in picture 1, in unconsolidated sedim ent, there are also little pockets of air betw een the grains Now, as water soaks into the sedim ent, it will b e gin to fill up all the se little air P 238 239 Professor (female): P o lym e rs a re a g ro u p of la rge m o le c u le s pockets O nce all the air p o cke ts have been filled w ith w ater, the sedim ent is said to be saturated: it's ab sorb ed all the w a te r it can and still hold together If m ore w a te r is forced into the sedim ent, it characterized by the following properties Uh, first, these giants starts to push the grains apart, so th a t they start floating freely in are many tim es the size of a typical molecule Second, polym ers the water At this point, soil liquefaction has occurred, and the soil are m ade o f a series o f sm aller m olecules, called m onom ers You will behave as a liquid rather than as a solid A dd enough w a te r to can , uh, ju s t thin k o f m on om e rs as the building blocks fo r their any unconsolidated sedim ent and this will occur larger brothers OK, finally polym ers form long chains of repeating monomers th a t are linked b y chem ical bonds to form a long string Now, this presents significant dangers to people, and I'm not just talking about stepping into a pit of q u icksa nd w hile you 're on a hike H e re 's a p r e tty s im p le e x a m p le One carbon atom a n d tw o in the woods When an underground water source takes on too hydrogen a to m s will bond to form a m olecule called ethene Now, m u c h w a te r, liq u e fa c tio n ca n o c c u r A n d if th a t w a te r s o u rc e ethene m olecules will bond to g e th e r in a continuous string to form happens to be below a building or a city street well, the dam age a po lym e r ca lle d po lye th e n e In th a t case, th e ethene m olecu les can be pretty severe The fou nda tion of th e building will begin to represent the monomer sub-units of th e m uch larger polyethene sink into the liquefied soil the building may even completely m o le c i ‫؛‬e, A polyethene molecule m ay include thousands of ethene collapse The risk is particularly severe if liquefaction o ccu rs on a /\n sw e r K ey 339 hillside, as the soil will po ur downhill, de stro yin g anything in its path Of course, in m odern tim es w e can m o n ito r the saturation levels of the soil, and if need be, drain w a te r o u t o f the soil before liquefaction find m uch o f it In fact, it ’s not until the very bottom o f the reaction s e rie s th a t w e 'r e g o in g to fin d m in e r a ls th a t y o u ’ ll p ro b a b ly recognize, such as quartz o c c u r s B u t liq u e fa c tio n is still a significant danger d u rin g L e t's m ove on to how we can use B o w e n 's re a ctio n series By e a rth q u a k e s , eve n if th e soil is o n ly p a rtia lly s a tu te d , Uh to studying a rock formation a n d analyzing the m inerals found in it we understand why, le t’s g o ba ck and lo ok a t picture again You see ho w the grains are stacked on to p o f each other? If you w ere stacking cans in you r cu p b o a rd , would you stack them this w a y? O f c o u rs e n o t N o w , in unconsolidated soil, th e fric tio n betw een individual grains of sand will a llow th e m to s ta ck like this and even to s u p p o rt a considerable amount of weight B ut the can m ake inferences about the conditions un de r w h ich that rock s tr u c tu r e fo rm e d N o w , re m e m b e r th a t I s a id most of these minerals are unstable at lo w tem p e tu re s, so w e 're really talking about looking for trace amounts B u t anyway, by exam ining those trace a m o un ts of m inerals w e can b e gin to construct a oeolooic history of ro c k form ation in a certain area sha kin g m o tio n o f an e a rth q u a ke w ill c a u se th e m to shift into a position m ore like w h at you see here in p ictu re {slight pause) P 24 24 You can see that the grains are a lot more densely packed, right? I Professor (male): If a Harvard stud ent hadn’t gotten the measles m ean th e re ’s a lot less open space be tw ee n them A nd rem em ber, in 1834, w e m ight never have had one o f our most famous novels w h a t’s betw een tho se spaces? W ater So, as lower !avers of the I guess I'd bette r explain W hen Richard Dana, th e Harvard student soil settle into this more densely packed configuration, the w ater I’m talking about, g o t the m easles, it affected his eyesight Well, in in tho se layers ge ts pu she d up into th e next layer, an d the next, and th o se days it w as sid ered routine fo r Harvard stu d e n ts to go off the next, until the to p layers of the soil d o b e co m e sup er saturated and visit Europe B ut Dana d other ideas He so m e h o w believed and soil liquefaction occurs This is a sid erab le dang er in quite a th a t going o u t on a sea voyage w o uld h e lp strengthen his eyes In few earthquake prone areas The results o f earth qu ake liquefaction any event, he w as never the traditional Harvard stud ent and really are essentially the sam e as the results of regular soil liquefaction, uh, never had th e m oney to go on a tour o"' Europe anyway c o lla p s e d b u ild in g s , d e s tro y e d r o a d s , m u d s lid e s b u t th e destruction is usually spread over a much broader area In 1964, th e Jap a n e se c ity o f N iigata e xp e rie n ce d an e a rth q u a ke in w hich w id e s p re a d lique faction occu rre d Entire se ctio n s o f th e city were totally destroyed, and the loss of life w a s considerable In 1989, the San Francisco area had an earthquake Again the re w a s widespread liquefaction The cost? 62 lives lost, almost 4.000 injured, and $6 billion in dam ages So, he signed on board a ship to w o rk as a co m m o n sailor And he sailed down around C ape H orn to C alifornia on to Hawaii and then b a c k again T he voyage to o k tw o years, an d during th a t tim e, he experienced m any adventures all the while writing them dow n in his journal You see, his goal w a s to co m e b a c k and w rite a book about the bad treatment of sailors And so h e published the b o o k Two Years before the Mast in 1840 It becamte an instant sensation an d is no w considered an A m erican classic B ut this is not the book th a t I w a n t to talk about today I w a n t to talk a b o u t som eone w h o read the P 242 243 b o o k and was influenced b y it Professor (male): In th e early 0 s, a g e o lo g is t n a m e d N o rm an T o d a y I w a n t to talk a b o u t Herm an M elville and his novel Bowen was investigating mineral formation processes Now, it was considered by many not only one o f th،e greatest A m erican novels, Moby Dick, already know n that minerals unde rgo crystallization as molten rock b u t one of th e greatest novels in the Enolish language Have any o f cools W hat Bow en did w a s to heat powdered rock until it melted you read it? and then he allow ed it to begin cooling A fter th e ro ck had cooled to a certain point Bow en w o u ld exam ine it to see w h a t minerals in Student A (female): Well, I tried, but I tcind of oot tired o f all the d e scrip tions o f w haling and all the ro c k had crystallized He d id th is again an d again, examining the ro c k sam ples at successively lower temperatures From his Student В (male): I read it, to o , and I kiind of had th e sam e feeling findings, he put together a list o f w h a t m inerals crystallize at what Yeah, there are some good parts, bu t w a s it really necessary to put tem pe rature s W e no w call this list B o w e n ’s re a c tio n series Now, in so much information on w haling? M a yb e I just m issed uh, B o w e n ’s reaction series is an important tool fo r geologists, but som ething before w e talk a b ou t w hy w e should pro b a b ly ta ke a m inute ju st to look over the series itself Alright, the first mineral to form, uh, th a t is, th e one that form s ^ the highest temperature is olivine T h a t’s a m ineral th a t m ost o f you Professor: Yeah, a lot of the story, a ctu ally the w h ole story, can be considered an allegory Do you kno w w h a t that m eans? Student A: Isn’t th a t the same as a meitaohor? I m ean, the re’s like a double meaning or som ething, right? have proba bly never heard of, and I’ll tell you why that is Bowen also observed th a t m inerals w ere most stable at th e tem perature at Professor: W ell, there is a similarity Allegories tend to be longer w h ich they form So at low er tem pe rature s, such as tho se near the an d m ore involved while m etap ho rs are зЬсПег I m ean a w h o e s to ry earth’s surface, olivine is pre tty unstable, and so y o u ’ re not going to or novel can be an allegory 340 I n s id e r Student B: Yeah, b u t I still d o n ’t actually understand wha.t n p ic tu re s ca lle d R o rs c h a c h in k b lo ts T hey w e re d e v e lo p e d b y a allegory is DwifsS p sych o lo g ist Hernnann R orschach in the early 20th century Professor: Yeah, I guess I did kind of skim over that Okay so on Her^T’s how they work the surface you have one story, L e t's say yo u ’re w riting about a tree F irst, th e p s y c h o lo g is t s h o w s th e 10 c a rd s to th e p a tie n t in a and its branches, leaves, so m e th in g like that, But at the same time particular order, asking the patient w h at he or she thinks each card maybe, under the surface, yo u 're w riting about, le t’s say, society is Then, the patient is asked to examine each card in detail, and Student A: B ut ho w you k n o w the writer's just not writing about a tree? explain all the things they see in the card Uh they also have to expSair what in the card m akes the m see tho se things Anyway, while the y are doing this, the psych ologist records everything the Professor: Well, h e ’ll usually give you som e hints, some references patient says or does that shew w h at h e 's doing I mean, almost all fables are allegories th a t enc with some moral The m oral show s the reader that the fable has actually been referring to something else all along The psychologist then analyzes the p a tie n t's responses according to a very specific scoring system Uh, th e re ’s a bunch of factors in this, but som e o f the m ost im p ortan t ones are, uh, obviously, the Student B: S o y o u ’re saying that Melville was w riting about whaling patient’s responses, uh, you k n o w w h a t th e pa tien t sees in the on the surface, b u t was trying to say som ething m ore, I d o n ’t know, c a rd s B u t ju s t as im p o r ta n t as what the patient sees, is a im portant un der th e surface But I d o n ’t understand w hy he needed com p ariso n w ith a co n tro l group You see the R orschach ink blot to hide these bigger ideas un der th e surface W hy not just say test has been given to th o u sa n d s and th o usan ds o f people, so w e them di'ectly? have a pretty broad data base o f w h a t c o n s titu te s a "n o rm a l” Professor: Well, y o u ’re raising an interesting point, and actually it's a point that separates literature from philosophy, and som etim es the line between them blurs Philosophy tends to present an organizsd system o f th o u g h ts w hereas literature m ay m ake similar points 'Vithout having to give anv sort of organized structure to response O ne of the thin gs th a t psych ologists look at is how far a patient deviates fro m th a t "n o rm a l” response T hey also lo ok at things like w h a t asp ect o f the pictu res draws the most attention from the patient Is it the colors, the shapes, the shading? T hat kind of thing, s u p p o r them B ut Melville also had a more practical reason for Anyway, the ink blot test is a really pow erful diagnostic tool Even in w riting ane story on the surface and another be lo w the surface c a s e s w h e re a p a tie n t m a y b e try in g to hide an illness, th e You sea, Dana had stim ulated not only Melville’s, but the whole n a tion’s interest in maritime adventure, Melville’s first books were very similar to Dana’s and w ere quite popular But when he tried to u n d e rlyin g c o n d itio n w ill o fte n come out in their answers For e xa m ple, a p e rso n with psychotic tendencies m ay see vio len t im ages in the ink blots w rite backs th a t w ere m ore, well, thoughtful, ! guess you could say the y ware not very well received So he was stuck He could write P 248-249 popula' bo oks with little philosophical depth, which w ould make his pubtshers happy, or he cou ld w rite the more thoughtful books Student (male): Hi, Professor Bennett, are you busy now? that he w a n te d to, and please few people but himself In m y opinion, Professor (female): Tom ! Hi no, com e on in I always got time Moby Dick w a s a w a y to try to both in the sam e book For the for a go o d student average reader, it gave th e m whaling stories For the more thoughtful reader, there w e re allegory, m etaphor, and symbolism Student: (a little embarrassed) Thanks Uh, the other day I saw up on the department bulletin board th a t yo u w e re lo o k in g fo r Studeat A; Well, did it w o rk? research assistants this sum m er, and I w a n te d to check up on that Profeisor; Unfortunately, no W hen the bo ok cam e out, it was a Professor: Oh, OK Well let me give you a quick run down of w h a t I compete failure need, and then I’ll an sw e r any questions you have I’ll pro ba bly have a couple for you, too P 246^.247 Student: OK Profeisor (male): Assessing personality, uh, especially personality Professor: What I’m going to be doing this sum m er is running a disorders is a n o to rio u s ly d iffic u lt ta sk T h o s e w ith p e rso n a lity study analyzing the relationship betw een incom e, education, and disordars or emotional problems are often quite adept at hiding voting patterns W hat I need are people to help m e collect the data their llnesses and uh they are often not very cooperative or forthcom ing during the process of diagnosis Today, w e 're going Student: {sounding disappointed) Oh, so yo u 're really only looking for surveyors? to talk a b ou t o n e o f the most widely used tools in the assessm ent of personality disorders Professor; Well, surveying is part of it I’ ll probably try to g e t about 10 stu d e n ts o r so to help m e w ith th a t pa rt B ut I'll also need a Take a lo ok at th is picture Many of you probably recognize it, or at couple students, m aybe tw o o r three, w h o can help me crunch the l ^ s t /o u ’ve seen pictures like it This is the first of a series of ten A n sw e r K ey 341 numbers Uh you have any b a ckgro und In statistical math? Student 1’ve taken S tatistics 101 and 201 so tar Professor: Uh, you're basically right, but I’d be careful of wording it so strong ly H um anism d o e s n ’t req uire an outright rejection of religion, You're all influenced by hum anist ideals, uh, whether you Professor: That should be enough W ho were your professors? Do realize it or not, and yet a lot of you are probably religious So a you m ind it ‫ ا‬talk with them? p h ilo so p h y centering on humanity and a be lie f in G od are not Student: No, th a t's fine I did O K in both classes.‫ ا‬had Williams for 101 and Hall for 201 incom patible But S an dy’s right; hum anisn ٦ does shift the focus of attention away from the supernatural, and centers on us as people Uh, le t’s ta ke my th re e sta te m e n ts and break them down, and Professor: OK the next thing w o u ld be the scheduling I'm going you'll see w hat I mean to ne e d p e o p le every evening fo r a b ou t a w e e k to conduct the and I'll need th e n u m b e r c ru n ch e rs two afternoons a w e e k fo r pretty m uch the w hole sum m er Is that doable for you? A re you w o rking this sum m er? OK, ! said tha t hum anism focuses on human values W h a t th is m eans is that according to this worldview , concepts of right and w rong are not taken directly from religious doctrine Instead, belief in the equality of each person, and his or her right to d ign ity and fair Student: I g o t a su m m e r ‫ إ‬0 ‫ ا‬b u t it’ s ‫ إ‬ust w o rking for m y uncle’s treatm ent form the basis of morality The focu s on hum an abilities c o n stru ctio n com pany I can p re tty m uch take off whenever I want m eans that we look for our own solutions to ou r pro blem s rather T hat w o n 't be a problem than relying on assistance from the supernatural So for example, Professor: Great Uh, no w you k n o w that this is unpaid work right? som etim es you'll hear o f a person w h o ’s sick b u t refuses to seek I’d like for it be paid, b u t my research grant just isn’t enough to treatm ent uh, they m ight say, "If G od w a nts m e to get better I’ll that get b e tte r." So, th e y ’re basically trusting in God to solve th e ir problem That is definitely not hum anist thinking Finally, the focus on Student: Y ea h, I k n o w th e re ’s n o m on ey A gain, I'm not really w o r r ie d a b o u t th a t I ju s t th o u g h t it w o u ld look good on my application to grad schools human needs means that w e are the focu s of ou r lives Uh, again, it ’s e a sie r to u n d e rs ta n d th is if w e lo o k at an id e a that is not compatible with hum anism L e t’s say th a t a pre ach er tells people Professor: W e ll, that it will I ju s t w a n te d to m ake su re you that we were put here o n E a rth to s e rv e G o d T h a t ’s n o t a u n d e rs to o d th e situation O K, so far e v e ^ h in g looks like this will humanist idea Hum anists believe that we are here to serve our own work out well Ju s t let m e ta lk to your sta tistics professors, and needs, or in a broader context, the needs o f humanity th e n I'll give you an answer OK? Student: Sure, no problem T hanks again for your time P -2 Professor (male): Did you kno w that space has a tem perature? p 5 Professor (male): Continuing our discussion of W estern thought, w e 're going to talk about one o f its m ost im portant elements, th e philosophy of humanism Uh, you know, actually I shouldn’t say th a t h u m a n ism is a p h ilo so p h y It's , uh w ell, it's m ore like a philosophical undercurrent t h a t ru n s th ro L ig h a n u m b e r o f p h ilo s o p h ie s U h, in fa c t, in m o d e rn tim e s th is c o n c e p t is s o peryasive th a t you c o u ld a c c u te ly call it ‫ ؟‬ne of the pillars of W estern thought So w h at exactly is it? W e ll, in the broadest terms h u m a n ism is th e fo cu s on hum an v a lu e s , h u m a n a b ilitie s , h u m a n n e e d s , a n d th e b e lie f in the commonality and eguality of all m ankind Yeah, I know if s weird to think about I mean, w e think of space as this vast, cold em ptiness, b u t it’s true space really es have a tem perature about 2.7 degrees Kelvin to be exact Uh, for those of you who d o n 't know, Kelvin is the temperature scale frequently used by physicists It’s based on the movement of atoms Uh, zero degrees Kelvin, or absolute zero, is the total absence of heat, in Celsius th a t’s minus 275 degrees So, yeah, space is pretty dam cold, b u t it does have a m easurable tem perature Today, w e ’re going to talk about where that tem perature com e s from , and v/hat it tells us about the universe That tem perature is part of cosmic microwave backgro und radiation, som etim es known by its initials C M B C M B is an am bient energy source that em its over the entire energy spectrum , Student A (female): Professor? I g o t the part about the eguality of from heat all the w ay up to microwaves, w here it reaches its man, but I'm kind o f shaky on th e first part Could you explain a bit strongest point It com es from the Big Bang uh, actually you can more? think of CM B as kind of the echo of the Big Bang H m m m Professor: Well, le t’s see if anyone can that for me Anyone? m aybe it’s better if I start at the beginning Right after the B ig Bang, m atter was ejected at super high temperatures, uh, billions o* Student B (mate): Yeah, I read a b o u t this last semester, lik e , m aybe even trillions of degrees Kelvin At these tem pe rature s etom s w h e n you say th a t th e re ’s a fo c u s on human values, or human ca n ’t form The universe w as just a kind of hot soup of electrons needs, or whatever, it m eans th a t you reject the supernatural as a and protons After about 40 0,00 years, the tem pe rature w a s d o w n basis for thought So hum anist th o u g h t rejects the idea of religion to around 3,000’ Kelvin, and at this point atom s began to form It’s like a focu s on people instead of a focus on God Further cooling came with further expansion, until the te m p e rttu re 342 In sid er of space reached its curre nt level of 2.7 degrees Kelvin, So CMB is literally the heat left over from the Big Bang So ho w w e kno w this? Well, one of the predictions of the Big Bang theory, first pro p o se d in the 1920s and further developed in the late ■iOs, w a s th a t there should be som e form of background radiation left over fro m the Big Bang For quite a while, not many people were very interested in looking fo r this background radiation because th e Big Bang the ory wasn’t taken very seriously by a lot of p e op e It w a s n 't until the space age that interest in background radiation gre w again But it w a sn ’t because people were interested in th(3 B g Bang It w a s , well, you see there was som e form of background radiation that was interfering with satellite communications, and scientists were interested in finding its source W as it com ing from the sun? From a nearby galaxy? Nobodv really knew So a group o f scientists w orking for Bell Laboratories began surveying the skv to find its source Basically, they locked for the direction from w h ich the radiation was the strongest Logically, that should be th e direction of the source But, uh, to tieir amazement and everyone else's too, the radiation was of uniform intensity in every direction It existed everywhere in space The only explanation for this w a s that this was the background radiation predicted by the Big Bang OK, o n to w h a t C M B tells us about th e universe Well, first, and most im p o rtin tiy, it's the best evidence we have to date that the Big Bang t ‫^؛‬eory is corre ct N ow , that d o e s n ’t mean that the Big Bang theory s an undeniable fa c t m aybe future discoveries will disprove it But the presence of CM B, and the lack of any other way to explain it, m akes the Big Bang the ory the best explanation for the origin jf the universe th a t w e have to date C M B also gives us clues £S to how the first galaxies formed That's because, u li becaure C M B isn ’t exactly equal in every region of space Ifaere are par‫؛‬s th a t are slightly w arm er or slightly colder The difference is n 't m.ich, only a fraction of a degree, but it's significant It tells us that th^re were, uh lum ps in the Big Bang, uh, areas of greater densjto A n d it's these areas of gre ater density that w e think form ed th e firs galaxies A n sw er K ey 343 TOEFL® I.BT INSIDER - Listening LinguaForum Chiu trá c h nhiệm xu ất TRẦN ĐÌNH VIỆT MINH CHÂU Biên tậ p CƠNG TY NHÂN TRÍ VIỆT Trình b y sách MINH CHÂU Sửa in NHÀ XUẤT BẢN TỔNG Hộp THÀNH PHỐ Hồ CHÍ MINH 62 Nguyễn Thi Minli Khai - Quận s 8225340 - 8296764 - 8222726 - 8296713 - 8223637 Fax: 8222726 E-mail: nxbtphcm@vnn.vn Thực liên doanh CỒ NG TY TNHH NHÀN TRÍ VIỆT 83^ Trần Đình Xu, p Nguyễn Cư Trinh, Q 1, TP Hồ Chí Minh ® 8379344 Fax: 9200681 In 3.000 khổ 20,5x28,5cm Xí nghiệp In MACHINCO - 21 Bùi Thị Xuân - Quận - Thành phố Hồ Chí Minh Số xuất 898-2006/CXB/131-76/THTPHCM In xong nộp lưu chiểu tháng 12-2006 L nguaForum LinguaForum TM E-mail us at info@linguastudv.com Why LinguaForum’s TOEFL® /В Т Insider? 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