1、Listeningscriptone28學習參考學習參考學習參考目錄UnitoneEducation*Part。門ProblemswithusEducation*5.ListeningScriptone5ListeningScripttwo6*ParttwoArtsEducation*8Listingscriptone8TOC o 1-5 h z HYPERLINK l bookmark10 ListeningScripttwo1.1 HYPERLINK l bookmark18 *PartThreegraduateeducation*1.3.ListeningScriptone1.3List

2、eningScripttwo1.5 HYPERLINK l bookmark32 Unittwolove1.7*PartOneRomance*17Listeningscriptone1.7Listeningscripttwo20*PartTwoEternallove*23.Listeningscriptone23Listeningscripttwo25*PartThreeThePowerofLove*28.Listeningscripttwo31UnitThreeHealth35*Part。門后OverweightaProblem?*35.Listeningscriptone35Listeni

3、ngscripttwo37*PartTwoNewFourFoodGroup*39.Listeningscriptone39Listeningscripttwo424548*PartThreeThereAreWorseThingsthanDying*45ListeningscriptoneListeningscripttwoUnitfourtechnology50*Partonecellphone*50.Listeningscriptone50Listeningscripttwo53*Parttwointernet*54.Listeningscriptone54Listeningscripttw

4、o57*Partthreecomputergiants*6.Q.Listeningscripttwo62UnitFiveSuccessandHappiness64TOC o 1-5 h z HYPERLINK l bookmark96 *PartoneSuccess后aChoice*64.ListeningScriptone64ListeningScripttwo66 HYPERLINK l bookmark102 *PartTwoCanWeFindHappiness*69ListeningScriptone69ListeningScripttwo72*PartThreeTheSweetSuc

5、cessofBranding*7.4ListeningScriptone74ListeningScripttwo77UnitSixGlobalization81 HYPERLINK l bookmark114 *PartoneThreeErasofGlobalization*.8.1ListeningScriptone81ListeningScripttwo82*PartTwoGlobalizationandChina*.8.4.ListeningScriptone84ListeningScripttwo86*PartThreeGlobalizationandInequality*87.Lis

6、teningScriptone87ListeningScriptone87學習參考學習參考ListeningScripttwo89UnitSevenPlagiarism9.1*Part。門DefiningPlagiarism*.9.1ListeningScriptone91ListeningScripttwo92*PartTwoplagiarisminCollege*.9.4ListeningScriptone94ListeningScripttwo96*PartThreeAvoidingPlagiarism*9.8.ListeningScriptone98ListeningScripttwo

7、iOUnitEightPatriotism1.0.2*PartoneMyChineseHeart*102ListeningScriptone10.2ListeningScripttwo1.04.*PartTwoCommentsonPatriotism*106ListeningScriptone1.06ListeningScripttwo1.08*PartThreePrideoftheNation*109學習參考學習參考1.0.9.reforcessortofListeningScriptoneListeningScripttwo1.1.1UnitoneEducation*PartoneProb

8、lemswithusEducation*ListeningScriptoneWhenIwasincollegeIhadanEnglishmajorandforawhileIconsideredgoingintoteaching.WhileIwasexploringthepossibilityofbecomingateacher,IdidalotofthinkingaboutthewaythattheeducationsystemintheUnitedStatesisrun.AndIdisagreewithalotofthewaysthatthingsseemtohappenandhavehap

9、penedforalongtimeinoureducationalsystem.Uh.peopledontseemtorecognizevariouskindsofintelligence;theyseemtojustwanttogivestandardizedtestsandpegyouforwhatyouarecapableofveryearlyonyoureducation.Ivealwaysfeltthatalotofclassesthatyouinhighschoolarenotreallygearedtowardswhatyouaregoingtobedoing.Therevery

10、littleemphasisonyourownspecialinterests.Uh.everybodyliketheyrethesameperson.Everythingisverygeneralized.Theretheresalotofpressureonstudentstobeaswel-roundedaspossible.Ithinkbeingwell-roundedisntreaslyilplebecauseitbecomesimpossibletodevelopanyonepartofyourself,um.toanygreatdegree.Andasaresultpeoplec

11、angoodcollegesifthey,yaknow,havent,yaknow,scoredthe.therightthingonthemathsectionofSAT,eveniftheyarebrilliantwriters,andviceversa.Youknow,umpeoplejustreallyarenotgivenachance,Ithink,inalotofcases.Anotherthingthatreallydisturbsmeisthewaythatstudentsareseparatedfromeachother.Igotinvolvedwithvocational

12、education,uh.whichmeansthatthekidsgoouttoatechnicalortradeschoolforpartoftheweek,andthentheycomebacktothehomeschoolfortheotherpartoftheweekandtheytaketheiracademicclasses.However,thosekidsarekeptseparatefromtherestoftheschoolalmostasiftheyrebelowthem.Theresalotofstratification.Um.atanyratethatthekid

13、sareveryawareofthewaythattheyreperceivedbytheedu(theirteachersand,yaknow,bytheirpeers.AndIthinkthatit.itcausesthemtoactinawaythat.is.notreallyoptimal.Andthatsprettysadtome.tellmewhenIwasteachingthem,“yaknow,werethejustbadclass;we.yanotthatwehaveaproblemwithyoupersonally;yaknow,wearejustbad.Wearebadk

14、ids”becauseprettymuchthatwaswhattheyfelttheywere.Andyaknow,theirclasseswereverylimiting,uhtheteachersnevertrytodoanythingcreativewiththoseclasses.Ithinkthatmanyofthekidsinthatclasswereintelligent,butneveractuallyrealizedtheirpotentialbecauseofthewaytheyweretrackedveryearlyontheireducation.ListeningS

15、cripttwoMargaretWarner:Mr.Unz.Whydoyoubelievethatbilingualeducationshouldbescrapped?RonUnz:Well,theoverwhelmingpracticalevidenceisthatbilingualeducationhasfailedoneverylargescalecasethatbeentriedintheUnitedStates,inparticularinCalifornia.TheoriginsofthisinitiativewasthecaselastyearofalotofimmigrantL

16、atinoparentsindowntownLA,whohadtobeginapublicboycottoftheirlocalelementaryschooltotrytoforcetheschooltogivetheirchildrentherighttobetaughtEnglish,whichtheschoolwasdenying.AndIthinkthatreallyopenedmyeyestothecurrentstateoftheprograminCalifornia,wherethestatisticsaredreadful.MargaretWarner:Mr.Lyons.Ja

17、niesLyons:Itisnotthecasethatbilingualeducationisfailingchildren.Therearepoorbilingualeducationprograms,justastherearepoorprogramsofeverytypeinourschoolstoday.Butbilingualeducationhasmadeitpossibleforchildrentohavecontinuousdevelopmentintheirnativelanguage,whiletheyreintheprocessoflearningEnglish,som

18、ethingthatdoesnthappenovernight,anditsmadeitpossibleforchildrentolearnmathandscienceatarateequaltoEnglish-speakingchildrenwhiletheyreintheprocessofacquiringEnglish.MargaretWarner:Mr.Unz,whataboutthatpointforthesechildrenwhodontspeakEnglishwelltheywillfallbehindinthebasicsubjectsiftheycantbetaughttho

19、seinSpanish,orwhateverlanguage?IshouldntsayjuslwhatevertheirfamilysisanguageRonUnz:Thatsaveryreasonablepoint.Andtotheextentthatweolderchildren.14or15yearoldswhocometotheUnitedStates,dontknowanyEnglishandareputinthepublicschoolsIthinkaveryreasonablecasecanbemadeforbilingualeducation.Idontknowifitscor

20、rect,butatlemakeacaseforit.ButmostofthechildrenweretalkingaboutenterCaliforniaorAmericapublicschoolswhentheyrefiveorsixorseven.Attheageoffiveyearsold,theonlyacademicsubjectsachildisreallydoingisdrawingwithcrayonsorcuttingand,youknow,withpaperandthattypeofthing.Andatthatagechildrencanlearnanotherlang

21、uagesoquicklyandeasilythattheonlyreasonablethingtodoistoputtheminaprogramwheretheyretaughtEnglishasrapidlyaspossibleandthenputintothemainstreamclasseswiththeotherchildrensotheycanmoveforwardacademically.MargaretWarner:Thereissomethingtothatpoint,isntthere,Mr.Lyons,theyoungchildrendoabsorblanguagesve

22、ryquickly?JamesLyons:Theyabsorbcertainfacetsoflanguageveryquickly.TheylearntospeakinanunaccentedformlikeanativeEnglishspeaker.Buttheresearchshowsthatactuallyadultsaremuchmoreefficientandquickerlanguagelearnersthanchildrenbecausetheyreworkingfromabroaderlinguisticbase,agreaterconceptualbase.Ireallyta

23、keobjectiontowhatMr.Unzissayingthatchildrenattheageoffive,six,andsevenareonlycoloringandcuttingoutpaper.Thatisntgoingtoleadtothehighstandards.*ParttwoArtsEducation*ListingscriptoneInterviewer:ProfessorGardner,whatdidyoufindinyourstudiestobethebiggestdifferencebetweenartseducationintheUnitedStatesand

24、artseducationinChina?Whatstruckyoumost,then?Gardner:IwassostruckbythedifferencesbetweenartseducationintheUnitedStatesandartseducationinChina.USyoungsterslovetoexploreandthinkthattheyexploreverywell;andyet,withouttherequisitediscipline,theirproductsaretypicallyoflittleinterestexceptperhapstotheirdoti

25、ngparents.EducationinalloftheartsinChinaisverypreciselyprescribed.Teachersandparentsknowexactlywhattheywantchildrentobeabletodoandtheyknowhowtogetthedesiredbehaviourandperformanceinalmostperfectfashion.Ontheotherhand,thereislittlefreeexploration.ButImustaddanothersurprise.WhenyoungchildreninChinawer

26、egivenanoveltaskinthearts,theyperformedverywell.BeforevisitingChina,Ihadthoughtthatyoungpeoplemustalwaysbeginwithaperiodoffreeexploration,beforetheybegintoacquiredisciplineandskills.AftervisitingChinaandthinkingaboutwhatIhadseen,Icametoadifferentconclusion.Itisnotimportantthatoneexplorefirst;whatisi

27、mportantisthatonehasasignificantperiodforexploration,eitherbefore,during,orafteronehasacquiredsomediscipline.Interviewer:Asyoumighthavenoticed,thesedaysafter-schoolclassesinmusic,dance,paintingandcalligraphyareverypopularinChina,althoughmanyoftheyoungemperorsmightnotbesowillingtolearnalltheseextrask

28、ills.Whatsyouropiniononthis?Gardner:Thefewerchildrenyouhave,andthemoreresourcesatyourdisposal,themorelikelyyouaretogiveyourchildreneveryformofenrichment.Chinahasthousandsofyearsofhistoryofencouragingtalentdevelopment,soitisnotatallasurprisethatmanykidsaretakingafter-schoolartsclasses.Butwhatchildren

29、dowhentheirparentspushthem,isverydifferentthanwhattheydowhentheygrowup,andtheirparentsarenolongerincontroloftherewardsandpunishment.Byandlarge,thosegrownupstudentswhocontinuetheirareaoftalentarethosewhousethetalentprofessionallyandthosewhogainintrinsicpleasurefromtheactivity.Interviewer:Inrecentyear

30、s,artmuseumsandcommunityartscentreshavebeenmushroominginChinaasthecountryexperiencesrapidmodernizationandinternationalization.HowdoyoubalanceartseducationinschoolsandartseducationbeyondschoolWalls?spalaces,Gardner:Itisentirelytothegoodthatstudentsnowhaveopportunitiestolearnabouttheartsoutsideofclass

31、inmuseums,inchildrenthroughtheelectronicmedia,communitycentres,andoutdoorinstallations.Veryoftenchildrenlearnmuchmorecomfortablyandpersonallyinwhatwecallinformaleducationalsettings.Optimally,thereshouldbeadivisionoflabourbetweenschoolsandinformalsettings.Asjustoneexample:Schoolscouldfocusmoreonprovi

32、dinghistoryandculturalbackgroundwhereasmuseumsmightprovidetheopportunitytolearnaboutspecialtopics,orprobeintoatopicmoredeeply.ListeningScripttwoAnn:Doyoufindtheresmuchopportunity.todootherthings,besidesstudying,duringterm-time?Imean,ifyouhavea,averyacademiccourse,yousaythesociallifeisgood,butyoumigh

33、tnotalwayshavetimeto,er,enjoyit,ifyou.havealot.Ian:Notbeingaveryacademiccourse,Iwouldntknow.Ann:Howaboutyou,Tony?Tony:Isuppose.abusinesscourseisntparticularlyacademic,ifyoulike,but,er,Icertainlyfindquiteenoughtimetodonewspapersand.allIwanttodoonthesocialside.YesGotodancesandso,on.Ian:Butthenyouworkt

34、illfiveinthemorning,dontyou?LaughterTony:Letsnotbringpersonalitiesintothis!Ann:Dyouthinkthatalotofstudents,areinterestedinproducingthingslikenewspapersandplaysandwritingpoetry?Tony:No,butalotofstudentsliketohavethosethingsandafewstudentsliketodothem.Thisiswhy,Imeanifyouhadoutofacollegeof,whatisit,fi

35、fteenhundredstudentsifyouhadfivehundredstudentsgoingalongtotheDramaClubonthefirstweekofterm.theytryandmounttwoproductionsoutoffivehundredpeople.ItdbeabsoluteYemboseiarBthose,thesufficientpeopletosee,whatisit,twenty,thirtypeople,doingthoseproductions.Itsthesamewiththenewspaper.Ann:Yes.Buterm,Ithinkth

36、isisbecausemorestudentshaventgotttoshowtheworktheydo.Ithinkalotofstudentswritethingsandpaint,inthebackground,andjustdontliketoer.Ian:Er,Ithink,Ithinkmyself,theyrejustnotinterested,inYoudonpartinjointefforts.Theypreferjusttoerm,well,theymightwritepoetryontheirownorsomething,buttheywereaskedtowritesom

37、ethingforanewspaper,theywouldntbeinterested.Ann:Isthisbecausethecoursesaretoodifficult?Theyhavetoomuchacademicwork,asIsaidbefore?Tony:Ithinkitsallpsychological,tobringanicebigwordintoit!Erm.thosestudentsthinktheyshouldntdotheyecauseheywonthaveMmtimeandsoon.Ithinkthisisthething.Itsnotaquestionofnoten

38、oughtime.Itsjustorganizingit.Imean,IansaysIstayuptillfiveinthemorningorwhatever,youknow,nevergotobedtilltwo.YesYoucan,ifyou,ifyouredeterminedtodosomething,youcanarrangeit.Youcansay,Illdothenewspaperbetweenlecturesfinishingatfour,orwhatever,andgohomeatsix”,andyouhavetwohoursadayonthenewspaper,say.You

39、know,Yesjust,say,thisisawayoforganizingthings.Alotofotherstudentswillsayatfour,“Ohdear,Imustgoonworking,butbeforethatImusthaveabreak”.Andtheyspendtwohoursinacoffeebar.Okay,thislaughteristhewaytheywanttoorganizetheirtime.YesTheyspendit.youknow.itsjustthatIwanttodoitdoingnewspaper,whereasotherstudents

40、wanttodrinkcoffee.Ann:So,inotherwords,studentshaveanawfullotoffreedomofchoiceonhowtheyorganizetheirsociallifeandhowtheyorganizetheirworkinglife,howtheyspendtheirmoney.AndIthinkthisiserm,oneoftheidealthingsaboutbeingastudent.Ian:Yourenottieddownbyanything.Youjustdomoreorlessasyouplease,withintheframe

41、workofgoingtolectures,orthemajorityoflectures.Ann:Yes,thatsright,Imean,I,Ihaveworkedbeforeanderm.althoughIhad,theoretically,alotmorefreetime.erm.itwasonlywithincertainhours,youknow,afterworkinghours,andatweekends,MmandthisisntwhatIcallfreetime.Youknow,Imean,atthemomentwithlectures,youcantakeofftwoor

42、threehoursduringtheafternoonandgotoseeanartexhibition.Whereasifyoure.erm,workingallweek,youhavetorestrictittoweekendswhentheartgalleryis.crowdedwiththeweekendtrippersand,Mm.Mm.anditsquiteunpleasant.*PartThreegraduateeducation*ListeningScriptoneDanielDenecke:Helloandwelcome!Thankyoufortheopportunityt

43、ospeaktosomanyofyouabouttheissuesfacinggraduateeducationtoday.Virginia:Hi,Daniel.MycompanyrecentlyhiredalotofPhDs.Manyhavegoodresearchskills,butnosocialskillsandnoworkingexperiencesbesidesacademicexperiences.Maybeuniversitiescandoabetterjobtoaddressthisissue.DanielDenecke:Thisissomethingthatgraduate

44、deansarebeginningtoaddressnowthroughvariousprofessionaldevelopmentprograms.Atthemasterlevel,therearemany“professionalmasterdegreesthatcombinecore,curricularcontentofatraditionaldegreewithinternshipsandworkshopsin“softskillssUchascommunication,presentation,labandbudgetmanagement,etc.NewYork,N.Y.:Hell

45、oDaniel.IsntitalittledisingenuoustotalkabouthowweneedtoprotectAmericahugeproductionofPhDswhenAmericacantemploymanyofthosePhDs?Whentheacademicjobmarketissotight,itseemslikeperhapsweneedtodoabetterjobofscreeningpeopleoutofdoctoralprograms,ratherthanacceptingsomanywhowillonlybedisappointedwhentheycantg

46、etthejobstheywant.DanielDenecke:Somedisciplines(History,forexample)haveattemptedtoaddressthisbylimitingenrollments.Myownopinionisthatagraduatedegreeisnotonlyaboutpreparingstudentsfora“jobslotthatalreadyexists.Graduatedegreesaregivingpeoplethehighlevelcognitiveskillsandadvancedthinkingthatwillenablet

47、hemtobeflexibleandtoadapttoaneconomicworldwherejobsarealwayschanging.ThisiswhyChinaandIndiaandEuropearesoaggressivelybuildinguptheirgraduatedegreeprograms.Princeton,N.J.:Hi,ImverygratefulforthisQ&Asession.Imnelectricalengineeringdoctoralstudentinmythirdyear.WhenIgotshoulder-deepintodoctoralresearch,

48、Ifoundittobearduousandunrewarding,andImleavin.學習參考學習參考學習參考graduateschoolwithoutmyPhD.Myquestionthenis:inthefaceof50-60%attritionrates,shouldwereallybehandingoutfellowshipsandsupporttopushstudentsrightoutofundergrad(likemyself)whodonessarilyneowwhattheywanttodowiththeirlives?Wontthisworsentheattritio

49、nrates?Thankyouforyourtime.DanielDenecke:Oneofthethingsthatuniversitiesaredoingnowtotrytoaddressexactlytheproblemyouexperiencedhereistoenhancethepre-admissionandorientationprocessessothatstudentshaveabettersenseofwhatacareerinresearchentails.Forinstance,pre-admissionsummerresearchopportunities,works

50、hopspeermentoring,etc.Burke,Va.:Hello,Daniel.Isitbetterforfuturecareerprospectstoearnamastersdegreefromanonlineuniversityortoearnamastersdegreefromauniversitywhereclassroomattendanceattheuniversityisacompulsorysteptograduating?DanielDenecke:Distanceandonlinegraduateeducationisbecomingmoreandmorecomm

51、on.Butthereisalotoffluctuationinquality.Someonlinedegreesareverygood,andforothersthequalityisunknownorcontestedRegionalaccreditationisonewayofinquiringabouthowthegraduateeducationcommunityperceivedthesedegrees.ListeningScripttwoSincewermeetinghereatWisconsin,Illdrawuponalocalexampleofafacultymemberw

52、hoembodiestheprincipleofresearchandeducationbeingtwosidesofthesameintegratedcoin.U.W.plantpathologistPaulWilliamsinventedwhatarecalled“FastPlctnesegofrombeingaseedtoproducingseedsinjust35days.Fastplantswerefirstdevelopedasaresearchtoolforbiologists,buthavecometobeusedinscienceclassroomsaroundtheglob

53、e.Becausetheplantsgrowanddevelopsofast,studentscanstudytheplantsgeneticchangsemester.ProfessorWilliamssaysfastplants“becamepartofalargerseaangeinthewaybiologyistaught.Wemeasureoursuccess,hesays,“byhideasareadoptedandadapted.Whataglowingexampleofintegratingeducationandresearch!Throughoutmyowncareer,I

54、havehadapassionfortheintegrationofteachingandlearningwithresearch,withinbothundergraduateandgraduateeducation.Educatingengineershasoccupiedthegreaterpartofmylife.WhileIwasDeanofEngineeringattheUniversityofPennsylvania,weexperiencedtheusualchallengesinsupportingourgraduatestudentsfinanciallyaswellasi

55、ntellectually.Onemechanismoffinancialsupport,stillubiquitousacrossacademe,wastoappointfirst-yeargraduatestudentsasTeachingAssistants(TAs),akindofitinerantlaborperformedadhocforpay,andrarelyintegratedwithinthestudentsresearchactivities.Thispracticefosterstheattitudeamongstudentsthatteachingissomesort

56、of-ondd,notpartandparceloftheirdoctoraleducation.However,ourDepartmentofChemical.Engineeringimplementedquiteanotherapproachtosupportallfirst-yeargraduatestudentsfullythefirstyear,withstipendfundsdrawnprimarilyfromdepartmentalgeneralfundscontributedbytheDean,industryandendowmentincome.Then,aroundeach

57、studentsthirdyear,horshewouldundertakeateachingpracticumfirst,beinggivenpreparationonhowtoteachand,second,teachingundergradsasacomponentofthedoctoralcurriculum.dloveWhenItriedtoinstitutionalizethisparadigmacrosstheschool,oneargumentposedagainstitwasthatsincethegraduatestudentswerepartlysupportedbyin

58、dustrialmonies,industrywouldnotwanttheirinvestmentusedforateachingpracticum.So.IcanvassedagroupofCEQsand100%ofthemsaidtheytohirePhDswithbothteachingtrainingandexperience.Indeed,graduatestudentstodaymayfollowevermorediversepathways,yetallwillneedtheskillsofteachingandlearning,whethertheyendupasprofes

59、sors,practicinginindustry,orservingingovernment.UnittwoloveacrossthecountrybeforesettlinginToronto.Joe*PartOneRomance*ListeningscriptoneOurlovestoryisnotyouraveragelovestory.AlthoughIwasbomin1960andmyhusbandJoewasbornin1962,ourstoryreallybeganmuchearlieronatripfromAustriatoHalifaxinOctober1947.Thati

60、satripbothourfatherstooktofindanewlifeinCanada.Theydidnotknoweachotherandcouldnotrecallevermeetingaboardtheship.Littlecouldtheyhaveknownthatfatewastakingalongjourney,onethatwouldunitetheirunbornchildrenin1992.Myfather,uponhisarrivalinCanada,livedandworkedinseveraldifferentcitiessfatherdidthesamebutl