Toefl2014
| Test Date: | Saturday, August 16, 2014 |
書，Transcription
https://www.dropbox.com/s/f5larmvlu5jck8w/eBook_TOEFL_Official_Guide_4e.pdf
@Youtube
@SoundCloud
https://soundcloud.com/renyuanlyu/sets/toefl2014lps/s-Q7tsh
https://soundcloud.com/renyuanlyu/sets/toefl2014test01/s-XMQvG
@Dropbox
https://www.dropbox.com/s/96lgey3fp3s81az/ryToefle2014_lps.mp4https://www.dropbox.com/s/r2asgwrh5bh41tw/ryToefle2014Test01.mp4
0:00 listen to a conversation between a student and a professor
0:03 excuse me professor thompson I know your office hours are tomorrow but I was
0:09 wondering if you had a few minutes free now to discuss something
0:12 sure John what did you wanna talk about well I have some quick questions about
0:16 how to write up the research project I did this semester
0:19 about climate variations oh yes you were looking at variations in climate in the
0:24 Grande City area right
0:26 how far along the begotten I've got all my data so I'm starting to summarize it
0:30 now
0:31 preparing graphs and stuff but I'm just I'm looking at it and I'm afraid that
0:35 it's not enough
0:36 but I'm not sure what else to put in the report I hear the same thing from every
0:40 student
0:41 you know you have to remember now the you're the expert on what you've done
0:44 so think about what you'd need to include if you were going to explain
0:47 your research project to someone with general ur casual knowledge about the
0:51 subject like
0:52 like a parent that's usually my ruler from would my parents understand this
0:57 Cup K I get I hope you can recognize by my saying that how much you do know
1:02 about the subject
1:03 right now I understand I was wondering if
1:06 I should also include the notes from the research journal you suggest I keep
1:10 yes definitely you should use them to indicate what your evolution and thought
1:14 was through time
1:15 so just set up you know what was the purpose of what you're doing
1:19 to try to understand the climate variability in this area
1:22 and what you did and what your approach was okay
1:25 so for example I studied meteorological records
1:28 I look that climate charts use different methods for analyzing the data
1:33 like certain statistical tests on but I discuss the results
1:36 is that what you mean yes that's right you should include all that
1:40 the statistical tests are especially important and also be sure you include a
1:45 good reference section where all your published and unpublished data came from
1:49 you have a lot of unpublished climate data mmm
1:52 something just came into my mind in went out the other side
1:55 how that happens to me a lot so I've come up with a pretty good memory
1:58 management tool
1:59 I carry a little pad with me all the time and jot down questions or ideas
2:03 that I don't wanna forget
2:05 for example I went to the doctor with my daughter and her baby son last week
2:09 and we knew we wouldn't remember everything we wanted to ask the doctor
2:12 so
2:13 we actually made a list of five things we wanted answers to note pat is a good
2:17 idea
2:18 sometime so busy now at the end of the semester I'm getting pretty forgetful
2:22 these days
2:22 how can I just remembered what I was trying to say before
2:25 good I was hoping you'd come up with it yes it ends up that I have data on more
2:30 than just the immediate grant city area so
2:32 I also included some regional data in the report with everything else it
2:37 should be a pretty good indicator the climate in this part of the state
2:39 sounds good I'd be happy to look over a draft version before you handed the
2:43 final copy if you wish
2:45 great a plan to get your drafter the paper by next Friday
2:48 thanks very much Bowl see a
2:51 okay
2:53 listen again to part of the conversation then answer the question
2:58 you know you have to remember now that you're the expert on what you've done
3:02 so think about what you'd need to include if you were going to explain
3:05 your research project to someone with general ur casual knowledge about the
3:09 subject like
3:10 like a parent that's usually my ruler from would my parents understand this
3:15 huh okay I get it I hope you can recognize by my saying that how much you
3:19 do know about the subject
3:22 why does the professors say this
3:25 I hope you can recognize by my saying that how much you do know about the
3:28 subject
3:31 listen to part of a lecture in a philosophy class
3:35 okay another ancient Greek philosopher we need to discuss this Aristotle
3:40 aristotle's ethical theory what aristotle's
3:43 ethical theory is all about is this he's trying to show you how to be happy
3:49 what true happiness is now
3:52 why is he interested in human happiness it's not just because it's something
3:56 that all people want or
3:58 aim for it's more than that but to get there we need to first make a very
4:03 important distinction
4:05 let me introduce a couple of technical terms
4:08 extrinsic value and intrinsic value
4:11 to understand aristotle's interest in happiness
4:14 you need to understand this distinction some things we aim for and value
4:20 not for themselves but for what they bring about
4:23 in addition to themselves if I value something as a means to something else
4:28 then it has what we will call extrinsic value
4:31 other things we desire in hold to be valuable for themselves alone
4:36 if we value something not as a means to something else
4:40 but for its own sake let us say that it has
4:43 intrinsic value exercise
4:46 there may be some people who value exercise for itself
4:50 but I don't I value exercise because
4:54 if I exercise I tend to stay healthier than I would if I didn't
4:58 so I desire to engage in exercise
5:01 and I value exercise extrinsic Lee not for its own sake
5:06 but as a means to something beyond it it brings me good health
5:10 health why do I value good health
5:13 well here it gets a little more complicated for me
5:16 I'm health is important for me because I can't
5:20 do other things I wanna do play music teach philosophy
5:24 if I'm ill so health is important to me
5:27 has a value to me as a means to a productive life
5:32 but health is also important to me because I just kind of like to be
5:37 healthy
5:37 he feels good it's pleasant to be healthy
5:41 unpleasant not to be so to some degree
5:44 I value health both for itself and as a means to something else
5:48 productivity it's got extrinsic
5:52 and intrinsic value for me then there's some things that are just valued for
5:57 themselves
5:58 I'm a musician not a professional musician I just play a musical
6:01 instrument for fun
6:03 why do I value playing music well like most amateur musicians I only play
6:09 because well I just enjoy it it's something that's
6:12 and end in itself now something else I value is teaching
6:17 why well it brings in a modest income
6:21 but I could make more money doing other things I do it even if they didn't pay
6:26 me
6:26 I just enjoy teaching in that sense it's an
6:30 and to itself but teachings not something that has intrinsic value for
6:35 all people
6:35 and that's true generally most things that are enjoyed in and of themselves
6:40 vary from person to person some people value teaching intrinsically but
6:46 others doubt so how does all this relate to human happiness
6:50 well Aristotle asks is there something that
6:54 all human beings value and value only intrinsically
6:58 for its own sake and only for its own sake if you could find such a thing
7:03 that would be the universal final good or truly v
7:07 ultimate purpose or goal for all human beings Aristotle thought the answer was
7:12 yes
7:13 what is it happiness everyone will agree he argues that happiness
7:18 is the ultimate and to be valued for itself
7:22 and really only for itself for what other purposes therein being happy
7:27 what does it yield the attainment of happiness becomes the ultimate
7:32 or highest good for Aristotle the next question that Aristotle raises
7:37 is what is happiness we all want it we all desire it
7:41 we all seek it it's the goal we have in life
7:45 but what is it how do we find it
7:48 here he notes with some frustration people disagree
7:53 but he does give us a couple have criteria more features to keep in mind
7:57 as we look for what true human happiness is
8:01 true human happiness should be as he puts it
8:04 complete complete in that it's all we require
8:08 well true human happiness if you had that
8:12 what else do you need nothing and second
8:15 true happiness should be something that I can obtain on my own
8:19 I shouldn't have to rely on other people for it many people value fame and seek
8:24 rehm
8:25 fame for them becomes the goal but according to Aristotle
8:29 this won't work either because fame depends altogether too much on other
8:34 people
8:35 i cant get it on my own without help from other people
8:39 in the end aristotle says that true happiness
8:42 is the exercise reason a lifer intellectual contemplation
8:47 I'm thinking so let's see how it comes to that
8:51 listen again to part of the lecture then answer the question
8:56 now something else I value is teaching why
8:59 well it brings in a modest income
9:03 but I could make more money doing other things
9:06 what does the professor mean when she says this
9:10 well it brings in a modest income but I could make more money doing other things
9:18 listen to part of a psychology lecture the professor is discussing behaviorism
9:24 no many people considered John Watson to be the founder behaviorism
9:29 and like other behaviorist he believed that psychologist should study only the
9:34 behaviors they can observe and measure
9:37 they're not interested in mental processes while a person could describe
9:42 his thoughts no one else can see your
9:45 hear them to verify the accuracy of his report
9:48 but one thing you can observe his muscular habits
9:51 what Watson did was to observe muscular habits
9:55 because he viewed them as a manifestation of thinking what one kind
10:00 of habit that he studied are
10:01 Lauren jheel habits Watson Fidler in jail habits
10:06 you know from larynx in in other words related to the voice box
10:10 he thought those habits were an expression of thinking
10:14 he argued that for very young children thinking me is really talking out loud
10:18 to oneself
10:19 because they talk out loud even if they're not trying to communicate with
10:23 someone in particular
10:24 as the individual matures that over talking to oneself becomes
10:29 covert talking to oneself but they can still shows up as a lawyer in Jill habit
10:35 10 the bitter evidence that supports this
10:38 is that one people are trying to solve a problem
10:42 and AM typically have increased muscular activity in the throat region
10:47 that is if you put electrodes on the throat and measure muscle potential
10:53 muscle activity you discover that when people are thinking
10:57 like if they're diligently trying to solve a problem
11:00 that there is muscular activity in the throat region
11:04 so watchin made the argument that problem-solving or
11:08 thinking can be defined as a set of behaviors
11:12 us said i've responses and in this case
11:15 the response he observed was the throat activity
11:18 that's when he means what he calls a Lauren jheel habit
11:22 now as I am thinking about one on going to be saying
11:26 my muscles in my throat are responding so
11:30 thinking can be measured as muscle activity
11:33 now the motor theory yes
11:37 professor Blake I'm did he happen to look at people who sign
11:41 I mean deaf people Tom he did indeed
11:45 am and to jump ahead but what one finds in deaf individuals who you sign
11:50 language
11:50 when they're given problems %uh various kinds they have muscular changes
11:55 in their hands when they're trying to solve a problem muscle changes in the
11:59 hand
12:00 just like the muscular changes going on in the throat region
12:03 for speaking individuals so
12:06 for Watson thinking is identical with the activity of muscles
12:11 related concept of thinking was developed by William James
12:15 it's called video motor action video motor action
12:21 is an activity that occurs without are noticing it without our
12:24 being aware of it I'll give you one simple example if you think I've
12:28 locations
12:29 there tends to be on a movement that occurs with your thinking about that
12:33 location
12:34 in particular from where we're sitting
12:37 now imagine that your ass to think a bar University Library
12:41 well if you close your eyes and think at the library
12:45 and if you're sitting directly facing me then according to this notion your
12:49 eyeballs will move slightly to the left
12:52 to do your left because the libraries in that general direction
12:56 James another said that this is an idea
12:59 leading to a motor action and that's why it's called
13:02 BDO motor action and idea
13:06 leads to motor activity if you wish to impress your friends and relatives
13:10 you can change this simple process into a magic trick
13:15 ask people to do something searchers I've just described
13:19 think up something on their left the think up something on the right
13:23 you get them to think about two things on either side with their eyes closed
13:28 and you watch their eyes very carefully and if you do that
13:32 you'll discover the you can see rather clearly the eye movement
13:35 that is you can see the movement of the eyeballs
13:39 now then you say aah think Ive either one and I'll tell you which you're
13:44 thinking up
13:45 okay well Watson makes the assumption that muscular activity is equivalent to
13:50 thinking
13:51 but given everything we've been talking about here one has to ask
13:56 are there alternatives to this motor theory this
13:59 claim that muscular activities are equivalent to thinking
14:03 is there anything else that might account for this change in muscular
14:06 activity
14:07 other than saying that it is thinking and the answer is clearly yes
14:12 is there any way to answer the question definitively
14:15 not I think the answer is No
14:18 listen again to part of the lecture then
14:21 answer the question
14:23 wants and toddler in Jill habits you know from larynx
14:27 in in other words related to the voice box he thought those habits were an
14:32 expression of thinking
14:34 why does the professors say this
14:38 you know from larynx in in other words related to the voice box
14:43 listen to part of a lecture in astronomy class
14:46 you will not need to remember the numbers the professor mentions
14:50 okay let's get going today I'm going to talk about how the
14:55 asteroid belt was discovered and
14:58 I'm gonna start by writing some numbers on the board here they are
15:02 we'll start with 0 then
15:05 3 6 12
15:09 tell me what I'm doing multiplying by two
15:12 right I'm doubling the numbers so two times 12
15:17 is 24 and the next 1 I'm going to write after 24 would be
15:21 48 40 8
15:25 n96 will stop there for now
15:30 a now alright another row of numbers under that tell me what I'm doing
15:35 for 7
15:38 10 how my getting the second row
15:41 adding four to the numbers in the first row I'm adding four to each number in
15:47 the first row to give you a second row
15:49 so the last two will be 52
15:52 100 and now tell me what I'm doing
15:55 putting in a decimal yes
15:58 I divided all those numbers by 10 by putting in a decimal point now I'm going
16:04 to write the names at the planets under the numbers
16:06 mercury Venus earth
16:11 marks so
16:15 what do the numbers mean to remember from the reading is it the distance
16:19 above the planet's from the Sun
16:21 right in astronomical units not perfect but
16:25 tantalizingly close the value for Mars is
16:29 off by in six or seven percent or so
16:32 its but it's within 10 percent of the average distance to mars from the Sun
16:38 but I kinda have to skip the one after march for now
16:42 then jupiter's right there at five point something
16:46 and then Saturn is about 10 astronomical units from the Sun
16:50 well this pattern is known as boats law
16:54 um it is it really a scientific law
16:57 not in the sense they're predicting gravitation mathematically or
17:01 something but it's attempting a pattern in the spacing of the planet's
17:05 and it was noticed by bowed 130 years ago
17:08 well you can imagine that there was some interest in why
17:12 the 2.8 spot in the pattern was skipped and
17:16 but there was anything obvious there in the early telescopes
17:20 then what happened the late seventeen hundred's
17:23 the discovery I love another planet the next plan it out
17:27 Uranus after Saturn and look Uranus fits in the next spot in the pattern
17:33 pretty nicely from not perfectly but close
17:36 and seven people got really excited about the validity of this thing and
17:40 finding the missing object between Mars and Jupiter
17:43 and telescopes remember we're getting better so people went to work on finding
17:48 objects that would be at that missing distance from the Sun
17:52 and many in 1801
17:55 the object serious was discovered and series was in the right place
18:00 the missing spot I'm but it was way too faint to be a planted
18:04 it look like a little star and and because of its star like appearance
18:08 I'm was called an asteroid okay
18:12 Astor is great for star as in astronomy
18:16 on and so series was the first and is the largest to what became many objects
18:22 discovered at that same distance
18:24 not just one thing but all the objects found at that distance form the asteroid
18:29 belt
18:30 so the asteroid belt is the most famous successive this
18:35 Bode's law that's how the asteroid belt was discovered
18:39 listen again to part of the lecture then answer the question
18:44 well this pattern is known as boats law
18:48 um it is it really a scientific law not in the sense they're predicting
18:52 gravitation mathematically or
18:54 something but it's attempting a pattern in the spacing on the planet's
18:58 and it was noticed by bowed 110 years ago
19:02 why does the professors say this
19:05 not in the sensor predicting gravitation mathematically or
19:09 something listen to part of a lecture from a botany class
19:15 hi everyone good to see you all today
19:18 actually expected the population to be a lot lower today
19:22 it typically runs between 50 and 60 percent on the day the research papers
19:26 due
19:28 um I was hoping to have your exams back today but to
19:32 the situation was that I went away for the weekend and I was supposed to get in
19:35 yesterday at 5
19:37 and expected to fully complete all the exams by midnight or cell phone which is
19:40 the time that I
19:41 usually go to bed but my flight was delayed and i ended up not getting in
19:45 until one o'clock in the morning
19:47 anyway I'll do my best to have a finish by the next time we me
19:52 okay in the last class we started talking about useful plant fibers
19:55 in particular we talked about cotton fibers which we say we're very useful
20:00 not only in the textile industry
20:02 but also in the chemical industry and in the production have many products
20:06 such as plastics paper explosives and so on
20:10 today will continue talking about useful fibers and will begin with the fiber
20:13 that's commonly known as Manila hemp
20:17 in hell for some strange reason many people believe that Manila hemp
20:21 is the hemp plant but mandela hab is not really hemp
20:24 it's actually a member of the banana family and even bears little banana
20:28 shaped fruit
20:30 the middle part have the name makes sense because Manila hemp is produced
20:33 chiefly
20:34 in the Philippine Islands and of course the capital city in Philippines is
20:38 mandela
20:39 now as fibers girl Manila hemp fibers are very long
20:44 they can easily be several feet in length and also very strong very
20:48 flexible
20:49 they have one more characteristic that's very important and that is that they are
20:53 exceptionally resistant to salt water
20:56 and this combination of characteristics long
20:59 strong flexible resistant to salt water makes Manila hemp a great material for
21:04 ropes
21:04 especially for ropes that are going to use an ocean-going ships
21:08 in fact by the early nineteen forties even though steel cables were available
21:13 moshe it's in the United States Navy were not moored with steel cables
21:17 they were moored with Manila hemp ropes now why was that
21:20 well the main reason was that steel cables degrade very very quickly in
21:25 contact with salt water
21:27 if you've ever been to San Francisco you know that the Golden Gate Bridge is red
21:31 and its red because it is in pain that goes on though stainless steel cables
21:35 that if they start at one end of the bridge in the work to the other end
21:39 by the time I finish it's already time to go back and start paying the
21:43 beginning at the bridge again
21:44 because the bridge was built with steel cables and steel cables can take the
21:48 Saltair
21:49 how much they treated repeatedly with using based paint
21:53 on the other hand plant products like Manila hemp
21:56 you can drive through the ocean for weeks on end he won a tire anchor to it
22:00 and drop it right into the ocean
22:02 that's no problem because plant fibers can stand up for months even years
22:06 in direct contact with salt water okay
22:10 to how do you take plant fibers that individually you can break with your
22:13 hands
22:14 and turn them into a rope that strong enough to worship the ways
22:17 thousands of times well what you do is extract these long fibers from the
22:23 Manila hemp plant
22:25 and then you take several in these fibers in your group them into a bundle
22:29 because by grouping the fibers you greatly increase the breaking strength
22:33 that frontal fibers is much stronger than any of the individual fibers the
22:37 composite
22:38 and then you take that bundle fibers a new twist in a little bit
22:41 because by twisting it you increase its breaking strength even more
22:45 and then you take several love these little bundles in your group and twist
22:48 them
22:49 and a bigger bundles which you then group in twist into even bigger bundles
22:53 and so on until eventually you end up with a very very strong rope
---------------------------------------------------------------------------------
0:00 listen to a conversation between a student and a professor
0:04 k on how you doing but pretty good thanks how are you
0:08 okay did you I'm have a chance to look at my grad school application
0:13 you know the statement of purpose I wrote well yen fact me here it is I just
0:18 read it
0:18 0 great what did you think basically it's good
0:23 which might actually do is take some of these different points here
0:27 and actually break them out in two separate paragraphs so
0:30 nom one your purpose for applying for graduate study
0:34 why do you want to go to graduate school and an area of specialty in
0:39 now why you want to do the area you're specifying
0:43 nom in what you want to do with your degree once you get
0:46 okay so those are they're pretty clear on those four points they want
0:51 right so you might just break them out into
0:54 you know separate paragraphs and expand on each point some
0:59 but really what's critical with these is that not
1:02 you gotta let yourself cum thru see you gotta let them see you
1:06 in the statements expand some more on what's happened in your own life
1:10 and what shows your you motivation and interest in this area in geology
1:16 let him see what what really what with captures your imagination about this
1:21 field okay so
1:22 make it a little more personal that's okay that's fine
1:26 they look for that stuff you don't wanna go overboard
1:30 record its it's critical that did somebody sees what your passion is your
1:34 personal motivation for doing this
1:36 okay and that's gotta come out in here I'm in Latium
1:41 you might also give a little love since this is your only chance to do it you
1:45 might give a little more explanation about your unique undergraduate
1:48 background
1:49 so you know how you went through you know the music program
1:53 what you got from that why you decided to change
1:57 I mean it's kind of unusual to go from music to geology right
2:01 yeah I was I was afraid that you know maybe the personal type stuff wouldn't
2:06 be what they wanted
2:07 but not in fact its and give an example I I had a friend when I was an undergrad
2:13 um went to medical school and he put on his med school application
2:17 and he could actually tell if somebody actually read it cuz I'm
2:21 he had asthma and the reason that he wanted to go to med school was
2:24 he said he wanted to do sports medicine because
2:27 he you know he had this real interest it and he was an athlete to ruin
2:32 and wanted to help athletes who had this physical problem any could always tell
2:36 somebody actually read his letter because
2:38 they would always ask him about that who soak something
2:42 unique yeah socit you know that's what's good and I think for you probably
2:48 you know your music backgrounds the most unique thing that you've got a new
2:51 record
2:51 right and so you see gotta make yourself
2:55 stand out from a couple hundred applications
2:58 does that help any yeah it does it gives me some good ideas
3:02 and much might also due to his you know
3:05 eg you might get a friend to proof it or or something at some point
3:09 so sure sure also think about presentation and how the application
3:13 looks
3:14 in a way you're actually showing some other skills here like organization
3:18 a lotta stuff that's that they're not they're not formally asking for
3:22 they're looking at so your presentation format your grammar all that stuff
3:27 they're looking at in your materials at the same time
3:30 right okay
3:32 listen to part of a conversation between two students
3:36 the woman is helping them and review for a biology examination
3:40 okay so what do you think we should go over next
3:44 how about if we go over this stuff about how bacteria become resistant to
3:47 antibiotics
3:48 okay I'm but first I'm although how many pages do we have left
3:53 I told my roommate I'd meter at the library at seven o'clock
3:56 um there's only a few pages left
4:00 we should be finished in a few minutes okay so
4:03 I am about how bacteria to become resistant to antibiotics
4:08 oh yeah okay see you know that some bacteria cells are able to resist the
4:12 drugs we use against them
4:13 and that's because they have the special jeans that like
4:17 protect them from the drugs right if I remember correctly I
4:21 I think the jeans like week in the antibiotics early
4:25 stop the antibiotics from getting into the bacteria cell
4:29 something like that exactly so when bacteria have these jeans
4:33 it's very difficult for the antibiotics to kill the bacteria
4:37 right so do you remember what those teams are called
4:40 hum resistance genes resistance genes right resistance genes
4:45 okay and that make sense right because they help the bacteria
4:48 resist the antibiotics yeah let make sense okay
4:52 okay but the question is how to bacteria get the resistance genes
4:56 how they get the resistance genes the just
4:59 inherit them from the parent cell right okay yeah that's true they can inherit
5:04 them from the parent cell but
5:05 that's not what I'm talking about okay i'm talking about how they get
5:09 resistance genes from
5:10 other cells in their environment you know from
5:13 the other cells around them all I see what you mean um
5:17 is that that stuff about hopping jeans or something like that
5:20 right although actually there called jumping genes not hopping gene for okay
5:25 jumping genes yet but they have another name to that I can think of
5:29 um let me see if I can find it here in the book
5:32 I think it's probably on oh okay here it is transpose ons
5:37 that's what they're called let me see
5:40 okay transpose arms
5:43 transpose on so transpose on
5:46 is another name for a jumping gene right and these transpose on czar
5:51 you know like little bit to DNA that are able to move from one cell to another
5:56 that's why they're called jumping genes the kind of you know
5:59 jump from one cell to another okay and these transpose on czar how resistance
6:05 genes were able to get from one bacteria cell to another bacteria cell
6:09 what happens is that a resistance gene from one cell
6:13 attach itself to a transpose on and then
6:16 when the transpose on jumps to another cell the other cell gets the resistance
6:20 gene and rape
6:21 that's how it becomes resistant to antibiotics right
6:24 wow that's really cool so that our happens that's how it happens
6:28 why does the woman say this
6:31 I'm but first I'm although how many pages do we have left
6:35 I told my roommate I'd meter at the library at seven o'clock
6:39 listen to part of a talk in an environmental science class
6:44 so I wanted to discuss a few other terms here
6:49 actually some some ideas about how we manage our resources
6:54 let's talk about what that what that means
6:57 if we take a resource like water
7:01 well maybe we should get a little bit more specific here
7:04 backup from more general case and talk about
7:07 underground water in particular so
7:11 hydro geologist serve trying to figure out how much water can you take out from
7:16 underground sources this has been an important question
7:19 let me ask you guys how much water based on what you know so far
7:24 could you take out of say that aquifer
7:28 under the city has much as would get recharged
7:32 okay so we wouldn't wanna take out anymore
7:36 then naturally comes into it the implication is that a
7:40 well if you only take as much out as comes in
7:45 you're not going to the plate the amount of water that's stored in there right
7:49 wrong but that's the principal that's the idea behind how we manage our water
7:54 supplies
7:55 it's called safe yield
7:58 basically what this method says is that you can pump as much water as
8:02 out of the system is naturally recharges
8:05 as naturally flows back in
8:09 so this principle love say field
8:12 its based on balancing what we take out with what gets recharged
8:17 but what it does is it ignores how much water
8:21 naturally comes out above the system in a natural system a certain amount every
8:26 charge comes in
8:27 and a certain amount of water naturally flows out through Springs streams and
8:31 lakes
8:32 and over the long term the amount that stored in the aquifer
8:35 doesn't really change much it's balanced
8:38 now humans come in and start taking water
8:42 out of the system how have we changed the equation
8:46 it's not balanced anymore right we take water out
8:50 but water also naturally flows out
8:53 and the recharge rate doesn't change so the result is we've reduced the amount
8:58 of water that stored in the underground system
9:01 if you keep doing that long enough if you pop as much water as
9:04 out as naturally comes in gradually the underground water levels drop
9:09 and when that happens that can affect surface water
9:13 how well in underground systems there are natural discharge points
9:17 places where the water flows out of the underground systems
9:21 how to lakes and streams well a drop in the water level can mean those discharge
9:25 points will eventually dry up
9:28 that means waters not getting two lakes and streams that depend on it
9:32 so we've ended up reducing the surface water supply to
9:36 you know in the state of Arizona we're managing some major water supplies with
9:40 his principal say field
9:42 under a method that will eventually dry up the natural discharge points are
9:46 those aquifer systems
9:48 now why is this an issue well
9:52 arts are you going to want to live in this state for a while
9:55 want your kids to grow up here and you're kids kids
9:59 you might be concerned with does Arizona have a water supply which is
10:03 sustainable key word here and what that means
10:08 the general definition of sustainable is will there be enough to meet the needs
10:12 of the present
10:13 without compromising the ability of the future to have the availability
10:17 do have the same resources now I hope you see these two ideas are
10:22 incompatible sustainability and safe yield
10:26 because what sustainability means is that it's sustainable for
10:29 all systems depended on the water for the people that use it
10:34 then for Nov for supplying water to the
10:37 the pendant lakes and streams so I'm gonna repeat this
10:42 so for using a safe yield method for only balancing what we take out with
10:46 what gets recharged but
10:48 don't forget waters also flowing out naturally
10:52 then the amount stored underground is going to gradually get reduced
10:55 and that's going to lead to another problem these discharge points
11:00 with the water flows out to the lakes and streams they're going to dry up
11:04 okay why does the professors say this
11:08 now why is this an issue well
11:12 aren't so you going to want to live in this state for a while
11:16 want your kids to grow up here and you're kids kids
11:21 listen to part of a lecture in a philosophy class
11:24 the professor has been talking about affects
11:28 okay if we're going to discuss goodness and justice
11:31 what makes an individual good or a society job's store
11:35 virtuous then we need to start with the ancient Greeks
11:39 so we'll start with playdoh Plato's philosophy
11:42 now some love you may have studied Plato's philosophy in some other course
11:47 so this might be easy okay at the risk of boring you
11:51 let me give you Justin overview of Plato's ethical theory
11:55 Plato says the soul has and by soul
11:59 he simply means that which animates the body gives it life
12:03 anyway he says that the soul has three separate parts
12:07 called and faculties which I'll come back to
12:11 he believed that goodness in an individual was to be found
12:15 when the three parts have the sole work together when they weren't in conflict
12:19 but existed in harmony
12:20 a good or just person will have a soul in which the three faculties work well
12:26 together
12:27 so how does he arrive at that analysis
12:30 well he starts out in his very famous work
12:34 the Republic and he start out by saying it's very difficult to get a grasp on
12:39 what the individual soul looks like
12:41 so to get some idea of what the individual human soul is like
12:46 he says we should study the structure of society
12:49 what kinds of people and activities every society has to have
12:54 he argues that every society has to have three groups of people
12:59 workers soldiers and leaders and each has asserted
13:03 defining characteristic every society has to have workers
13:08 like farmers or and people who work in factories
13:12 producing all the things that we need for everyday life
13:15 and according to Plato the key feature of workers
13:19 is that they're focused on their own desires for appetites
13:22 interested in satisfying the needs of the body
13:25 so workers are associated with desire
13:28 okay now if you live in a society that has a good amount of wealth
13:34 an good agriculture good industry other societies are probably going to try to
13:39 take it
13:40 so you need a class of soldiers who are supposed to protect the state from
13:44 external threats
13:45 well these soldiers well they're going to be in dangerous situations quite
13:51 frequently
13:51 so you need people with and a
13:54 a lot of high spirit a an emotional typeof individual
13:59 the motion is what characterizes this group
14:02 and then Plato says the third group you need is leaders
14:08 their main role will be to think rationally to use their reasoner
14:12 intellect to make decisions as decision-makers
14:16 leaders determine what the state is to do how the affairs at the citizens are
14:20 to be run
14:21 play dough then asks himself okay
14:25 assume we've got such a society with these three groups
14:29 when will this society be a good and
14:32 a just society well
14:36 you can only have a good society when it's three parts are working well
14:40 together
14:41 each doing its proper thing and Plato believes this can
14:45 only happen if workers and soldiers learn moderation
14:49 or self control but why why do workers and soldiers have to learn self control
14:55 well how can a society flourish if the workers and soldiers don't control their
15:01 desires and emotions
15:02 Plato thinks that if they aren't under control
15:06 workers will sleep too much and play too much
15:09 so they're not going to get their jobs done and soldiers need to channel their
15:13 high spiritedness in a certain direction
15:16 precisely by being courageous but you're not going to get that automatically
15:21 you need to teach them this kind of moderation
15:24 so you need an educational system that first a ball will train the leaders
15:29 so that they'll make good decisions so they'll know what's wives
15:34 then make leaders responsible on
15:37 ted turner over to them the education at the other two groups
15:41 and through education build a society so that the workers and soldiers
15:46 learn to use air intellect to control their desires and emotions
15:50 if you had all that then for Plato
15:53 you'd have a good or just society
15:57 now take that picture that social political picture
16:01 and apply it to the individual person
16:04 you remember about the sole that it consists of three separate parts or
16:09 faculties
16:10 can you guess what they are desires emotions
16:14 and intellect the characteristics associated with the three groups have
16:18 society
16:20 and can you guess how Plato defines a good or just person
16:24 well its parallel to how we characterize as a good or just society
16:29 the three parts have to be in harmony in each of us
16:33 our desires and emotions often get the better of us
16:36 and leaders to do foolish things there in conflict with the intellect
16:41 so to get them to all work together to coexist in harmony
16:45 every person needs to be shaped in the same way that we've shape society
16:51 through the educational system individuals must be educated to use
16:55 their intellect
16:56 to control their emotions and desires thats harmony
17:00 in the soul
17:02 listen again to part of the lecture then answer the question
17:05 now some love you may have studied Plato's philosophy in some other course
17:10 so this might be easy okay at the risk of boring you
17:15 let me give you Justin overview of Plato's ethical theory
17:18 what does the professor imply about Plato's
17:22 ethical theory listen again to part of the lecture
17:27 then answer the question but why
17:31 why do workers and soldiers have to learn self control
17:34 well how can a society flourish if the workers and soldiers don't control their
17:40 desires and emotions
17:41 why does the professor ask this well how can a society flourish if the workers
17:48 and soldiers don't control their desires and emotions
17:51 listen to part of a talk in a botany class
17:56 okay so we've talked about some different types have root systems have
18:00 plants
18:01 and I've shown you some pretty cool slides but now I wanna talk about the
18:05 extent to the root system
18:07 the overall size that the root system the depth
18:10 I want to tell you about one particular experiment
18:14 I think you're gonna find is pretty amazing okay so there was the scientist
18:18 this very meticulous scientists decided that the best place to see a whole root
18:22 system
18:23 to actually see how big the entire system got the best place would be a
18:27 grow it
18:27 where um water
18:31 in water so he took Rai plant that was ripe lance and he started growing them
18:36 in water
18:37 now you've all heard is growing stuff in water before right
18:40 that's done commercially rate like to grow vegetables and flowers
18:44 right they grow all kinds of commercial crops in water
18:48 so if you're growing things in water you can add the fertilizer
18:51 what you need to do to that water besides but fertilizer in it
18:55 anyone ever actually tried to grow plants and water
18:58 you must bubble water through it bubble gas through it I'm sorry you must bubble
19:02 gas through it
19:03 so gas you have to bubble 30 up think about the soil we talked about last week
19:08 about growing plants and soil think about some love you who have killed your
19:12 favorite house plans cuz you love them too much
19:15 if you over water why do your favorite house plants die
19:18 all no oxygen not enough oxygen for the roots
19:23 which do what 24 hours a day in all seasons
19:27 respiration Respir respiration
19:30 a brief so if you just stick cry plants and water
19:34 it doesn't make a difference how much fertilizer you add you also need to
19:38 bubble gas through the water
19:40 so they have access to that oxygen if they don't have that
19:44 they're in big trouble okay so this guy
19:47 the scientist grew a ripe plantain water so he could see the root system
19:51 how big it got its surface area I read about this
19:55 and the book said one thousand kilometers roots
19:59 I kept thinking this has to be a mistake it just doesn't make any sense to me
20:03 that that that could be right but that's what all the books have
20:07 and no one's ever corrected it so let me explain to you about this right plant
20:12 if you take a little seed have many grasses
20:15 and remember raisa grass if you take a tiny little canu germinated
20:21 actually take one of my least favorite grasses that starts growing about May
20:25 what's my least favorite grass that starts growing about May
20:29 crabgrass crabgrass remember how I showed you in the lab
20:34 one little seed starts out producing one Little Chute
20:37 then at a week or so later you've got about six shoots
20:41 and then three weeks later you've got about 15 shoots coming out
20:45 all directions like this all those little Chute's up there
20:49 well that's what they did with the Rye and the little seedling started and
20:54 pretty soon there were several shoots
20:56 and then more shoots in the end that one single seed produced
21:01 eighty shoots with an average of 50 centimeters in height
21:05 from 1 seed eighty shoots coming out
21:08 average 50 centimeters high when they looked at the shoot
21:12 versus the root surface they found that the shoot surface
21:15 with all a bit sleeves had a total surface
21:18 area about 5 square meters
21:21 now here's the Big E when they looked at the root surface area
21:26 you would expect that the route and the shoot would be in balance right
21:30 so they should be pretty close in terms of surface area
21:33 right %uh what's that did somebody say no
21:37 well you're absolutely correct instead of five square meters
21:41 the root system was found to have more than 200 square meters sir
21:46 Syria where did all that extra surface area come from
21:50 who did it who was responsible for all those extra square meters and surface
21:54 area
21:55 what did routes due to increase their surface area
21:59 root hairs root hairs that exactly it
22:02 so those root hairs were responsible for an incredible chunk of surface area
22:07 they constantly have to be spread out in the water so they can absorb minerals
22:11 from the fertilizer and of course they need oxygen access as well
22:17 listen again to part of the lecture then answer the question
22:22 what you need to do to that water beside put fertilizer in it
22:25 anyone ever actually tried to grow plants and water
22:29 you must bubble water through it bubble gas through it I'm sorry you must bubble
22:32 gas through it
22:34 so gas you have to bubble 30 why did the professor say this
22:38 I'm sorry you must bubble gas through it listen again to part of the lecture
22:43 then answer the question I read about this
22:46 and the book said one thousand kilometers
22:49 roots I kept thinking this has to be a mistake
22:53 it just doesn't make any sense to me that that that could be right but that's
22:57 what all the books have
22:58 and no one's ever corrected it to let me explain to you about this right plant
23:04 what does the professor intend to explain
23:08 listen to part of a lecture in a business management class
23:13 okay her let's talk about organization and structure in the company
23:17 how are companies typically structured functionally
23:21 and by projects right
23:24 by function and by projects twenty years ago companies were organized in function
23:30 group
23:30 where people with a certain expertise work together as a unit the
23:35 architects in one unit the finance people in another unit
23:38 well nowadays a lot of companies are organized around project
23:42 like construction company could be building an office building in one city
23:47 and an apartment house somewhere else
23:49 and each project has its own architect's and engineers
23:53 no the good thing about project organization is that it easier to change
23:58 to adapt to the needs of the project
24:00 it's a small group but dedicated team now I'm not the whole company
24:04 now with that might here's a question for you
24:08 why do we continue to organize ourselves by function
24:12 even now when in fact we admit that projects
24:15 are the lifeblood of a lot of organizations why do some companies
24:19 maintain
24:20 a functional organization instead of organizing around project
24:24 yes because I'm if you don't have that functional structure within your
24:29 organization
24:30 chances are you have a harder time meeting the goals of the project
24:34 why why listen
24:38 let's say we got four new cars we want to design
24:41 why do we need a functional organization why not just organize the company are
24:46 around the four projects these people make our number one
24:50 these other people make car number two you know who's going to be responsible
24:53 for what
24:54 you know the way you tell who's well will appoint a manager
24:58 new card number one manager car number two manager
25:02 they're completely responsible why should we have a single engineering
25:07 department that has all four cars passing through it
25:10 when you design a car you need the expertise have all the engineers in the
25:15 company
25:15 each engineer needs to be in touch with the entire engineering department
25:20 yeah but I keep I keep asking why
25:24 I wanna know why yes
25:27 well to eliminate redundancies
25:30 probably one of the biggest factors in an organization so that the
25:34 so that there's the standards UHV
25:38 for uniformity and efficiency in the organization
25:41 okay and and that's probably the primary reason for functional organization right
25:47 there
25:47 is that we want some engineering consistency
25:51 we want the same kind of technology used in all four cars
25:55 if we dispersed those for engineers into four parts for the organization and they
26:00 work by themselves
26:01 there's a lot less chance that the technologies gonna be the same from car
26:05 to car
26:06 so instead we maintain the functional organization
26:10 that means the engineers worked together in one part of the building
26:13 and their offices are next to each other because we want them to talk to each
26:17 other
26:18 when an engineer works on a project they bring the expertise of their whole
26:22 functional group with them
26:24 but there's a downside to that though is near
26:28 I mean organizing a company into functional group is not all positive
26:33 where's the allegiance of those engineers its
26:36 to their coordinator right its to that chief engineer
26:39 but we really want our one engineer the engineer that's working on car number
26:44 one
26:45 we want that person's loyalty to be to that project as well as to the head at
26:49 the engineering group
26:50 we we really want both don't we we want to maintain the functional organization
26:56 so we can maintain uniformity and technology transfer and
27:00 expertise we want the cutting edge expertise in every group
27:04 but at the same time we also want the engineer to be totally dedicated to the
27:08 needs of the project
27:10 ideally we have a a hybrid
27:13 a combination of both functional and project organization
27:18 but there's a problem with this kind of hybrid structure when you have both
27:22 functional and project organization well
27:25 what does that violate in terms of basic management principles
27:29 unity of command unity of command that's exactly right
27:34 so this this is a vicious violation love unity of command isn't
27:39 it says this engineer working on a project seems to have
27:43 two bosses we we got the engineering boss
27:46 and we got the project manager boss but the project manager is responsible for
27:51 the project
27:53 and is not the official manager the engineer who works on the project
27:58 and we try to maintain peace in the organization's
28:01 and sometimes it's disrupted in we have conflicts don't wait
28:05 the project manager for car 112 car park to fit in a particular way
28:10 for specific situation a specialized case
28:14 well the engineering director says
28:17 know we gotta have standardization we gotta have all the cars done this way
28:22 we can't make a special mold for that particular part
28:25 for that particular car we're not gonna do that
28:29 so we got a conflict listen again to part of the lecture
28:34 then answer the question
28:36 why should we have a single engineering department that has all four cars
28:41 passing through it
28:41 when you design a car you need the expertise have all the engineers in the
28:46 company
28:47 each engineer needs to be in touch with the entire engineering department
28:51 yeah but I keep I keep asking why
28:55 I wanna know why
28:57 why does the professors say this
29:00 yet how but I keep I keep asking why
29:03 I wanna know why
29:07 number one in this question you will be asked to talk about a familiar topic
29:13 after you hear the question you will have 15 seconds to prepare a response
29:19 and 45 seconds to record the response
29:23 choose a place you go to often that is important to you
29:27 and explain why it is important please include specific details in your
29:33 explanation
29:34 begin to prepare your response
29:38 after the beep
29:55 begin speaking after the beep it
30:00 number two in this
30:03 you will be asked to talk about a familiar topic
30:06 after you hear the question you will have 15 seconds to prepare a response
30:12 and 45 seconds to record the response
30:16 some college students choose to take courses in a variety of subject areas
30:22 in order to get a broad education others choose to focus on a single subject area
30:28 in order to have a deeper understanding of that area
30:31 which approach to course selection do you think is better for students
30:36 and why begin to prepare your response
30:41 after the beep
30:59 begin speaking after the beep it
31:04 number three in this question
31:07 you will read a short passage listen to a talk
31:10 and answer a question about them after you hear the question you will have 30
31:16 seconds to prepare a response
31:18 and sixty Seconds to record a response
31:21 the university is planning to eliminate
31:24 its bus service read the article from the university newspaper about the plan
31:30 you will have 45 seconds to read the article
31:34 begin reading now
32:21 now listen to two students discussing the article
32:25 I don't like the university's plan really
32:29 I've written those buses and sometimes there were only a few people on the bus
32:33 it didn't see my kind of a waste I see your point but
32:36 I think the problem is the roots out-of-date it only goes to the
32:40 neighborhoods that have gotten too expensive for students to live in
32:43 it's ridiculous that they haven't already changed the route you know
32:46 so goes where most off-campus students live now I bet if they did that they get
32:51 plenty of students writing those buses
32:53 well at least they're adding more parking it's gone really tough to find a
32:57 space
32:57 that's the other part I don't like actually cutting back the bus service
33:01 and adding parkings just can encourage more students to drive on campus
33:05 and that'll just add to the noise around campus and create more traffic
33:10 and that'll increase the need for more parking spaces yeah I guess I can see
33:14 your point
33:15 maybe it would be better if more students use the buses instead of
33:18 driving
33:19 ride and the university should make it easier to do that
33:22 not harder the man expresses his opinion
33:27 on the university's plan to eliminate the bus service
33:30 state his opinion and explain the reasons he gives for holding that
33:35 opinion
33:36 begin to prepare your response
33:39 after the beep
34:11 begin speaking after the beep it
34:16 number four in this question
34:19 you will read a short passage listen to a talk
34:22 and answer a question about them after you hear the question you will have 30
34:27 seconds to prepare a response
34:30 and sixty Seconds to record the response
34:33 now read the passage about the nature of social interaction
34:38 you will have 45 seconds to read the passage
34:42 begin reading now
35:29 now listen to party but I
35:31 ok in a sociology class the professor is discussing
35:35 audience effects okay
35:38 so we said that the way we interact with others has an impact on our behavior
35:43 in fact there's some interesting research to suggest that
35:47 in one type interaction when we're being observed
35:51 specifically when we know we're being watched as we perform some activity
35:56 we tend to increase the speed at which we perform that activity
36:01 in one study college students were asked to each put on a pair of shoes
36:07 shoes with laces they would have to try now
36:10 one group of students was told that they would be observed
36:13 the second group however didn't know they were being observed
36:17 the students who were aware that they were being watched
36:21 actually tied their shoes much faster than the students who thought they were
36:26 alone
36:26 other studies confirm the same is true even when we're learning new activities
36:32 let's say someone is learning a new task
36:35 for example learning how to type when they're conscious a being observed
36:39 they'll likely begin typing at a much faster rate than they would if they were
36:44 alone
36:45 but in this is interesting the study also showed
36:48 that certain common behavior things people typically do like
36:53 making mistakes when you're learning something new that behavior pattern will
36:58 also increase
36:59 so in other words when we're learning to type
37:02 and we know we're being watched wheel type faster
37:06 but will also make more mistakes
37:09 explain how the examples of tying shoes and learning to type
37:15 demonstrate the principle love audience effects
37:19 begin to prepare your response
37:22 after the beep
37:54 begin speaking after the beep it
37:59 number five in this question you will listen to a conversation
38:04 and answer a question about it after you hear the question
38:08 you will have twenty seconds to prepare a response
38:11 and sixty Seconds to record the response
38:15 listened to a conversation between a student
38:18 and her geology professor Mary I'm so glad I ran into you
38:23 how hello professor Jensen listen I know it's short notice
38:27 and maybe you've already made plans for spring break but
38:30 one of my students just dropped onto the field trip to the Smithsonian River
38:34 caves
38:35 your next on the waiting list so now there's room for you to come along
38:39 your kidding I didn't think there was a chance in
38:43 well it's a three-day trip right agreed to spend next week helping professor
38:47 clark set up the new museum exhibition
38:50 I think she's really counting on me yeah three days
38:53 but you know if you'd rather come on the field trip one not speak with her and
38:57 see if she has anyone to replace you
38:59 yeah I'd hate to miss out on the caves I'll definitely ask professor clark if
39:04 there's someone else a good helper
39:06 you know we don't leave until Wednesday if you still have to help out
39:10 any chance you could get the museum setup done before then
39:13 food yeah not until Wednesday so then
39:17 yeah maybe that's possible to the speakers discussed two possible
39:22 solutions to the woman's problem
39:25 describe the problem and the two solutions
39:29 then explain what you think the woman should do
39:32 and why begin to prepare your response
39:36 after the beep
39:58 begin speaking after the beep it
40:03 number six in this question you will listen to part of a lecture
40:08 and answer a question about it after you hear the question
40:12 you will have twenty seconds to prepare a response
40:16 and sixty Seconds to record the response
40:19 now listen to part of the talk in an economics class
40:23 so let's talk about money
40:27 what is money well typically people think of coins and paper bills
40:33 as money but that's using a somewhat narrow definition of the term
40:38 a broad definition is this money is
40:42 anything that people can use to make purchases with
40:45 since many things can be used to make purchases
40:49 money can have many different forms certainly queens in bills
40:53 are one former money people exchange goods and services for corns or paper
40:58 bills
40:59 and they use this money these bills to obtain
41:03 other goods and services for example you might give a taxi driver five dollars to
41:08 purchase a ride in his taxi
41:10 and he in turn gives the five dollars to a farmer to buy some vegetables
41:15 but as I said coins and bills aren't the only form of money under this broad
41:20 definition
41:21 some societies make you serve a barter system
41:24 basically in a barter system people exchange goods and services directly for
41:30 other goods and services
41:32 the taxi driver for example might give a ride to a farmer in exchange for some
41:37 vegetables
41:37 since the vegetables are used to pay for a service
41:41 by our broad definition the vegetables are used in barger as a form of money
41:46 now as I mentioned there's also a second
41:49 a narrower definition of money in the United States
41:53 only queens and bills are legal tender meaning that by law
41:58 a seller must accept them as payment the taxi driver must accept coins or bills
42:04 as payment for a taxi ride
42:05 okay but in the US the taxi driver is not required to accept vegetables in
42:11 exchange for a ride
42:13 so and narrower definition of money might be
42:16 whatever is legal tender in a society whatever has to be accepted as payment
42:21 using points and examples from the top
42:25 explain the two definitions of money presented by the professor
42:30 begin to prepare your response
42:33 after the beep
42:56 begin speaking after the beep it
43:00 now listen to part of a lecture on the topic you just read about
43:05 you know often in science new findings force us to reexamine
43:09 earlier beliefs and assumptions and a recent study have near catches having
43:14 exactly this affect
43:16 the study examined the mir cats behavior quite closely
43:20 much more closely than had ever been done before
43:23 and some interesting things were found like about
43:26 eating habits it showed that typically near Katz eat before they stand guard
43:32 so the one standing guard had a full stomach
43:35 and the study also found that since the Sentinel
43:38 is the first to see a predator coming it's the most likely to escape
43:43 because it often stands guard near a borough so it can run immediately into
43:48 the borough after giving the alarm
43:50 the other mere cats the one scattered about looking for food
43:54 are actually in greater danger and in fact
43:58 other studies have suggested that when an animal creates an alarm
44:02 the alarm call might cause the other group members either to gather together
44:06 or else to move about very quickly
44:09 he appears that might actually draw the Predators attention
44:13 away from the caller increasing their animals
44:16 own chances of survival and what about people
44:21 what about some human acts that might be considered
44:25 altruistic let's take an extreme case n
44:29 suppose a person donates a kidney to a relative or even to a complete stranger
44:34 a selfless act right but
44:38 doesn't the donor receive appreciation and approval from the stranger and from
44:43 society
44:44 doesn't the donor gain and increased sense of self-worth
44:48 couldn't section on material rewards be considered very valuable to some people
44:54 summarize the points made in the lecture
44:57 being sure to explain how they oppose specific points made in the reading
45:02 passage I would like to go
45:04 I often go to friends because I'm at a friend of mine
45:08 I two years ago home and she invited me over rated several times and I've been
45:13 down already
45:14 several times several times and
45:17 spell only have been fascinated by
45:21 now french history and I started tweeting French
45:24 I'll book I'm well though in Russian but
45:27 not French I'll since I was file
45:31 and I have been already in the child
45:34 all right now I'm going to the north of the country and
45:38 I would like to try a their famous yogurt
45:42 cheese the wine and I'm
45:46 just to see the
45:49 I'm I usually go to town come on
45:53 or pony and then shopping mall
45:57 from Columbus Ohio because I like talking very much
46:01 go shopping and on up my hobby I'm
46:04 when I'm something bother me and
46:07 I ain't usually grown to the shopping center and
46:10 I relaxed my mind time
46:14 people are looking for looking around
46:17 clone send this user something else I feel better and
46:21 before so mmm I really like your phone
46:25 shopping some come
46:28 I'm it tomorrow appointee I usually go to their
46:32 because after shopping
46:36 missus kinda for complicated question
46:39 yeah I think it's important to note which
46:43 and teach you are if you are
46:46 and and a graduate student how would rather to take care
46:51 wide range had wide variety of subjects
46:54 and different areas because
46:57 it's with to expand my knowledge with incompatible
47:01 my understanding four different topics on the other hand if I am
47:05 graduate student I would rather to take specific courses
47:09 because if you know and when you are
47:12 graduate student john working and dealing with a specific topic and
47:18 therefore you have to fuck
47:22 from had things better to
47:25 focus on single so tech area some
47:29 so that I can have a deeper understanding of that area and I can be
47:33 a profession
47:34 about said topic or whatever so
47:38 to course I'm taking and he
47:42 full for me easier to to
47:45 considered trade or wanting and most people
47:48 will be easier if they concentrate on one thing
47:52 and it depends prefer of
47:56 study on the full cost a single over to
47:59 subject so that
48:06 weatherman essays cleary said he wants to keep the bar terrorist
48:10 and for the better being of all this to into campus
48:13 I be car a them
48:17 and there seems to be that can't afford a car
48:20 there for the use the free bus service even though it's not that much to power
48:24 the bus service right now
48:25 he said the bus going through and wrong neighborhood
48:29 set or it's too expensive for students today if so they should do is just
48:34 and change day course of the bus
48:37 and that will take care of the problem a also they should in college for students
48:42 to use device instead of
48:43 disc or extend what would be the case if they use the money that they use for
48:47 the bus service to and increase the space in the parking lot
48:52 for students I which would add to the noise to campus
48:56 and to be more congested for all the people who were already parking over
48:59 there
49:00 that's about it
49:07 dead man
49:08 teams to continue to keep he should be strong Scott into
49:12 he's opinion dubach should be beating me keep
49:15 key to lock up crowded and keep teams
49:20 basically two bosses who could be keen to due to kill
49:24 to take fifteen boss school many students couldn't
49:28 has 32 haven't by paint down
49:31 overcrowded part can be naughty had a problem week is called should do to kill
49:37 own not tonight in targets University botched
49:41 East East just to contest
49:44 ties in to cart and to connect for and not
49:49 after the botched been fused to a concert by 12 tries to cart
49:53 and of your speech work I'll get the parking lot
49:57 speaker to meet fifteen-inch
50:01 all still possible hand from
50:04 most of the students should you stop
50:09 in this lecture by Professor from just two examples to illustrate the
50:13 principles
50:14 our dance effects one Obama time and the shoe's on the other one
50:19 learning to type sewer in the experiment where
50:22 to a group called students are asked to tie their shoes
50:25 the first group worst said that they would be observed
50:29 I'm and the other one was
50:32 not told so and the first group that
50:36 knew it would be observed tied their shoes
50:39 faster from and the other one
50:43 slower in the second example on
50:47 learn in their activities such a stipend
50:50 from again when people are conscious have been observed a type faster
50:55 however they tend to make more mistakes
50:58 as well so own the suggestion though
51:02 to practice near activities alone in order to reduce mistake
51:06 so these to
51:10 well tying shoes or learning activities such as typing
51:15 stanton trying to learn type tight
51:18 how to type on the computer and
51:21 daughter's death said to have affect on you for example is
51:24 a some if you're if you know that somebody's
51:28 watching you then you typed faster or you may
51:31 you for your real tie your shoes faster but at the same time
51:35 still make more mistakes however is you're not
51:39 averred that somebody's watching you looking to you then you may
51:43 learn slow slowed your but
51:47 good their first you can type slowed
51:50 your or to our home Bart
51:53 idea on the other hand you can decrease the number of errors
51:57 on your typing so are
52:01 the the research suggests that
52:05 you can you should are
52:09 do it but
52:12 on the
52:12 for news the woman got a chance to heal
52:15 go to a field that rape but
52:19 Cana on the day for the future rapes she needs to
52:23 on do Art Museum Fig setup
52:26 all for another professor so
52:30 she's not available on that day I solutions are
52:34 first Awan arm shake off on another helper for the professor to do the top
52:40 sir second solution and she killed
52:44 army you to set up before Wednesday
52:48 I who when the
52:51 field started the field trip started just to do it before
52:56 on should go to left field solid
52:59 dance troupe solutions have a little for her and I suggest to her to do
53:03 the are said happy I V finish the steak topped before
53:08 still before race day when up
53:13 and problem the room has
53:16 test back self-professed tournament p.m. fresh from
53:20 to pick-up three days keep your ring
53:23 spring break but she had something to do
53:26 for to help that matter a professor's and work
53:31 the museum so he sheep he would very much like to go to keep
53:37 but she can't now babe to solution since that Romney's
53:42 to make somebody to replace her
53:45 to find somebody to replace her face and gather
53:49 solutions that he he should title from each
53:53 after I love to sing she have to do
53:56 and before the before Wednesday Picasa said
54:00 troops parent and send day show I think
54:05 in the best to be in school try to feed fini
54:09 tried with down having
54:13 to protest at that money money is
54:16 a medium of exchange sign anything that you can purchase
54:20 something went considered to be money that's wonderful mission
54:24 that means when you she uses the example of a taxi driver who
54:28 accepted money for his right but if he tried
54:32 truth-telling person he can also instead of money
54:35 captured and for for his drive put it right he can't
54:40 trick person so in that case the fruit and
54:43 medium of exchange and not the money
54:47 know under the first definition I'm not only Delafield
54:50 and coins are money but also also
54:54 other median exchange like trade in that case for the taxi driver
54:58 am second definition she passed it's a legal definition
55:03 legalistic legal definition just coins a dollar bill
55:06 our two legal legal money
55:10 in this and and destination I have
55:16 150 cannot money speak NP
55:19 like a proprietary I eat cum on me
55:23 any anything can exchange rates posted case for example
55:29 I and including the money to
55:32 clean spear and the food
55:36 space to more like this weekend
55:39 exchanged me something to buy
55:42 spam by 8:30 5:30
55:46 no first aid opposed to defeat any
55:50 just can get anything can be chain
55:53 make I spectator to another another I
55:57 if he can no money presented by Professor he
56:01 slut amber sky accepting
56:05 Ltd 15 sperm
56:08 them
56:11 I for example
沒有留言:
張貼留言