M: Good morning!
W: Good morning! How can I help you?
M: I understand that the school organizes … umm, trips to different…
W: Yes. We run five every month, three during weekends and two Wednesday afternoon trips. M: What sort of places?
W: Well. Obviously, it varies, but always places of historical interest and also which offers a variety of shopping, because our students always ask about that. And then we go for ones where we know there are guided tours because this gives a good focus for the visit. M: Do you travel far?
W: Well, we are lucky here obviously because we are able to say that all our visits are less than three hours drive. M: How much do they cost?
W: Again it varies, between 5 and 15 pounds a head, depending on distance. M: Ah ha
W: Oh and we do offer to arrange special trips if, you know, there are more than 12 people. M: Oh right. I’ll keep that in mind. And what are the times normally?
W: We try to keep it pretty fixed so that the students get to know the pattern. We leave at 8.30 a.m. and return at 6 p.m.
We figure it’s best to keep the day fairly short. M: Oh yes and then how do we reserve a place?
W: You sign your name on the notice board. Do you know where it is? M: Ah ha. I saw it this morning.
W: And we do ask that you sign up three days in advance so we know we’ve got enough people interested to run it and we can cancel if necessary with full refund of course. M: That’s fine. Thanks.
M: And what visit sub plan for this term?
W: Right. Well. I’m afraid the schedule hasn’t been printed out yet. But we have confirmed the dates and planed the optional extra visits, which you can also book in advance if you want to.
M: Oh that’s all right. And if you can just give some ideas of the weekend ones so I can, you know, work out then to see friends and such I…
W: Oh sure. Well, err the first one is St. Ives. That’s on the 13th of February and we will have only 16 places available because we’re going by mini bus. And that’s the day in town with the optional extra of visiting the Hepworth Museum.
M: All right. Yes ah. That sounds good.
W: And then there’s a London trip on the 16th of February. And we will be taking a medium size coach so there will be 45 places on that. And let’s see the optional extra is the Tower of London.
M: Oh, I’ve already been there.
W: Yam. After that is Bristol on the 3rd of March. M: Where?
W: Bristol. B-R-I-S-T-O-L. M: Okay.
W: That’s in a different mini bus with 18 places available. Oh and the optional extra is visit to the S.S. Great Britain. M: Okay.
W: We’re going to Salisbury on the 18th of March. And that’s always the popular one because the optional extra is Stonehenge. So we’re taking the large coach with 50 seats. M: Oh good.
W: And then the last one is to Bath on the 23rd of March. M: Oh yes, is Bath the Roman city?
W: Yes, that’s right. And that’s in the 16 seats mini bus. M: And where’s the optional visit?
W: It’s to the American Museum, well worth visit. M: Okay, that’s great. And thanks all that.
W: My pleasure. Oh by the way, if you want more information about any of the trips, have a look in the student
newspaper. M: Ok.
W: Or have a word with my assistant. Her name is Jane Yentob. That’s Y-E-N-T-O-B. M: All right. I’ve got that. Thank you very much for all your help. W: You’re welcome. I hope you’ll enjoy the trips.
test1_section2
Good afternoon everybody and welcome to Riverside Industrial Village. To start your visit, I'm just going to give you a brief account of the history of the museum before letting you roam about on your own. I won't keep you long. OK?
Now from where we're standing you've got a good view of the river over there. And it was because of this fast flowing water that this site was a natural place for manufacturing works. The water and the availability of raw materials in the area, like minerals and iron ore, and also the abundance of local fuels, like coal and firewood, all made this site suitable for industry from a very early time.
Water was the main source of power for the early industries and some of the water wells were first established in the twelfth century, would you believe? At that time, local craftsmen first built an iron forge just behind the village here on the bank near the river. By the seventeenth and eighteenth centuries, the region's rivers supported more than 160 water mills and many of these continued to operate well into the nineteenth century. But then the steam engine was invented and then the railways came and the centres of industry were able to move away from the rivers and the countryside and
into the towns. So industrial villages like this one became very rare.
So that's the history for you. If you'd like any more information, you can ask me some questions, or you can read further in our excellent guidebook.
Now I’m going to give you a plan of the site and I’d just like to point out where everything is and then you can take a look at everything for yourself. I’ve already pointed out the river, which is on the left. And of course running along the bottom is Woodside Road. Got it? Ok, now, we are standing at the entrance. See at the bottom, and immediately to our right is the ticket office. You won’t need that because you’ve got your group booking, but just pass it are the toilets, always could to know where they are. In front of us is the car park as you can see. And to the left by the entry gate is the gift shop that is where you can get copies of the guide like this one here. Now beyond the car park, all the buildings are arranged in a half circle with a yard in the middle. The big stone building at the top is the main workshop. That’s where the firm is and where all the metal was melted and tools were cut as you will be able to see. Now in the top right hand corner, that building with bigger windows is the show room where samples of all the tools that were made through the ages were on display. In the top left corner is the grinding shop where the tools were sharpened and finished. And on one side of that you can see the engine room and on the other is the café, which isn’t too antique you would be pleased to know though they do serve very nice old fashion teas. The lower buildings you can see on the left are the cottages. These were built for the works towards the end of the eighteenth century and they are still furnished from that period so you can get a good idea of ordinary people living conditions. Across the yard from them, you can see the Stables where the horses were kept for transporting the products. And the separate building in front of them is the Works Office and that still has some of the old accounts on display. Right. If any one wants a guided tour, then I am
starting at the engine room. If you’d like to, come along this way please, ladies and gentlemen.
test1_section3
W: Excuse me, Dr. Johnson. May I speak to you for a minute? M: Sure. Come in.
W: I’m Melanie Griffin. I’m taking your course in population studies. M: Right, so, well, Melanie, how can I help you?
W: I’m having a bit trouble with the second assignment and it’s due in 12 days. M: What’s the sort of trouble are you having? Is the assignment question a problem?
W: Well, that’s part of the problem. I’m also having… been having trouble getting hold of the books. I’ve been to the library several times and all the books were out.
M: It sounds like you should start borrowing the books a bit earlier.
W: Well I have really a big assignment due for another course and I have been spending all my time on that and I thought…
M: And you might get an extension of time to finish your assignment for me? W: If that’s possible. But I don’t know…
M: Well. Yes it’s possible. But extensions are normally given only for medical or compassionate reasons. Otherwise, that’s really a question of organizing your study and we don’t like giving an extension to a student who simply didn’t plan the work properly. What did you get for your first assignment?
W: I got 87 percent.
M: Umm. Yes, you did very well indeed. So obviously you can produce good work.
W: I don’t think I need too much extra time, as long as I can get hold of some important references.
M: Well, since you did so well in your first assignment, I’m prepared to give you an extra two weeks for this one. So, that will mean you need to submit it about a month from now. W: Oh thank you.
M: Now what about the reading materials? So you check out the journal articles in the list?
W: Oh, no, not yet. There were about twenty of them I wasn’t sure which ones should be most useful or all important. M: Well they’re all useful, but I don’t expect anyone to read them all because a number of them deal with the same issues. And let me give you some suggestions. The article by Anderson and Hawker is really worth reading. W: Right. I’ll read that one.
M: You should also read the article by Jackson but just look at the part at the research methodology how they did it. W: Ok, Jackson, I got that.
M: And if you have time the one by Roberts says very a lot of things although it’s not essential. W: Ok. If it’s useful I’ll try with that one.
M: Now the one by Morris. I wouldn’t borrow with that at this stage if I were you.
W: Ok, I won’t borrow with Morris. Oh now, someone told me that the article by Cooper is important.
M: Oh yes, but just look at the last part where it discusses the research result.
W: And last there’s Forster. I can’t think why I included that one. That’s not bad and could be some help but not that much.
M: Now let’s deal with the assignment question. What’s the problem there? W: It’s graph from page 2.
M: It seems to be the problem is just about the bar graph showing reasons why peoples change where they live. W: Well I’ve got a photocopy but the reasons at the bottom are missing.
M: Ok. Look at the first bar on the graph. Now that indicates the number of people who move because they want more space.
W: Oh, I see. Bar one. Ok, now what’s about the next bar?
M: Bar two is to do with the people who live nearby disturbing them so they chose to move away to somewhere quieter. Now let’s look at bar No.3. Another reason people change their places of living is because they want to be closer to the city.
W: Ok. Proximity to the city is the issue.
M: Now bar No.4 refers to problems when the owner of the property won’t help fix things go wrong. In other words, the owner is not helpful and so the tenants move out. W: Ok, now what about Bar 5.
M: Bar 5 is about those people who move because they need a bus or train to get among the city or to go to work.
W: Ok, and Bar 6?
M: Bar No.6 is mid-resting. That reason was given quite a lot. People move in because they wanted to be in a more attractive neighbourhood. W: Oh yes. Thank you very much.
test1_section4
Good day, ladies and gentlemen. I've been asked today to talk to you about the urban landscape. There're two major areas that I'll focus on in my talk: how vegetation can have a significant effect on urban climate and how we can better plan our cities using trees to provide a more comfortable environment for us to living.
Trees can have a significant impact on our cities. They can make our cities, as a whole, a bit less windy or a bit more windy as that what you want. They can make it a bit cooler if it's a hot summer day in an Australian city or they can make it a bit more humid if it's a dry inland city. On the local scale, that is a particular area within the city, trees can make the local area more shady, cooler, more humid and much less windy. In fact, trees and plantings of various of kinds can be used to make city streets actually less dangerous in particular areas.
How do trees do that, you'll ask? Well, the main difference between a tree and a building is a tree has got an internal mechanism to keep the temperature regulated. It evaporates water through its leaves. And that means the temperature of the leaves is never very far from our own body temperature. The temperature of a building surface on a hot sunny day can easily be 20 degrees more than our temperature. Trees, on the other hand, remain cooler than buildings because they
sweat. This means they can humidify the air and cool it, a property which can be exploited to improve the local climate.
Trees can also help break the force of the winds. The reason that high buildings may keep windier at ground level is that as the wind goes higher and higher, it goes faster and faster. When the wind hits the building, it has to go somewhere. Some of it goes over the top and some goes around the sides of the building, forcing those high level winds down to ground level. That doesn't happen when you have trees. Trees filter the wind and considerably reduce it preventing those very large strong gusts that you so often find around tall buildings.
Another problem in built-up areas is the traffic noise is intensified by tall buildings. By planting a belt of trees at the side of the road, you can make things a little quieter but much of the vehicle noise still goes through the trees. Trees can also help reduce the amount of noise in the surroundings, although the effect is not as large as people would like to think. Low frequency noise, in particular, just goes through the trees as that they aren't there.
Although trees can significantly improve the local climate, they do, however, take up a lot of space. There're route system to consider and branches blocking the windows and so on. It may therefore be difficult to fit trees into the local landscape. There's not a great deal you can do if you have what we call a street canyon, a whole set of high-rises enclosed in the narrow street. Trees need water to grow. They also need some sunlight to grow and you need room to put them. If you have the chance of knocking buildings down and replacing them, then suddenly you can start looking at different ways to design the streets and to introduce...(End)
test2_section1
W: Oh, Peter, there you're. It's been ages. What catches so long? M: Sorry, I'm so late, Sally. Have you been waiting long?
W: Half an hour. But it doesn't matter. I had a coffee and I had been reading this guidebook for tourists. Sit down. M: Umm.
W: You look very hot and tired. What would you like to drink?
M: I'd love really chill mineral water or something. Would you have another coffee?
W: Yes, I'll. The waitress will be back in a moment. Why are you so late. Did something happen?
M: Yes. You know I went to the bank to cash something traveller's cheques. Well the exchange rate was looking very healthy but I went to the teller they told me that the computer system was temporarily down. So they couldn't do any transactions. They said the problem would be fixed in a few minutes so I waited. And then I started talking to another guy in the bank and I forgot the time.
W: Oh, really? Someone you met in the bank. Does he work there?
M: No, he was a tourist, from NY. His name is Henry. And he's been here for a week, but he's moving on to Germany tomorrow. He's an architect and he's spending four weeks travelling along Europe. W: Just like us?
M: Yes, just like us. He told me the names of some places where we should eat. Great food and not too expensive, he said. Oh, and he also gave me this map of the buses to me, he said he didn't need it anymore.
W: That's useful. But he's moving on tomorrow. Yes, here's the waitress. Let's order. Do you want something to eat? Or
should we just have a drink?
M: Well. I'm hungry. And we've got a lot of sightseeing to do. So let's just have a snack and drink. W: It sounds good to me.
M: Well. Let's decide what we'll see today. I guess the best place to start is the Cathedral and then the Castle. What're the opening times for those two?
W: Well, according to this guidebook, the Cathedral is only open from 9.30 in the morning until midday. (Ah...) No, hang on. That's the Cathedral Museum. (Oh!) The Cathedral itself is open morning and afternoon. The Castle is just open from 1 to 5 so we can't go there until after lunch. I really want to spend some time on the Art Gallery because they've got this wonderful painting by Rembrandt（倫伯朗） that I always want to see. M: What else should we see?
W: Well the guidebook says the Botanical Gardens worth spending some time in. And there're open all day from 8 to 6 so we go there anytime. (En...) I'd like to go to the markets near the river too. But ... Oh no way, that's only in the mornings too.
M: As well as today and tomorrow, we can see some other places on Monday you know. But I don't think the markets will be open then. They only open on Thursdays. So we miss them for this week. Maybe we can go to the Cathedral today because it's Sunday tomorrow. And even though it's open every day it might be difficult to get in tomorrow because the chair services.
W: That is true. But the Art Gallery isn't open on Sundays at all. So we'll have to go there today. (En) The Castle is open every day except Monday. So it'll okay there. And the Gardens of course is only closed at night.
M: Are all these places free? Or do we have to pay to go in? What does the guidebook say?
W: I think there's a charge for all of them except the Botanical Gardens. Oh and the markets. Of course you don't pay to go in.
M: Okay, well, let's have a look at our plan at this. We'll go to see the painting, you like first, that the Rembrandt, then have lunch then we go on to the Castle after that and then the Cathedral. W: Okay. It says here that the roof of the Cathedral is really beautiful.
M: Is that right? But I really want to do with the Cathedral is climb the tower. The view is supposed to be spectaculous! W: Okay well that'll be more than enough today. And tomorrow let's go to the Botanical Gardens and have a picnic. (En!) I want to sit by the river and watch the swans. The city's famous for them.
test2_section2
So the Counselling Services we are for dealing with any problems arising from your studies or in your life outside the university.
Let's take academic counselling. If you confuse about subjects or how to combine them of your degree, we can advise you and discuss the career you are aiming for, so that you can see it all in context. We can also chase up your tutor if you're not getting proper feedback on how you will be getting on your subjects.
Besides help with academic problems, you may also need personal counselling. If you think you're already under stress,
well, just wait to classes begin next week, you'll have to start adjusting to teaching and learning methods that may be unfamiliar to you as well as the mounting pressures the deadline for that first assignment creates upon you.
And of course you'll have to cope with all these without your usual social network, you know, the social contacts, family and friends, you can normally rely on for help. All of this causes anxiety. Studying overseas can trigger a personal crisis. You may have left a lot of or you might call unfinished business back in your own country. Or you may have interrupted personal relationships or even sometimes broken them off to come overseas. And so students often feel so lonely, unhappy, unmotivated and unable to concentrate on study. Or there may be other things bothering you. Our resident chapel can offer you spiritual guidance if that what you want or we can put you in touch with community groups that can provide you with social contacts and friendship.
What about exam stress? It effects nearly every one to some extent, but especially oversea students like yourselves. There may be a huge amount of family pressure on you to succeed. And if you fail a subject or drop off a course because it's too difficult, then your self-esteem can suffer, but it's not the end of the world if you don't pass an exam. I had a reset first year anthropology so I can certainly offer you a sympathetic hear. Anyway, exam failure can lead varying changes in the way you normally behave.
You may also be off your food or you may have dietary problems because the local food is not to your liking and upset you and this can affect your health and studies. Glenda Roberts is our dietician in the health service and we can put you onto her.
And we all have money problems, don't we? But remember full-time students can get a low interest loan of up to 600 dollars to buy books and for similar study related expenses. That's right. And you can get a double that amount if you can't afford an item or equipment you need for your course, so, musical instrument for example. That doesn't stop there. When you move into a flat, starting-up expenses including furniture afford can be covered by a loan through the welfare service. See Jill Freeman for details.
Can we help you? Well last academic year in spite of staff cuts, we counselled 240 international students for a total of 2600 hours' counselling. And finally we won all the just one of the twelve appeals that we launched on behaves of the students. Not too bad for an understaff service, don't you think? That's all for me. Thank you.
test2_section3
W:Oh, there you are, good. Sorry I'm a bit late. There was a long queue. So have you work out how to do with the assignment then?
M1:Not yet. We've been here only a couple of minutes ourselves. W: Can you just remind me what the task is exactly?
M2: Well there're two, err, no, three parts to it. The first we have got to write an essay about ways of collecting data, then...
W: What's the title of the essay exactly?
M1: I've got a here. Assess the two main methods of collecting data in social science research.
W: And how much do we need to write?
M1: 1500 words. That's the essay. Then for the second part of this assignment we have to choose one method of data collection and carry out a small-scale study making appropriate use of the method chosen to get data from at least 5 subjects.
W: And then we have to write a report on the study? M2: That's right. It's three to four thousands words.
W: Did you get as far as discussing which form of data collection we should go for? Questionnaire or interview, isn't it? M1: Yes, I think we should do a questionnaire. That would be so much less time consuming than organizing interviews, I recommend. Once we've agreed on the wording we only have to send it out and wait for the responses.
W: Yes...I think it probably would be quicker. But what that are the article gave us last week say about the quality of data from questionnaires？
M1:I'm pretty sure recommended questionnaires are source of highly reliable data as long as you design the questionnaire properly in the first place the data will be fine.
W: No. I'm sure it talks about drawbacks as well, doesn't it, something about the response rate and the problems you get if it is too low.
M1: Yes, but we only need data from 5 subjects, anyway.
W: Oh, I suppose so. Another drawback I remember it mentions was that questionnaire data tends not to reveal anything unexpected because it is limited to the questions fixed in advance by the researcher.
M1: Come on, Rose. This is only a practice. It seems not a real research, is it? W: Well, I'm sure about that.
W: Maybe I'll be back through the article again. Just to be sure. Can you remember what was called? M: Sample surveys and social science research, I think, by Mehta. W: M-E-H-T-A?
M: Yep. And he also recommended a more reasonable called Survey research by Belle, I think. It's an art series published by London University.
M2: And if we try to use interviews instead I saw a book in the departmental library that will be helpful for this it is called Interviews that work by Wilson published in Oxford in 1988.
W: Right. Oh, I have got a tutorial now. Can we meet up again later this week. What about Friday morning? M: Suits me. 11 o'clock? W: Fine.
M: Before Friday, I think we should all look though the reading list.
test2_section4
So far, in these lectures, we've been looking at crimes like robbery and murder, both from historical view of point and also in contemporary society. And we've seen the preoccupation of western societies with crime and with lawlessness is a pile of long and continuous tradition rather than something which is null and unique to modern society.
But over the past 70 years or so, there's been a massive increase in one type of crime which was what's known as corporate crime. Corporate crime is crime which as the name suggests, is connected with companies, with business organizations. It includes illegal acts leader, individuals or a group within a company. But what is important is that these actors normally in accordance with the goals of the company. They're for the good of the company rather than the individual. It's been defined as, quote, crime which is committed for the corporate organization, the company, not against it, unquote. So crimes like theft by employees, things like... err... embezzlement or fraud against one's actual employer are excluded, according to this definition. The employees maybe involve but they're acting in the first place for the company. They may not even realize that they commit a crime, or they may realize but they feel it's excusable because it's policy, or because otherwise they may lose their jobs. So here we're really talking about the links between power and crime.
Now this is one area that much less generally known about the conventional or traditional crime. It's been relatively ignored by the mass media. For example, it tends to be underreported in comparison with conventional crime in news broadcasts and in crime series of films and so on. They very rarely deal with corporate crime. And it also tends to be ignored in academic circles, as being far more research on conventional crime and far more data is available.
There're several reasons for this lack of interest in corporate crime compared with other types of crime. It's often very complex, whereas conventional crime, it's usually possible to follow what's going on without specialist knowledge. As well as this, whereas conventional crime has a lot of human interest, corporate crime often has much less. The third reason, and possibly the most significant one, is that very often that victims are unaware. They think their misfortune is an accident, or that is the fault of no one in particular. They're unaware that they've been victims of a crime.
So when we look at the effects of corporate crime, we may find it's very difficult to assess the costs, but these costs can be very considerable in both their economic and social aspects.
Let's look at the economic costs first. For example, if a company is producing fruit juice, and it dilutes its product, so that's just a little below the concentration it should be, many millions of people may be paying a small amount of extra for their carrot orange juice. Now some amounts like this may seem insignificant for individual customers, too small to worry about. But for the company, this deception might result in massive illegal profit. However all our studies of corporate crime agree that the individuals are in fact deprived of far more money by such crime than they're by conventional crime like robbery and theft.
In addition to this we have to consider the social costs of corporate crime. And these are again very difficult to assess but they're considerable. They're important because they can undermine the faith of the public in the business world. And also, more importantly, because the main group of people they're in fact effected not the richer section of the society but the poorer. So here, companies are robbing the poorer then benefit the rich.
There're two more points to do with corporate crime. Then I'd like to illustrate with the reference to a pacific event which occurred several years ago. This was an explosion of a large oil tanker which cost the loss of more than fifty lives of the crew. It was an explosion which never should have happened and the subsequent inquiry laid the blame not on anyone who's actually been on the tanker at the time but on the owners of the tanker. They had deliberately decided not
to carry out necessary repair work on the tanker as it was due to be sold. And it was this lack of repair work which was directly responsible for the explosion.
Now this illustrates two points to do with corporate crime. First of all, that it's not had to be intentional. The owners of the tanker certainly did not intend it to explode but very serious consequence can result from people or organizations not considering the possible results are their actions seriously enough. The main crime here was indifference to the human results rather than actual intention to harm anyone. But that didn't make the results any less tragic.
And this leads to my second point. That corporate crime can have very severe consequences. It's not just a matter of companies making big profits they should do, but of offense which may affect the lives of innocent people. And here're very often companies, because they say they didn't intend to harm anyone, can avoid taking responsibility for the results of their actions, and that has been a very dangerous slop hole in the law.
Now further example of corporate crime was the...
test3_section1
W: Sarah, I've heard that you want to move into a home-stay family, is that correct?
S: Yes, that's right. I've been staying with my aunt and now my cousin is arriving from Singapore and my aunt need serve room for him.
W: Oh, that's bad luck. Well I'll need to get some particulars first. Err, Sarah, what's your full name? S: Sarah Lhim, and that's Sarah with Lhim。
W: En, how old are you Sarah?
S: 23, only just. It was my birthday on the 21st of August.
W: Ah, happy birthday for yesterday. How long have you been in Australia?
S: A year in Adelaide and 6 months in Sydney. I prefer Sydney. I've got more friends here. W: What's your address, your aunt's house?
S: Flat 1, 539 Forest Rd. Canterbury and the post code is 2036. W: Okay. What're you studying now?
S: I was studying general English in Adelaide. And now I'm doing academic English because I'm trying to get into medicine next year.
W: That sounds good, but it'll take you a long time. When would you like to move out from your aunt's? S: My cousin arrives on Friday morning. So I'd better to be out on Thursday. W: What... the 7th of September. S: Yes, that's right.
W: That doesn't leave us much time. Right, okay. I need to know what kind of accommodation you'd like, so I can get you something suitable.
S: Can I share room with someone else. I've been alone in my room of my aunt's and I've always shared with my sister and I like that.
W: Yes. Fine. That'll save you money too. Would you like to live with the family or do you think that a single person will be better for you. I've lots of very nice single people on my books. S: Do you have any women living alone, retired women?
W: Yes, I've quite a few whose children have grown up and left home. In fact, I have some really lovely retired ladies living by themselves who just love the accompany of students. Most of them living in flats but that's not a problem for you, isn't it?
S: Not at all. I'm used to that. My aunt lives in a flat too, remember? I'm not used to a big house with a golden swimming pool, pets song on that.
W: Okay fine. I know quite a bit about what you want now. I should let you know that your rent will be 160 dollars a week. I'll have to pay me 320 dollars as a deposit before you move in. The deposit is as insurance in case you break something. You need to pay monthly to me by cash or cheque, I don't mind. You don't need to pay for gas, like electricity or water. But you'll need to pay your proportion of the phone bill. Most families do that on their own system but you have to wait and see. Have you got any more questions for me? S: When will you know where I can go?
W: I'll work on it now. So come and see me tomorrow and I should have some news for you then. S: Thanks a lot.
W: Goodbye, see you tomorrow. After lunch will be better for me. S: Okay, see you then. Bye.
test3_section2
GEOFFREY: Good evening, and in this week's edition of 'Focus on the Arts', Jane Hemmington is going to fill us in on what's in store for us at this year's Summer Festival. Over to you, Jane.
Jane: Thank you, Geoffrey. This year, the Summer Festival is the biggest we've ever seen, so there should be something for everybody. This is the third year they've run it and the timing's slightly different: for the last couple of years it's been around the fifth to seventeenth, but this year they wanted to allow everyone enough time to recover from the first of January celebrations and they've put it at the end of the month.
The programme has sensational theatre, dance and also a large number of art exhibitions, but the thing the Festival is most famous for is its great street music. For today's report though, Geoffrey, I'm looking at some of the theatrical events that you might like to see; in particular, at this year's theme -- circuses.
I'm going to tell you about two circus performances, but there're plenty of others in the programme. I've chosen these because they represent distinct movements within circus performance. The first is the Circus Romano from Italy. As this is a travelling circus, it follows a long tradition by performing in a marquee, which is really like a canvas portable building, usually put up in a green space or car park, rather than in a theatre or stadium.
In spite of this, Circus Romano isn't at all like the traditional circuses I grew up with. There are no animals, just very talented clowning and acrobatic routines. The show has a lot of very funny moments, especially at the beginning, but the
best part is the music and lighting. They're magical. At forty-five dollars it's very expensive anyway. It's really for adult tastes. In fact, much of it would be wasted on children, so I suggest you leave them at home.
The second circus performance is Circus Electrica at the Studio Theatre. The purists are suggesting that this isn't a circus at all. It's a showcase for skills in dance and magic, rather than the usual one you expect in a circus. With only six performers, it's a small production, which suits the venue well -- the Studio only seats about two hundred people. For my money it's the aerial displays which are outstanding as well as the magical tricks -- features which are missing from Circus Romano. An interesting feature of the show is the performers are so young -- the youngest is only fourteen. But it's still well worth seeing, a good one for the whole family.
And finally, as it's summer, you may wish to see some of the Festival performances that are being presented outdoors. Like the famous Mekong Water Puppet Troupe, performing in the City Garden this week. Now water puppetry is amazing. It's large puppets on long sticks, controlled by puppeteers standing waist deep in the lake. The puppets do comedy routines and there is some terrific formation dancing. This is a fantastic show and the best one comes at the end -- seeing the puppeteers. When the troupe walks up out of water, you get this amazing feeling. It's really hard to believe it what you've been watching is lifeless wood and cloth. As an adult, I had a great time, but I did note that other older people in the audience weren't quite as taken with as I was. It's a must for young children though, and that's the audience it's really aimed at.
Well, that's all I've time for today, but I'll be back next week with more news of what's worth seeing and what it's best to
miss.
test3_section3
Officer: Hello. Er, I'm Dawn Matthews.
Student: Yes, hello. I've been referred to you because I'm enquiring about the refresher courses that you run. I'd like to find out a bit more about them.
Officer: OK. Well, we run quite a few different short courses for students who are either returning to study or studying part-time. Um, tell me about your situation.
Student: Well, I think I really need some help in preparing for the coming semester, especially to build up my confidence a bit and help me study effectively because, you see, I've been out in the work-force for nearly twenty years now, so it really is a long time since I was last a student.
Officer: Yes, it can seem like a long time, can't it? Um, well, let me start by telling you what courses we have that might suit you. Are you an undergraduate or postgraduate? Arts or Sciences? Student: Undergraduate, and I'm in the Business faculty.
Officer: Right then. First of all, there's our intensive \"Study for Success\" seminar on the first and second of February. It's aimed at students like you who are uncertain about what to expect at college, and looks at a fairly wide range of approaches to university learning, to motivate you to begin your study and build on your own learning strategies. Student: Mm, that sounds good. What're some of the strategies that are presented.
Officer: Well, we try to cover all aspects of study. Some of the strategies in writing, for example, would be improving your planning for writing, organising your thinking and building some techniques to help you write more clearly. With
reading, there will be sessions aimed at getting into the habit of analysing material as you need it, and tips help you record and remember what you have read. It really is very important to begin reading confidently right from the beginning. Student: Mm.
Officer: There's also advice on how to get the most from your lectures and practice in giving confident presentations as well as how to prepare for exams.
Student: What about the motivational side of things?
Officer: Ar, well, there's a range of motivational exercises that we do to help student feel positive and enthusiastic about their study. The process of learning and exploring a subject can lead to a whole new way of looking at the world and the study skills and techniques you build up can be applied in all sorts of different ways.
Student: Actually, I... I'm very excited about the whole thing of taking up study again but, you know, I'm a little nervous about whether I'll manage to get everything done. I suppose it's the same for all mature students?
Officer: Of course, it is. Two of the key components of the course are time management and overcoming procrastination. People discover that, once they learn to plan their days, all the work can be accomplished and there'll still time be for leisure.
Student:Is there an enrolment fee?
Officer:Well, er, oh, just a minute, let's see... Ah, the cost is 30 pounds, which includes all cost materials and morning tea. You have to arrange your own lunch.
Student: That won't be a problem. Er, I already make sandwiches for my three kids and my wife and myself every day. I
won't have to change my routine.
Officer: No. Now, I need to tell you that this is a very popular course and it's essential that you book well ahead of time. In fact, the Course Convenor tells me that there're only five places left. Student: What other course might be good for me?
Officer: There's one other that you can benefit from. It's simply called 'Learning Skills for University Study' and is on three consecutive mornings starting on a Monday from 9 to 12 and costs 25 pounds. This is aimed at upgrading the study skills most school-leavers have and help them cope with the increased demands of university study. It focuses mainly on making student more responsible for their own success. Student: What sort of things are covered in this course?
Officer: Well, basically, it's more advanced thinking, note taking, reading and writing strategies but also some input about stress management.
Student:I think I'd better off starting from the basics and looking at all the strategies, don't you? Officer: Yes, from what you've told me, I think that's more in line with your situation. Student: Alright then, um, can I book a place on the 'Study for success' seminar course now? Officer:Yes, let me just get out a registration form and take down your details.
test3_section4
We're very grateful that the Committee has agreed that a representative for the Students' Union can present students' suggestions about the design for the proposed new Union building. We appreciate that some of our ideas may not be
feasible in the circumstances. But we do feel that it is important that the ultimate beneficiaries of the facilities should have some say in its design.
If I could start by briefly explaining what steps were taken to find out student opinion, and how we have arrived at conclusions. Firstly, a meeting was held in the current Union for our SU committee to explain the options. Then we invited all students to submit written suggestions for the design, placing cards in a suggestion box. Theses suggestions then provided the basis for the design of a questionnaire which was completed by approximately two thousands of the College students over a period of three weeks. Finally, the SU Committee collected the results and drew up a report. If I can just hand around a copy of that report. This presentation is essentially a summary and discussion of the key points of this report.
So, in broad terms, the consensus was as follows. Firstly, regarding the crucial matter of the site, we presented the three options that you have proposed. One: in the city centre, near the Faculty of Education; two: on the outskirts of the city, near the park , and three: out of town, near the halls of residence. We asked students to cite reasons for and against these sites, and .... and there was remarkable agreement on all three. Site One was unpopular because of traffic and parking problems. Site Two had a number of supporters, mainly because it was close to most lecture rooms. And Site Three, out of town, near the halls of residence, was clearly the most popular because of access from living quarters. It was clear that the Union was mainly to be used after lectures. It was also felt the larger site would allow more room for a choice of facilities.
Our second area of interest was obviously the facilities. There was minimal interest in having a library on the premises. But one option seemed to be a reading room instead, more useful. We would like the current table games room to be replaced with a small gym and if possible, small swimming pool, not, of course, Olympic size. There was a large number of respondents in favour of a travel agent's and insurance centre. We also request that there be the offices of the Student Counselling Centre, moving this from the Refectory. There was however much disagreement about whether to build a drama theatre. Just over forty percent of the respondents were in favour, but largish minority were strongly against it, claiming that it is elitist and a waste of funds. Essentially the jury is out on that.
Finally, given a number of unfortunate incidents in the current Union over the past few months, a strong point was repeatedly made about security. The recommendations would be at least video surveillance and security personnel who would check Student Union cards on request. We doubt if it would be feasible to have a check reception of all people coming in.
Well, this is the summary of the views of student population. As I say, further details are given in our report but I'm happy to take any questions if you have them...
test4_section1
W: Hi, Tony. Thanks ever so much for coming. You know we've been asked to organise something for John's farewell. M: Yes, sure. It's about time we started working out details.
W: Exactly. We don't want to leave it so late that it's double the work.
M: Right. Do you want me to take notes? W: That will be great. Thanks.
M: Well, first thing is when is the best time to hold it? W: Well, he leaves on the 24th of December. M: So what about the 22nd?
W: Yes, I think that's about right. We want it quite near the time, don't we? M: Sure, and what about the venue? In college? A hotel?
W: I think a hotel will probably work out rather expensive and I've been looking at the College Dinning Room. That seems pretty reasonable. M: Fine, yeah, why not?
W: And then we ought to be thinking about invitations... Who we mustn't forget to invite? M:Obviously, John and his wife. W:Right.
M:And the Director. The office staff. W:And all the teachers and all the students? M:Anyone else? W:Faculty heads?
M:No, better draw the line, I don't think it's necessary. W:Yes, you're right.
M:I don't mind writing invitations. When shall we get them out for? W:Enough time, but not too early. What about the fifteenth of December? M:Well, there're exams on the sixteenth, better avoid them. W:Tenth?
M:Yeah, that should do it.
W:So, what does that leave? Oh, yes, a present. M:Would you mind doing that?
W:No, not at all. We usually get around with envelope during coffee break, don't we? M:Coffee break's always the best time because people have got their money handy. W:Yes, exactly. Do we suggest an amount? Or does it seem a bit unfair? M:No, I think people welcome it. We suggested six dollars last time. Is that Ok? W:Yes, plenty I would have thought, which should leave us with about ninety dollars? M:Have you any ideas for presents?
W: Well, I've been having a little think. I thought, you know, he loves music. M: Yeah, and books.
W:So, I thought I'd check on prices for, well, perhaps CD players?
M:Yes. That's a good idea and also I thought maybe, you know, a set of dictionaries. I heard him say he needed a good one.
W:The other thing he was saying last week was that his computer printer had broken.
M:No, I'd be really frightened about getting the wrong type. The other thing is something for the home. Jill suggested a coffee maker.
W:Yes, I'll certainly find out what they cost. Ok, have you got all that done? M:Yes.
W:No, we need to think a little more about the money. I know we've got a set amount from the Social Fund. M: Right. What does that cover?
W:It's meant to cover the cost of the room. M:Yeah.
W:And a certain amount for food. M:And also drinks? W:Oh yeah, certainly. M:But will it be enough?
W:What we've done in the past is to ask guests to bring some snacks.
M:Right.
W:We don't ask them to bring more drinks. Because we figure that's, that should come from the Social Fund. M:Ok. Anything else for the guests to bring?
W:Well, oh some music. Because there'll be a tape deck there in the room. And we can have some dancing later on. M:Anything else?
W:Well. It's just a thought. But a couple of years ago that we had a really good party where we set up, you know, some simple games.
M:Yeah, great. Wasn't it based on photos from the students and teachers? W:That's right.
M:So we should ask the guests to bring photos. Ok, I'll put it on the invitations. W:Now the last thing is, who shall we ask to do the speech? M:Don't you think it might be nice to have one of the students? W:Well then, the Student Leader?
M:Yes, much better than the Director giving speeches again. W:Ok, then I'll ask her. Lovely, so is that all? M:Looks like it.
W:Great. Thanks ever so much. （fade out）
test4_section2
speaker 1：Thank you for calling the free Travelite Travel Agency Information Line.You will not be charged for this call. In order to deal with all calls effectively, we offer you a number of options.Please listen carefully and press your required number at the appropriate time,or dial a new number.If you want to hera about special offers,please press one.If you want to hear our latest price lists,please press two.If you want to make a complaint,please press three.If you want information about our new walking holidays,please press four now.
speaker 2：Thank you for calling our Travelite Walking Holidays Line.We have been offering a wide variety of walking holidays to suit all tastes for just three years,but already we have won two awards for excellence in this field.We offer guided walking tours to suit the discerning traveller in twelve different centres throughout the whole of Western Europe.We are planning to open our first centre outside this area in the coming year,so watch out for developments. But the pride of Travelite is the level of guidance and support we offer on our walks.All are planned in detail by our highly trained guides,who all work in a variety of different Travelite locations,so we can guarantee standards.Each day we offer three separate walks catering for all skills and fitness levels.
We also pride ourselves on our friendly service,particularly important for the increasing numbers of people who choose to holiday alone.Unlike almost all travel operators who happily charge large supplements for single rooms,we guarantee that no single client will pay more,even when only double rooms are available for them.And the day doesn't end with the return to base...after our dinner at communal tables designed to make all our guests feel part of a family atmosphere...entertainment is laid on nearly every night with tour leaders on hand to organise lectures,games,quizzes and respond to any special requests from guests.
The following is a summary of costs and special inclusive offers on holidays for the coming summer.We have three
lengths of holiday:three-day,seven-day and fourteen-day.The three-day holiday costs one hundred and eighty dollars for all accommodation,food and walking,and for the first time this year we are including in that price...the cost of picking you up frome the nearest station.The seven-day holiday costs three hundred and fifty dollars per person and,as well as including the offers of the three-day holiday,also includes a magnificent book giving the local history.On top of that,we are able to include free maps...for you to better enjoy the walking and even plan in advance,if you wish.
For the fourteen-day holiday,our special price is six hundred and ninety dollars per person and that includes all the offers for the three- and seven-day holiday plus...membership of a local walking club...so you can better enjoy the full flavour of the local life.
For further in formation,please contact your local travel agent.Thank for you calling the Travelite Travel Agency Information Line...(fade out)
test4_section3
MIKE: Hi Sue.
SUE: Hi Mike,so what happened to you last week?
MIKE: Oh,I was sick with the flu.What's this I hear abour a big assignment we've got to do?
SUE: Well,basically,we've got to find two science experiments to do with a group of eight-year-old children at the local primary school,and we've got to complete it by the end of the week.
MIKE: Oh,that sounds like hard work.Where are we supposed to get the ideas for these experiments from? SUE: Well,I managed to get hold of two books from the library. MIKE: Oh,well done!
SUE: How about if we take a look at the experiments in this book first and see if anthing looks suitable? I can make notes as we go,about equipment and the purpose of the experiments.
MIKE: OK,let's see,um,the first experiment is called ‘Make your own hovercraft',which sounds very ambitious!Mind you,you only need twenty balloons and a table-you don't need any special engines or anything like that! SUE: What do you do with it all?
MIKE: Er,you blow up the balloons and you balance the table on them,upside down of course,and the kids get to ride around on it,You know,the other kids sort of push them around the room.The main purpose is to show how hovercrafts work,and how things hover around on just a cushion of air. SUE: OK,that doesn't sound too bad. MIKE: OK,ready for number two? SUE: Hmm,hmm.
MIKE: Now this one is called ‘Unusual Measures of Lengths',and you basically use lots of paperclips.The kids go around the class measuring things - you know,how long the desk is,and that sort of thing,um,and then they all compare their answers,Er,and,basically,because not all paperclips are the same lengths,they should come up with some strange answers.It's supposed to demonstrate the importance of having fixed units of measuremen. SUE: Hmm,yes,that's not bad.
MIKE: OK,now for number three you need rock salt or copper sulphate. SUE: Oh,I'm not sure about that!
MIKE: Well,just put down the rock salt then,um,apart from that you only need a jar of water.Um,and basically you dissolve lots of salt into the water and watch the crystals form,so it basically teaches the kids about growing crystals. SUE: I suppose it would be nice to grow something.Hmm ,let's move on and have a look at number four.
MIKE: OK,this one is called ‘Spinning colour wheel',It looks like you get some cardboard and draw a circle on it,divide it into six equal segments and colour each one in using different colours,then you thread a piece of string through the middle.
SUE: So we'd need some string as well.
MIKE: Yes,sorry...um...and you spin the wheel around and if you can get it spinning fast enough,hopefully the colous all merge and show up as white.
SUE: Oh,I didn't know that.What's the principle behind it?
MIKE: Well it's pretty elementary physics,really.It teaches them about how white light or ordinary light is made up. SUE: Hmm,well that doesn't sound too bad.Now there's only one more left in this book isn't there?What does that one say?
MIKE: Um,well it's another one where they'd get to make something. SUE: Sounds very interesting.
MIKE: You need quite a lot of equipment actually-a hand drill,an old record,a pin or needle,some paper and a bolt. SUE: Hmm,go on, what do they have to do?
MIKE: Well,they basically make a record player.The main idea is to teach them about recording sound,but hopefully
they'd also see that you need motion and an amplifier to make the sound heard.
SUE: OK,well it does sound interesting.Shall we go through all of those again and decide if any of them are going to be suitable?
MIKE:Right,number one.I thought this one sounded nice:there'd be lots of activity and it doesn't need too much in the way of equipment.
SUE: Yes,that's true,but don't you think it's a bit risky to get a group of eight-year-olds pushing each other around a classroom like that?Someone could get hurt,NO.1 don't like the sound of that one at all! MIKE:Maybe you're right.
SUE: What about number two,with the paperclips?It sound tame enough.
MIKE:Yes,a bit too tame if you ask me.I think it needs to be something a bit more netive and interesting than that,don't you?
SUE: Yes,I suppose you're right.We won't get a very good mark if the children don't actually enjoy the experiments,and I suppose we could turn them off science for good!Well,what about the next one,number three? MIKE:Now.I quite like the idea of this one.
SUE: Yes,so do I,but I seem to remember when we did it at high school we had to wait up to a fortnight before we saw any halfway decent results.
MIKE:Oh,yes well,that won't be any good then.We'll only see the kids for one or two hours at the most. SUE: Yes,and we have to do the experiments and write up our results within a week,so that one won't do at all.
MIKE:OK,well,what did you think of number four?
SUE: I like the idea of it,but do you think it will be a bit elementary for them? MIKE:Hmm,maybe you're right.
SUE: They might have fun but,I mean,cutting out a circle and colouring it in? MIKE:
SUE: I thought this one sounded a bit too good to be true-great equipment! MIKE:Yeah.
SUE: But don't you think it's a bit ambitious for this age group?I mean,I don't want to start off something and then have to abandon it if they just can't cope with it.I could see us ending up doing just about all of the work for them. MIKE:I guess you're right.Oh well,maybe we could store that idea away for later. SUE: Yep,let's hope this second book has something better!
test4_section4
Today we are going to look at one of my favourit fish -the shark.as you know, sharks have a reputation for being very dangerous creatures capable of injuring or killing humans.and I'd like to talk about sharks in Australia.
Sharks are rather large fish,often growing to over ten metres.and longest sharks caught in Australia have reached sixteen metres.sharks vary in weight with size and breed, of course,but the heavest of sharks caught in Australia was a White Pointer.that weight seven hundred ninety-five kilograms-quite a size!sharks have a different structure to most
fish :instead of skeleton made of bone.they have a tough elastic skeleton of cartilage.unlike bone,this firm, pliable material is rather like your nose,and allows the sharks to bend easily as it swims.the shark's skin isn't cover with scales, like other fish :instead the skin's covered with barbs, giveing it a rough texture like sandpaper.as you known,sharks are very quick swimmers.this is made possible by their fins, one set at the side and another set underneath the body .and the tail also help the shark move forward quickly.unlike other fish,sharks have to keep swimming if they want to stay at a particular depth. and they rarely swim at the surface.mostly,they swim at the bottom of ocean, scavenging and pick up food that's lying on the ocean floor.while most other animals, including fish ,hunt their prey by means of their eyesight, shark hunt essentially by smell.they have very acute sense of smell-and can sense the presence food long before they can see it.
in Australia where people spend a lot of time at the beach,the government have realised that it is must prevent sharks from swiming near it beaches.as a result, they have introduced a beach-netting program ,beach-netting or meshing involves setting large nets parallel to the shore, this means that the nets on New South Wale beaches are set on one day .and then lifted and taken out the sea on the next day.when shark-netting first began in 1939, only the sydney metropolitan beaches were meshed-these beaches were chosen because beaches near the city usually the most crowed with swimmers.ten years later,in 1949 ,systematic meshing was extended to include the beaches to the south of Sydney.as a result of the general seccess of the program in Sydney.shark-meshings was introduced to the state of Queensland around 1970.the New Zealand authorities also looked at it ,but considered meshing unecomonical-asdid tahiti in the Pacific .at around the same time, South Africa introduced meshing to some of its most popular swimming beaches.when meshing began, approximately fifty hundred sharks was cought in the first year.however ,this declined the year that followed.and since that time,average annual catch has been only about one hundred fifty years.the majority of sharks are
caught during warmest months.from November to Febraury.when shark are most active and when both air and the ocean are at their maximum temperature.despite quite large catches,some people believe that the shark meshing is not the best way to catch sharks.it's not they think that the sharks are afraid of nets.or because they eat holds in them.because neither of these is true. But meshing does appear to be less effective than some other mithods, especially when there are big seas with high rolling waves and strong currents and anything lets the sand move-the sand that's holing the nets down when this moves the nets will also become less effective.
因篇幅问题不能全部显示，请点此查看更多更全内容