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- Question 1 of 42
1. Question
Lecture 1
- Why does the student go to see her professor?
CorrectIncorrectNarrator: Listen to a conversation between a student and a professor:
Student: Hi, Dr. Johnson. I came by to discuss my research paper. I dropped it by on Monday . . .about the nutritional value of chocolate.
Professor: Oh, yes, Lisa. That’s right.
Student: Have you had a chance to look at it yet?
Professor: Yeah, I sure have. Let me dig it out of my files. . . . Yeah. Here it is. OK, well, Lisa, you’ve done a fine job of citing your sources and writing up your reference page. But, you used a lot of Internet resources for your information.
Student: That’s right. You said we could, didn’t you?
Professor: Oh, yeah. But I also said to be sure to evaluate the site to make sure that it’s worthwhile before you used it. This one here . . . that I’ve circled, . . . I don’t think this is what I’d call a good source.
Student: But it has the university address of a professor. Isn’t it OK to use sites with the .edu domain in the address?
Professor: Well, you have to look beyond just the address. Yes, you are correct that this site is that of a professor, a professor at a very prestigious university, in fact. But did you notice this particular set of Web pages were student papers that the professor had uploaded for the class to read and critique? You happened to have used one of the student papers. Well, that particular student may have done a fine job in his or her research, but a student is hardly an expert in the field.
Student: Oh, I hadn’t realized that it was a student’s work. I just noticed that it was on the Web site of a professor and thought . . . well, that it would be his work.
Professor: You really need to investigate a bit deeper before you use online material. You could have checked the sources that the student had used. There might have been some useful papers by experts in that student’s reference page.
Student: OK.
Professor: Now the study here that you’ve cited looks very good. But did you notice that the person who did the study works for a laboratory that’s funded by a major chocolate company?
Student: Oh . . . so it’s biased.
Professor: Well, perhaps. At least, it should be taken with a grain of salt. But it might also be very good research. So with data like that – data which may be biased – you should try to find an independent person who’s run the same kind of experiment. Remember that a good experiment should be . . . you should be able to replicate it. So if a major chocolate company comes out with a study, we should have other people looking at that research with a critical, but open mind.
Student: So, it might be a good source. I don’t have to throw it out.
Professor: Right, but I think you should try to find more studies to back up the results. OK, so has that been helpful?
Student: Yes, oh, yeah, very, Dr. Johnson. Thank you. I really appreciate your help.
- Question 2 of 42
2. Question
2. Why does the professor say this:
CorrectIncorrect - Question 3 of 42
3. Question
3. Why does Dr. Johnson criticize the student’s use of a university Web site?
CorrectIncorrect - Question 4 of 42
4. Question
4. Why does the professor say this:
CorrectIncorrect - Question 5 of 42
5. Question
5. What does the professor say about the research sponsored by a company?
CorrectIncorrect - Question 6 of 42
6. Question
Lecture 2
- What are the students mainly discussing?
CorrectIncorrect - Question 7 of 42
7. Question
2. Why does the woman say this:
CorrectIncorrect - Question 8 of 42
8. Question
3. According to the conversation, which of the following statements are correct? Choose 2 answers
CorrectIncorrect - Question 9 of 42
9. Question
4. What can be inferred about the value of circumstantial evidence for prosecutors?
CorrectIncorrect - Question 10 of 42
10. Question
5. According to the conversation, what do most people think about circumstantial evidence?
CorrectIncorrect - Question 11 of 42
11. Question
Lecture 3
- What is the discussion mainly about?
CorrectIncorrect - Question 12 of 42
12. Question
2. Listen again to part of the discussion. Then answer the question. Why does the professor say this:
CorrectIncorrect - Question 13 of 42
13. Question
3. What can be inferred about the students?
CorrectIncorrect - Question 14 of 42
14. Question
4. Why does the professor ask this:
CorrectIncorrect - Question 15 of 42
15. Question
5. According to the discussion, which way both protects customer identity and promotes customer personalization?
CorrectIncorrect - Question 16 of 42
16. Question
6. Which of the following are valid points about messages sent to a group address instead of individual addresses? Choose 2 answers.
CorrectIncorrect - Question 17 of 42
17. Question
Lecture 4
- What is the lecture mainly about?
CorrectIncorrectNarrator: Listen to part of lecture in business study class.
Professor: OK, so we’ve outlined a number of techniques for effective decision-making. Now, let’s focus on one approach to figuring out how to make good business decisions. OK, so one way of deciding whether to go ahead with some new investment project is to perform what’s known as CBA, or cost benefit analysis. CBA can estimate and total up the money values of both the benefits and costs to a community, institution, or. business to establish whether an investment choice is worthwhile
So let’s assume you’ve generated solutions to a business problem and have thought really carefully about which way to go. You think you have the best solution available. But before going ahead with any investment decision, what you need to do is add up the value of the benefits as well as the costs of this. action
Now what I mean by costs and benefits here is always expressed in monetary terms. So, we find out what the cost is in money terms and also what the benefits might be, also in money terms. Then we subtract. the costs from the benefits and we can choose whether to go ahead or not
All right, in simple terms, costs tend to be what we spend on something, say, for example, a new piece of machinery; and benefits are what advantages – expressed in money units – we get over the lifetime of that machinery because of having purchased it as opposed to, well, not having it, or having some alternative. In such a case, we can figure out a fairly simple CBA just by looking at expenses and then subtracting them from the savings brought about by improved . . . the improvements of introducing the machinery – that would include things like the savings met by not having to pay salaries to employees who previously did the work of the machine. We could add the fact that the machines make fewer mistakes, we hope, than human employees so there will be fewer rejected products. But, on the other hand, we have to factor in the cost of running the machines, such as maybe the increased electricity bill, the cost of repairs, and, of . course, the cost of training someone to operate the new equipment.
So that much is pretty straightforward. But we also have to think about less tangible, less visible costs and benefits. Cost benefit analysis really only works if we are careful to add in all the costs and benefits. Costs especially are sometimes hidden. For example, in paying for this new stuff, we’re taking liquid money and spending it, right? So we’re no longer paid interest from having that money in a bank or otherwise invested. OK, so we have to subtract that loss from the benefit side. Then suppose also that the new machines are noisy. That means soundproofing. That’s a cost. Or will it take up more space than the replaced workers, and therefore require an addition to the building? These are less obvious costs, but they . should be factored in to get an accurate picture
When we do CBA in a more public domain – say, on the building of a new road – the calculations can become even more tricky, although there’s some impressive software nowadays that helps us out, of course. So, how do we measure the benefits here? Does the road improve or worsen people’s lives? A new road may, for example, damage some wildlife habitat or some residential community may be inconvenienced by the noise or air pollution. On the other hand, the new road could improve property . values by decreasing commuting times. It could also save human lives, since it’s safer than the old road
In practice, CBA tries to put a value on all these things, although a lot of people may not like what it says. What it does is try to find out how people really value these apparently subjective things – by looking at the financial choices they’re prepared to make to gain a benefit, or to avoid something on the cost side. In this way, we can put a monetary figure on all benefits and costs. Of course these calculations can be complex, and sometimes controversial, but I want to point out that CBA is a powerful tool – and perhaps the most rational way of choosing whether to go ahead with a complex investment decision.
- Question 18 of 42
18. Question
2. Why does the professor mention the introduction of machinery?
CorrectIncorrect - Question 19 of 42
19. Question
3. Why does the professor say this:
CorrectIncorrect - Question 20 of 42
20. Question
4. Why does the professor say this:
CorrectIncorrect - Question 21 of 42
21. Question
5. According to the professor, how does CBA evaluate subjective things?
CorrectIncorrect - Question 22 of 42
22. Question
Lecture 5
- Why does the student go to see her professor?
CorrectIncorrectNarrator: Listen to a conversation between a student and a professor:
Student: Hi, Dr. Johnson. I came by to discuss my research paper. I dropped it by on Monday . . .about the nutritional value of chocolate.
Professor: Oh, yes, Lisa. That’s right.
Student: Have you had a chance to look at it yet?
Professor: Yeah, I sure have. Let me dig it out of my files. . . . Yeah. Here it is. OK, well, Lisa, you’ve done a fine job of citing your sources and writing up your reference page. But, you used a lot of Internet resources for your information.
Student: That’s right. You said we could, didn’t you?
Professor: Oh, yeah. But I also said to be sure to evaluate the site to make sure that it’s worthwhile before you used it. This one here . . . that I’ve circled, . . . I don’t think this is what I’d call a good source.
Student: But it has the university address of a professor. Isn’t it OK to use sites with the .edu domain in the address?
Professor: Well, you have to look beyond just the address. Yes, you are correct that this site is that of a professor, a professor at a very prestigious university, in fact. But did you notice this particular set of Web pages were student papers that the professor had uploaded for the class to read and critique? You happened to have used one of the student papers. Well, that particular student may have done a fine job in his or her research, but a student is hardly an expert in the field.
Student: Oh, I hadn’t realized that it was a student’s work. I just noticed that it was on the Web site of a professor and thought . . . well, that it would be his work.
Professor: You really need to investigate a bit deeper before you use online material. You could have checked the sources that the student had used. There might have been some useful papers by experts in that student’s reference page.
Student: OK.
Professor: Now the study here that you’ve cited looks very good. But did you notice that the person who did the study works for a laboratory that’s funded by a major chocolate company?
Student: Oh . . . so it’s biased.
Professor: Well, perhaps. At least, it should be taken with a grain of salt. But it might also be very good research. So with data like that – data which may be biased – you should try to find an independent person who’s run the same kind of experiment. Remember that a good experiment should be . . . you should be able to replicate it. So if a major chocolate company comes out with a study, we should have other people looking at that research with a critical, but open mind.
Student: So, it might be a good source. I don’t have to throw it out.
Professor: Right, but I think you should try to find more studies to back up the results. OK, so has that been helpful?
Student: Yes, oh, yeah, very, Dr. Johnson. Thank you. I really appreciate your help.
- Question 23 of 42
23. Question
8. Why does the professor say this:
CorrectIncorrect - Question 24 of 42
24. Question
- Why does Dr. Johnson criticize the student’s use of a university Web site?
CorrectIncorrect - Question 25 of 42
25. Question
- Why does the professor say this:
CorrectIncorrect - Question 26 of 42
26. Question
- What does the professor say about the research sponsored by a company?
CorrectIncorrect - Question 27 of 42
27. Question
Lecture 6
- What aspect of a meme’s behavior does the professor mainly discuss?
CorrectIncorrectNarrator: Listen to part of a lecture in a psychology class:
Professor: Now I’d like to present an idea that has recently become much talked about in the fields of biology and psychology, and also in studies of cultural transmission. I should point out that some of what this is not fully accepted by some academics, but I’m bringing this up today just to, well, hopefully, whet your appetite.
Now, you are all familiar, of course, with the term “gene,” and how it’s considered as the unit of inheritance. As you know, we inherit our genes from our parents, and then we pass them on to our kids. What genes do is replicate, that is, they make copies of themselves. Some scientists even like to claim that animals and plants and all organisms are just essentially systems for the transmission of genes from one generation to the next. Now, sometimes genes make mistakes and the mutant forms that result may make new life forms, at least if they succeed. If the environment in which they find themselves is suitable, they will succeed and thrive and reproduce. Now, of course, environments differ from place to place, and successful genes, which inhabit various organisms, themselves change the environment. The pressures of the changing environment lead to variation in the organisms, and this eventually creates the vast complexity of life.
All right, so now I want to bring in here something that is kind of like a gene in the way it behaves. This thing is called a meme. Now, it’s spelled M-E-M-E. The term “meme” was invented by the zoologist Richard Dawkins to refer to a unit of information in our minds which influences events so that copies of itself are passed on to other minds. Some people have described memes as patterns of information that spread just like viruses or bacteria and which alter the behavior – even if in a very subtle, very small, or hardly noticeable way – causing the host to pass on the pattern. In a sense they’re parasites, because they use us, or at least our brains, as a springboard for their transmission to other brains. The essential point is that a meme replicates, that is, it’s capable of imitation, just like a gene. A meme can be an idea, a song, a joke, a food recipe, or even a way of constructing bridges. “How to make a fire” could be considered another one. What is important here is that memes are imitated and thus passed on from one person to another. Also, they don’t even have to be true; they just have to, in some way, make sense to us.
Memes seem to come in all sizes; they can be as small as, say, a new slang term, to very large, that is to say, a whole way of looking at the world, say a political ideology. Some people who write about memes would probably call such a large meme a “meme complex,” – a whole set of memes clustered together – for, as it were, mutual protection.
All right. So, the useful thing about this idea is that it enables us to explain certain things about behavior and even our physical makeup that are difficult to explain without it. At the simplest level, it helps us to understand why some ideas survive and some just drop out of sight. The memes that are transmitted are the survivors. And just as genes group together, so to speak, to form organisms that can reproduce, so memes may cluster together in human brains and pass on to other brains complex systems of thought such as political ideas or even scientific theories.
Now if we ask why our minds always appear to be active and full of thoughts, we can answer using this meme idea, that it is because memes need to get repeated over and over in our heads. They need to be rehearsed and remembered. If they’re not thought about and transferred to another brain, they’ll die out, disappear. So from the meme’s point of view, it’s necessary to be practiced, then passed on to another mind.
According to some theorists in this field, the reason our minds are continually filling up with ideas, is that the memes force us to. One person has even suggested that the human brain, with all its complexity, was in some way designed by memes in order to promote their own success.
Furthermore, surprisingly, it’s claimed that we ourselves are not the ones who benefit from our ideas, it’s – you guessed it – the memes themselves. The “self” itself is a meme. In other words, at least some theorists seem to be saying, we are nothing but temporary groupings of memes that have come together in order to be protected and passed on to other minds, in order that they can survive and prosper.
- Question 28 of 42
28. Question
- Why does the professor say this:
CorrectIncorrect - Question 29 of 42
29. Question
- What does the professor say about memes?
CorrectIncorrect - Question 30 of 42
30. Question
- Why does the professor say this:
CorrectIncorrect - Question 31 of 42
31. Question
- What does the professor imply about the importance of memes in our minds?
CorrectIncorrect - Question 32 of 42
32. Question
- Which of the following is NOT true about memes?
CorrectIncorrect - Question 33 of 42
33. Question
Lecture 7
- What is the lecture mainly about?
CorrectIncorrectNarrator: Listen to part of a lecture in a biology class:
Professor: OK, so today we’re going to continue with a discussion about the aquatic environment. Specifically, I’m interested here in some of the adaptations that make survival possible in estuary conditions. Now, as you know, the thing about the estuarine environment is that because the tide washes in and out twice a day, the salinity, that is, the amount or proportion of salt in the water, varies or can vary considerably throughout any 24-hour period. When the tide is out, the water may be near freshwater levels and when the tide is in, the levels of salt may be more like seawater. When the water is in between seawater and freshwater, it’s called “brackish” water. By this term, we mean water that is typically less than 30 parts per thousand of salt. So, plants and animals that live in this environment must be able to adapt to these . constant changes in the saltiness of the estuary waters
So, what are the kinds of adaptations that estuarine organisms have developed? Well, the most important are either physiological and/or behavioral. Regarding the first, the physiological, the bodily adaptations tend to be associated with maintaining the right balance of salinity within the body. Some organisms, generally known as osmoregulators, control their internal concentrations of water salinity when the external environment changes. This word, of course, refers to osmosis, which . . . you don’t need me to define osmosis, do you? Good, OK. Usually this kind of creature is less permeable to water and salt. Crabs are a very good example. Crabs that live in the estuarine environment keep out both water and salt with their hard shells. But, in addition, they may have internal organs and cell functions, which can regulate salt intake and excretion. Also, certain species of fish, which adjust to differing saline conditions have specialized kidneys, gills, and skin. Specialized kidneys and gills are able to switch between excreting more or less water and also between absorbing more or less salt, as conditions permit. So, the combined properties of gills, kidneys, and an impermeable skin allow them to live in conditions of . varying salinity
Plants as well as animals may use osmoregulation to survive since, in saline habitats, salt levels can reach deadly levels. A common species of grass known as smooth cordgrass has adapted through its complex root system. These roots are able to remove salts from the water they take in. Such plants can also expel salt through their leaves, and in some species, they can also shed leaves that become loaded with excess . salt
- So, what about the behavioral factors that help creatures exist in the estuary? Well, a common adaptation, especially among invertebrates, that is, creatures without backbones, is the ability to dig or burrow into the soft mud. Of course, this helps them avoid being eaten by predators such as birds or fish. But it’s also an important advantage for species that cannot osmoregulate – cannot control the concentration of salt solution in their bodies. This is because below the surface of the mud the concentration of salt is less than in the open water above – and what’s more, the temperature is less variable, which is also beneficial for creatures that don’t tolerate changes of temperature. On the other hand, creatures such as oysters and clams don’t like to have too low a level of salt. So these organisms simply close their shells tightly when the level of salt becomes too low, during low tides. At this point, they stop feeding and stop breathing through their gills. When the high tide returns and the oxygen and . salt levels increase, they open their shells and feed and breathe oxygen again
Other creatures are more mobile, and this too, by the way, is a behavioral adaptation. They can move upstream or downstream as conditions require. Certain crabs live in low salt areas because they can osmoregulate, but their young may not have developed this ability. So during breeding season, such species may move to areas in the sea with higher levels of saline. In the blue crab, for example, the females migrate to water of high salinity to hatch their young. Then the new generation of crabs moves back to fresher water as they develop into adults. So, does that make sense?
- Question 34 of 42
34. Question
- What does the professor imply when he says this:
CorrectIncorrect - Question 35 of 42
35. Question
- What two adaptations are mentioned that allow crabs to survive in the estuary environment? Choose 2 answers
CorrectIncorrect - Question 36 of 42
36. Question
- Why does the professor says this:???
CorrectIncorrect - Question 37 of 42
37. Question
- The adaptations of which estuarine creature are NOT discussed in the lecture?
CorrectIncorrect - Question 38 of 42
38. Question
Lecture 9
- Why has the student gone to see the research coordinator?
CorrectIncorrect - Question 39 of 42
39. Question
2. Why does the research coordinator ask the student personal questions?
CorrectIncorrect - Question 40 of 42
40. Question
3. Why does the student say this:
CorrectIncorrect - Question 41 of 42
41. Question
4. Which of the following topics does the research coordinator NOT ask the student about?
CorrectIncorrect - Question 42 of 42
42. Question
5. What example does the research coordinator give of the breakfast that will be provided?
CorrectIncorrect