TPO 15 听力文本Megan文档格式.docx
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TPO 15 听力文本Megan文档格式.docx
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Italkedtosomeoneonthephoneacoupleofweeksago,Anna,Ithinkitwas?
Advisor
I'
mAnna,thefacultyadvisor.
Oh,great!
I'
mPeterMurphy.Youprobablydon'
trememberme,but…
No!
No!
Irememberyou.You'
reinterestedinworkingforthepaper.
Yeah,asareporter.
That'
sright.You'
retakingajournalismclassandyou’vedonesomereportingbeforeinhighschool,right?
Wow,youhaveagoodmemory.
Wellwehaven’thadmanystudentsapplyinglatelyso…soanyway,youstillwanttodosomereportingforus?
Yeah,ifyouhaveroomformeonthestaff.
Wellwealwaysneedmorereporters,butyouknow,wedon'
tpayanything,right?
Yeah,Iknow,butIhuh...I'
dliketheexperience.Itwouldlookgoodonmyresume.
Absolutely!
Let'
ssee.IthinkItoldyouthatweaskprospectivereporterstoturninsomeoutlinesforpossiblearticles.
Yeah,Isenttheminaboutaweekago,butIhaven'
theardanythingbackyet,so,soIthoughtI'
dstopbyandsee,butIguessyouhaven'
tlookedatthemyet.
Oh,Max,thenewseditor.Helooksatallthesubmissions.
Oh,sohehasn'
tmadeanydecisionaboutmeyet?
WellIjustgothereafewminutesago...haven'
tbeeninforacoupleofdays.Justgivemeasecondtocheckmye-mail.Uh…hereisamessagefromMax.Let’ssee.Wellitseemsyou’vereallyimpressedhim.Hesaysitwouldbewonderfulifyoucouldjoinourstaff.
WhencanIstart?
Well,youturnedinanoutlineonsomethingtodowiththephysicsdepartment?
Yeah,they'
retryingtocomeupwithwaystogetmoreStudentstotaketheirintroductorycourses.
Right,well,apparently,nobodyelseiscoveringthatstory,sohewantsyoutofollowuponit.
OK.Uh…whattheotheroutlineIsentin,abouttheproposedincreaseintuitionfees?
Oh,itlookslikewe'
vegotthatcovered
SoIamstartingwithanarticleaboutthephysicsdepartment.IguessI'
dbettergettowork.DoyouhaveanyadviceonhowIshouldcoverthestory?
Well,MaxwillwanttotalktoyoubutIamsurehewilltellyoutofindoutthingslikewhythephysicsdepartment'
sworriedaboutenrollment.HasthenumberofStudentsbeengettingsmallerinrecentyears?
Byhowmuch?
Whatkindsofplansaretheyconsideringtoaddressthisproblem?
Right,someofthoseissuesarealreadyinwhatIproposed.
Andyou'
llwanttodosomeinterviews,youknow,whatdotheProfessorsthinkoftheplans,whatdotheStudentsthinkyougettheideabut…
ButwaittillItalktoMaxbeforeproceeding.
Right,he'
llcovereverythingyouneedtoknowtobeareporterforus.Canyoucomebackthisafternoon?
Hewillbehereuntil5o'
clock.
Lecture1
Listentopartofalectureinapsychologyclass.
Professor
Fordecades,psychologistshavebeenlookingatourabilitytoperformtaskswhileotherthingsaregoingon,howweareabletokeepfrombeingdistractedandwhattheconditionsforgoodconcentrationare.Aslongagoas1982,researcherscameupwithsomethingcalledtheCFQ-theCognitiveFailuresQuestionnaire.Thisquestionnaireaskspeopletoratethemselvesaccordingtohowoftentheygetdistractedindifferentsituations,likehum…..forgettingtosaveacomputerfilebecausetheyhadsomethingelseontheirmindormissingaspeedlimitsignontheroad.John?
John
velostmyshareofcomputerfiles,butnotbecauseI’measilydistracted.Ijustforgettosavethem.
Andthat'
spartoftheproblemwiththeCFQ.Itdoesn’ttakeotherfactorsintoaccountenough,likeforgetfulness.Plusyoureallycan’tsayyouaregettingobjectivescientificresultsfromasubjectivequestionnairewherepeoplereportonthemselves.Soit’snosurprisethatsomeoneattemptedtodesignanobjectivewaytomeasuredistraction.It’sa
simplecomputergamedesignedbyapsychologistnamed,NilliLavie.InLavie’sgame,peoplewatchasthelettersNandXappearanddisappearinacertainareaonthecomputerscreen.EverytimetheyseeanN,theypressonekey,andeverytimetheyseeanXtheypressanother,exceptotherlettersalsostartappearinginthesurroundingareaofthescreenwithincreasingfrequencywhichcreatesadistractionandmakesthetaskmoredifficult.Lavieobservedthatpeople’sreactiontimeslowedasthesedistractionsincreased.
Wellthat’snottoosurprising,isn’tit?
No,it'
snot.It'
sthenextpartoftheexperimentthatwassurprising.Whenthedifficultyreallyincreased,whenthescreenfilledupwithletters,peoplegotbetteratspottingtheXsandNs.What(why)doyouthinkthathappened?
Well,maybewhenwearereallyconcentrating,wejustdon'
tperceiveirrelevantinformation.Maybewejustdon'
ttakeitin,youknow?
Yes,andthat'
soneofthehypothesesthatwasproposed,thatthebrainsimplydoesn'
tadmittheunimportantinformation.Thesecondhypothesisisthat,yes,wedoperceiveeverything,butthebraincategorizestheinformation,andwhateverisnotrelevanttowhatweareconcentratingongetstreatedaslowpriority.SoLaviedidanotherexperiment,designedtolookattheabilitytoconcentratebetterinthefaceofincreaseddifficulty.Thistimesheusedbrainscanningequipmenttomonitoractivityinacertainpartofthebrain,theareacalledV5,whichispartofthevisualcortex,thepartofourbrainsthatprocessesvisualstimuli.
V5istheareaofthevisualcortexthat'
sresponsibleforthesensationofmovement.Onceagain,Laviegavepeopleacomputer-basedtasktodo.Theyhavetodistinguishbetweenwordsinupperandlower-caselettersorevenharder,theyhadtocountthenumberofsyllablesindifferentwords.Thistimethedistractionwasamovingstarfieldinthebackground,youknow,whereHlookslikeyouaremovingthroughspace,passingstars.NormallyareaofV5wouldbestimulatedasthosemovingstarsareperceivedandsureenough,LaviefoundthatduringthetaskareaofV5wasactive,sopeoplewereawareofthemovingstarfield.Thatmeanspeoplewerenotblockingoutthedistraction.
Sodoesn'
tthatmeanthatthefirsthypothesisyoumentionedwaswrong,theonethatsayswedon'
tevenperceiveirrelevantinformationwhenweareconcentrating?
Yesthat'
sright,uptoapoint,butthat’snotall.Laviealsodiscoveredthatasshemadethetaskmoredifficult,V5becamelessactive,sothatmeansthatnowpeopleweren’treallynoticingthestarfieldatall.Thatwasquiteasurpriseanditapprovedthatthesecondhypothesis–thatwedoperceiveeverythingallthetimebutthebraincategorizesdistractionsdifferently,well,thatwasn'
ttrueeither.Laviethinksthesolutionliesinthebrain’sabilitytoacceptorignorevisualinformation.Shethinksitscapacityislimited.It’slikeahighway.Whentherearetoomanycars,trafficisstopped.Noonecangeton.Sowhenthebrainisloadedtocapacity,nonewdistractionscanbeperceived.Nowthatmaybethecorrectconclusionforvisualdistractions,butmoreresearchisneededtotellushowthebraindealswith,say,thedistractionsofsolvingamathproblemwhenwearehungryorwhensomeoneissinginginthenextroom.
Lecture2
Listentopartofalectureinageologyclass.
Asgeologists,weexaminelayersofsedimentontheEarth'
ssurfacetoapproximatethedatesofpastgeologictimeperiods.Ahsedimentasyouknowismateriallikesand,gravel,fossilfragmentsthatistransportedbynaturalprocesseslikewind,waterfloworthemovementofglaciers.SosedimentistransportedandthendepositedanditformslayersontheEarth’ssurfaceovertime.Weexaminetheselayerstolearnaboutdifferentgeologictimeperiodsincludingwhentheybeganandended.Forexample,fromabout1.8millionyearsagotoaround11thousandyearsagowasthePleistoceneepic.ThePleistoceneepicwasaniceage.Duringthisepic,sedimentwasmadebythekindoferosionandweatheringthathappenswhentheclimateiscolder,andpartofthosesedimentsarefossilsofplantsandanimalsthatlivedatthattime.TheHoloceneepicfollowedthePleistoceneepicwhentheEarth’sclimatewarmeduparound11thousandyearsago.TheHoloceneepicischaracterizedbydifferentsediments,onesthatformwhentheclimateiswarmer.Becausetheclimatechanged,thetypesofplantsandanimalschangedalso.Holocenesedimentscontainremnantsofmorerecentplantsandanimals,soit'
sprettyeasytodifferentiategeologicallybetweenthesetwoepics.Nowthereisgrowingevidencethatthepresenceofhumanshasalteredtheearthsomuchthatanewepicofgeologichistoryhasbegan(begun)–theAnthropoceneepic,anewhuman-influencedepic.Thisideathatwe’veenteredanewAnthro-poceneepicwasfirstproposedin2002.Theideaisthataroundtheyear1800CEthehumanpopulationbecamelargeenough,aroundabillionpeople,thatitsactivitiesstartedalteringtheenvironment.Thiswasalsothetimeoftheindustrialrevolution,whichbroughtatremendousincreaseintheuseoffossilfuelssuchcoal.Theexploitationoffossilfuelshasbroughtplanetwidedevelopments:
industrialization,construction,uh,masstransport.AndthesedevelopmentshavecausedmajorchangeslikeadditionalerosionoftheEarth’ssurfaceanddeforestation.Also,thingslikethedammingofrivers,hascausedincreasedsedimentproduction,nottomentiontheadditionofmo
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