听说2文本上海交大出版

Unit 1

Listening One:

Bob Edwards, anchor

Dr. AndrewWeil, author,

NPR?s Margot Adler, reporter

BE: Since you?re listening to this program, odds are you?re not taking the advice of Dr. AndrewWeil. He?s written a book titled 8Weeks to Optimum Health and he recommends reducing your daily intake of news.

AW: And then I asked people over the course of eight weeks to extend this to two days a week, three days a week and so forth until the last week you get up to a whole week of no news.

BE: Weil is not the only one trying to get people to take a break from coverage of daily events. NPR?s Margot Adler reports on a growing number of people who bring new meaning to the phrase “no news is good n ews.”

Margot Adler: When I was a kid, I loved a baseball novel called The Southpaw. It was the first volume of a baseball quartet written by Mark Harris. One of the books, Bang the Drum Slowly, became a famous movie. What I only learned recently was that Harris wrote a long essay in the New York Times back in the early ?70s in which he said reading a daily newspaper was a useless addiction. Thirty years later, Harris still believes that.

Mark Harris: Somebody gets up in the morning and the first thing he or she has to do is get that newspaper, and then they have to have it with the coffee and it?s kind of two addictions go together.

MA: Harris left his job with the newspaper and turned to writing novels because, he said, you could focus on much more interesting things that are never considered newsworthy. For example, you could focus on the person who loses in sports or comes in second. He also turned to teaching. Academia turns out to be a place filled with news resisters. Take Gabrielle Spiegel, the chair of the history department at Johns Hopkins University. Perhaps it?s understandable that a medievalist who says her period of study ends around 1328 would find daily news, in her words, “ephemeral, repetitive and inconsequential.”

Gabrielle Spiegel: But I think my underlying reason is that, you know, life is short. There?s only a certain amount of time that you have to spend

on things, and I have always believed that there are two things you really need to get through life, and I say this to my children in a sort of nauseatingly repetitive way. The first is a really rich fantasy life so you can imagine what the possibilities are, and the other is a sense of humor so you can deal with what is. And actually I?d rather spend my time on my fantasy life and reading novels than reading newspapers. And I really do think that?s why I don?t read newspapers.

MA: John Sommerville is a professor of history at the University of Florida and the author of works on the history of religion in England. He has written a book called How the News Makes Us Dumb: The Death of Wisdom in an Information Society, and he argues that bias is fixable, but the real problem isn?t. His main argument against daily news is the daily part. He argues that dailiness, as he puts it, chops everything down to a standard size, making it harder to get perspective, to know the appropriate size and scale of any problem.

John Sommerville: That one feature by itself, regardless of the competence and the professionalism of the journalist, it?s lethal. If dumbness is the inability to make connections, logical connections and historical connections, then you can see how taking in everything on a daily basis is going to hurt our ability to make the connections.

MA: Sommerville prefers quarterlies and says somewhere between weekliness and monthliness you move from entertainment to reflection. And while he does occasionally read newsmagazines, he prefers to read them a month after they come out to maintain perspective. As a historian of religion, Sommerville believes there is a natural antagonism between the news? emphasis on the immediate, and religion, which points toward the more eternal. And it does seem that those involved in spiritual practices are often the most resistant to the daily news barrage.

Tupton Shudrun is a Buddhist nun. She says that when you study meditation, you become aware of how your mind is influenced by outside events. She says the media presents problems well, but doesn?t give time or space to those helping to remedy the situation.

Tupton Shudrun: And it creates a sense of despair that I think is unrealistic, and that sense of despair immobilizes us from actually contributing to the benefit of society and doing something to help others. MA: The venerable Tupton Shudrun says she reads a newsmagazine occasionally because as a teacher she needs to get the general feeling of the country, but she chooses what she reads. She, likeWeil, advises

students to decide consciously how much news to take in and not to a ssume that the media has a lock on what?s important and how to measure success. She also says many people keep themselves plugged in because they don?t know how to be alone with themselves. Historian Gabrielle Spiegel agrees.

GS: I think we live in a society that offers us very, very little time alone. And the way children are raised, you know, set in front of televisions, they don?t have a lot of time to be by themselves. When my children were little, we used to have a thing called Mommy?s hour in which, you know, they had to go in their rooms and just think for an hour or two a day so I could think for an hour or two a day.

MA: While studies show that the majority of Americans don?t want to disengage from daily news, when we e-mailed the news staff at NPR for suggestions of people to interview for this story, we got an enormous response, and a surprising number wrote things like, “I would if I could,” or “Psst, don?t tell anyone.”Margot Adler, NPR News, New York. LISTENINGTWO: Does the Media Overwhelm Our Lives? Announcer: Millions of Americans wake up each morning to their clock radio, drive to work in their surround sound-equipped car, check their multiple email accounts, surf the web, read the papers and then after a long day, catch the news as they head back home to flick on the tube. . . .A hundred cable stations at the tip of your remote, the endless waves of the Internet,music, news and talking heads everywhere, telling you what to buy, what to do, what to think—the presence of media all around us, all the time has become an everyday part of life in America. Our guest tonight says this media overload comes at a price, and asks if we?re ready to pay it. In his new book Media Unlimited, Todd Gitlin says the media does more than surround us, he says it?s actually become our life. Are we totally immersed in a mediasaturated, speed-addicted world of non-stop stimulation? Have Americans learned to experience and understand the world primarily based on what they experience on TV, the web, the radio? Is the media now the way we live? We?re joined tonight from NewYork by Todd Gitlin, he?s professor of culture, journalism and sociology at NewYork University, and author of the new book,“Media Unlimited: How the Torrent of Images and Sounds Overwhelms Our Lives.”Good evening and welcome, Todd Gitlin. . . .

Todd Gitlin, are you there?

Todd Gitlin: Hi, there.

Announcer: Hi, thanks for joining us tonight.

Gitlin: My pleasure.

Announcer: You write that in a society that fancies itself the freest ever, spending time with communications machinery is the main use to which we have put our freedom. Is that a problem, Todd Gittlin?

Gitlin: Well, I think it is. I mean, I think it?s a problem on two levels. First of all, the very fact that we?re doing it and we?re rather oblivious of the fact that this is how we?re living is a distraction from the truth. I mean, I think we?re evading who we are and that troubles me, but I think there are more particular problems.I think that we have for one thing a sort of national attention deficit disorder: we?re on to OJ Simpson, then we?re on to Chandra Levy, then we?re on to Princess Diana, then we?re on to Survivor II, or we?re on to the drama of t he, you know, the disappeared girl or what have you: and this I think, er, ill equips us to govern ourselves . . . I think it distracts us from, uh, from our discipline, our duty, our common bonds with others. It, it er, puts us in separate camps, little containers, that seal us away from people who are not like ourselves, and although we talk a lot about community, we?re actually more interested in hanging out with people who are more or less like ourselves. So I think our civic life is weakened by this. I think also, it?s not an accident in this non-stop entertainment world that we have growing numbers of kids who literally can?t sit still, uh, who are you know, diagnosed as victims of attention deficit disorder: but Attention Deficit Disorder is what?s be ing cultivated by, by what is really the . . . the de facto curriculum of our time, which is this non-stop world: the average kid is in the presence of these media for about 61/2 hours a day and I was, I?ve been told by teachers that, er, often, a kid, whether in an inner city school or a fancy private school comes to school having already been plunked down in front of the TV or video games or other such equipment for a couple of hours, and wanting the teacher, expecting the teacher to wiggle and flash the way the media do!

Further Listening:

Ms. Hall: Good evening. This is Lauren Hall on Face-to-Face. Tonight we?ll hear from Professor John Gibson, a sociologist who specializes in media and society, and Mr. Daniel Tucker, the producer of CND?s Evening News. Tonight?s topic: television news. So, you?re probably

asking, what?s the issue? We all check the headlines before heading to work or race home to catch the news before dinner. TV news has become a part of our daily diet. Now some experts are suggesting that a daily diet of the nightly news can actually be bad for your mental health. Gentlemen, thank you for being with us tonight. We?ll begin with Professor Gibson.

Prof. Gibson: Well, I?ve actually just finished writing a book about this topic called No News Can Be Good News.

Mr. Tucker: Sounds interesting.

Prof. Gibson: Well, I?ll send you a copy. Anyway, I think it?s essential to be informed about what?s happening in the world, but like Ms. Hall said, we turn on the TV every morning or evening to get our information. We?re addicted to television news.

Mr. Tucker: Perhaps, but is that such a bad thing? In my opinion, you have to be plugged in or you won?t know what?s going on in the world today.

Prof. Gibson: But are viewers getting the information they need from the news on television? The problems of today are very complex, but the coverage of the problems is very superficial. In a thirty-minute program, each story is covered in about three and a half minutes. It?s impossible to put things into perspective. The same amount of time is devoted to the healthcare crisis in this country as it is to the latest Hollywood divorce. Mr. Tucker: Well, it?s really the responsibility of the viewer to decide what?s important. We just show what seems to be ne wsworthy on that day.

Prof. Gibson: Exactly. That?s another problem. How can a viewer make a connection between the developments of a story? Each day a different story is presented, regardless of its importance.

Ms. Hall: I?m afraid that?s all the time we have. Thank you, gentlemen, for sharing your thoughts with us tonight.

UNIT 2: The Achilles Heel

LISTENING ONE: Dreams of Flying and

Bob Edwards: This is the time of year when high school seniors rush to the mailbox to find out which colleges have accepted them. One thing they?ll be judged on is their application essay, so Morning Edition asked students to share those essays. More than 150 students, parents, and teachers from around the country responded. Five were chosen for broadcast. There?ll be one each day this week. Richard Van Ornum of Cincinnati is first.

RichardVan Ornum: When I was little, I dreamed I was flying. Each night, I was up in the air, though never over the same landscape. Sometimes in the confusion of early morning, I would wake up thinking it was true and I?d leap off my bed, expecting to soar out of the window. Of course, I always hit the ground, but not before remembering that I?d been dreaming.

I would realize that no real person could fly and I?d collapse on the floor, crushed by the weight of my own limitations. Eventually, my dreams of flying stopped. I think I stopped dreaming completely.

After that, my earliest memory is of learning to count to 100. After baths, my mother would perch me on the sink and dry me, as I tried to make it to 100 without a mistake. I had to be lifted onto the sink. An accident with a runaway truck when I was four had mangled my left leg, leaving scars that stood out, puckered white against my skin. Looking at the largest of my scars in the mirror, I i magined that it was an eagle. It wasn?t fair, I thought, I had an eagle on my leg, but I couldn?t fly. I could hardly walk, and the crutches hurt my arms.

Years later, in Venice, I had the closest thing to a revelation I can imagine. Sitting on the rooftop of the Cathedral of San Marco, I wasn?t sure what life had in store for me. I was up on a ledge in between the winged horses that overlook San Marco square. To the left, the Grand Canal snaked off into the sea, where the sun cast long crimson afternoon shadows across the city. Below me, in the square, pigeons swirled away from the children chasing them and swooped down onto a tourist who was scattering dried corn.

Somewhere in the square, a band was playing Frank Sinatra. It was Fly Me to the Moon, I think. Up on the roof of the cathedral, it seemed to me the pieces of my life suddenly fell together. I realized that everyone is born with gifts, but we all run into obstacles. If we recognize our talents and make the best of them, we?ve got a fighting chance to overcome our obstacles and succeed in life. I knew what my gifts were: imagination and

perseverance. And I also knew what my first obstacle had been: a runaway truck on a May morning with no compassion for preschoolers on a field trip. But I knew that t he obstacles weren?t impossible. They could be overcome. I was proof of that, walking.

That night, for the first time in years, I dreamed I was flying. I soared through the fields of Italy, through the narrow winding streets of Venice and on beyond the Grand Canal, chasing the reddening sun across the sea. BE: The college essay of Richard Van Ornum, who attends the Seven Hills School in Cincinnati.

LISTENING 2: The AchillesTrack Club Climbs Mt. Kilimanjaro Narrator: They climbed one of the world?s tallest mountains- a group of disabled climbers from the New York area. It?s a story of reaching new heights, and overcoming great odds. Monica Pellegrini introduces us to those inspirational athletes.

Climber 1: I thought a few times going up that I wouldn?t make it. . . .um . . . I almost turned back around twice.

Monica Pellegrini: Mount Kilimanjaro, in the northern part of the African nation of Tanzania. Scaling it is no small task for your average climber, but for a group of seven from New York?s Achilles Track Club, it was a much greater challenge. They are all disabled in some way. Five are blind. One is deaf and asthmatic. The other, a cancer survivor and amputee. Climber 2: It was a lot more difficult than I had expected. Er . . . a difficult climb, and the altitude really did affect a lot of us. But we persevered, and the majority of the athletes were able to make it.

MP: The accomplishment makes the group the largest of disabled athletes to ever climb Mount Kilimanjaro—an expedition they call a testament to the human spirit, and a chance to empower themselves and others. Climber 3: I just wanted to reach deep down, and grab all the energy I had, and keep on going. Because behind accomplishing this physical challenge for myself, I knew there was a greater message we were all carrying.

MP: The group kept a diary of their travels online, and even when the going got tough, they buckled down, turning to each other for inspiration as they continued on the trail to the peak.

Climber 4: I heard it was going to be hard. I just didn?t imagine it was going to be so tough.

MP: Tough, yes, but an experience that will not be forgotten any time soon.

C1: When you?re experiencing this wide open space, wind, the sunshine, the strength of the sun like you?ve never felt before . . .

MP: The adventure began on August 28th and ended this past Sunday, when the group, along with their 18 volunteer guides from the Achilles Track Club, reached the summit.

C1: Getting to the top was definitely the high point.

MP: Monica Pellegrini, UPN 9 news.

Further listening

Administrative Assistant: OK, John. You can see Professor Kim now.

Professor Kim: Please, sit down. So have you had a chance to look around the campus?

John: Yes. I got to talk to some of the students, and I think I would really get along well here.

Prof. Kim: Good. Well, we?re very impressed with your essay. But we like to get to know prospective students a little better before we make our final decision. It looks like you?ve had to overcome quite a few obstacles to get this far. I used to live near your neighborhood and it . . .

John: Yes, it?s still in a poverty zone. That?s actually one reason I?ve always wanted to go to college. You see, most of my friends dropped out of h igh school either to get a job or because they just didn?t see the point.

Prof. Kim: By that you mean . . . ?

John: Well, not many people have jobs in my neighborhood. Most haven?t had any training, and, then, there?s still a lot of discrimination. Prof. Kim: I see you haven?t let those limitations get in the way.

John: No, in fact I recognized that getting an education was really the only way out. For a while I thought going to college was just a dream. But I found out about a scholarship, so lack of money is not really a problem anymore.

Prof. Kim: Do you know what you?d like to study?

John: Education. It?s kind of a dream of mine to go back and teach kids that they have options. They don?t have to stay in the same situation they?re in now.

Prof. Kim: Seems like that?s going to be a tough job.

John: Yeah, but I really know what these kids are faced with. A lot of them miss school because of family problems. And I don?t know the numbers, but I bet over half have some kind of learning disability. Prof. Kim: You?ve chosen a very challenging career. Now do you have any questions you?d like to ask about Simpson College?

UNIT 3: Early To Bed, Early To Rise . . .

LISTENING ONE: Teen Sleep Needs

Michelle Trudeau: Teenagers, when allowed to, sleep nearly nine and a half hours every night—as much as young children. But unlike young children, even when teens do get their full sleep, they?re still out of sync with everybody else. They have waves of sleepiness in the daytime, and then surges of energy in the evening, making them wide awake late at night. But not, Carskadon has discovered, for the reasons most of us assume.

LISTEN FOR MAIN IDEAS

Mary Carskadon: We kind of always thought that adolescents stayed up late because they liked to—which they do—a nd because there?s plenty of things to do—which there are. . . .

MT: But there?s also a big push from biology that makes teenagers such night owls. It comes from that mighty sleep hormone,melatonin.

MC: Melatonin is a wonderfully simple signal ?cause it tu rns on in the evening,

MT: You?re getting sleepy. . . .

MC: And it turns off in the morning.

MT: And you awaken. During adolescence, melatonin isn?t secreted until around 11:00 P.M., several hours later than it is in childhood. So the typical teenager doesn?t even get sleepy till that melatonin surge signals the brain that it?s night, no matter how early the teen goes to bed. And the melatonin doesn?t shut off till nine hours later, around 8:00 A.M. But of course most high schools start around 7:30. The result is all too evident.

A teenager?s body may be in the classroom, but his brain is still asleep on the pillow.

Student: I?ll wake up and I?ll just feel miserable, just kind of like ugh, what?s wrong with me, you know?

William Dement: An adolescent, and particularly the adolescent in high school,is almost bound to get severely sleep deprived.

MT: That?s William Dement of Stanford University. Bill Dement is Dr. Sleep, captivated by the mysteries of sleep for decades, creating the specialty of sleep medicine. As a scientist, Dement has contributed more to our understanding of what happens to each of us at night during those hours of unconsciousness than perhaps any other researcher. These days, Dement makes frequent forays out of his lab—an ambassador at large from the field of sleep research. Teenagers, parents, and school authorities need to know more about the science of sleep, he says, and how important it is to young people?s health.

WD: I?ve been accepting every invitation that I get to speak to high school students. So I go to a high school and it?ll be 10:30 in the morning, or 2:00 in the afternoon, whenever it is, several hundred students in an auditorium, and I?ll just watch them, as I?m talking.

MT: Doing a little spontaneous field research.

WD: And after ten minutes of sitting, particularly if the lights are dim, I would say, almost without exception, they are all struggling to stay awake. Ten minutes!!

MT: This shows up in lab studies too. The typical teenager when monitored in a quiet environment during morning hours will fall asleep in less than three and a half minutes.

WD: It?s just like magic. It?s like somebody turned on some kind of gas . . . in the auditorium. And they all look gassed.

MT: Not gassed, just severely sleep deprived. Short about two hours of sleep every school night, accumulating into what Dement calls “sleep debt.”And most teenagers are up to their drooping eyelids in sleep debt: An estimated 85 percent of high school students are chronically sleep deprived, unable to st ay fully awake throughout the school day. And it?s not just falling asleep in class; it?s also riding a bike, playing sports, using tools, driving. . . .

Calene: Uum, he hit a tree one night when he was driving.

MT: Calene, a South High student, talking about his friend.

C: And he told me he fell asleep for a couple of seconds, and next thing he knew, he hit a tree.

Ronald Dahl: You can have a second where your eyelid blinks and you are not taking information or making judgment.

MT: Researcher Ronald Dahl from the University of Pittsburg.

RD: But if that occurs when you?re at the wheel, you travel 60 feet in that

second.

C: The report was that if he would have hit, like, three inches to the left, he would have probably been dead. You know, three inches could have changed everything.

MT: Reaction time, alertness, concentration, all slowed down by insufficient sleep. The Federal Department of Transportation estimates teenage drivers cause more than half of all fall-asleep crashes.

RD: But in addition to those straightforward effects on attention and the ability to stay awake and alert, there are more subtle effects on emotion. MT: Dahl is studying how adolescents balance their cognitive thoughts and their emotions. When tired, he says, teens are more easily frustrated, more irritable, more prone to sadness. And their performance on intellectual tasks drops.

LISTENING 2: Get Back in Bed

Lian: This is Lian, and, like many of our listeners out there, I?m tired. I?m tired in the morning, I?m tired in the afternoon, and I?m really tired at night. And frankly, I?m tired of being tired. My excuse is that I have two small children who sleep a little, and wake up a lot. Dr. Walsleben, why are we all so tired?

Dr. Joyce Walsleben: We?re probably tired because we don?t make sleep a priority. And I think as a young mother and a career woman, your days are pretty well filled, and I would suspect that you probably think you can do without sleep or at least cut your sleep short, and one of the things that happens is we forget that sleep loss accumulates, so even one bad night, teamed with another will make an effect on our performance the following day. The other aspect, which you did touch on, is that even though we may sleep long periods of time, the sleep may not be really of good quality.

L: How serious a problem is sleep deprivation?

JW: Well, it can be very serious, because lack of sleep can affect our performance.It?s not . . .We can get cranky and all of that, but if our performance is poor, and we are in a very critical job, we can have a major incident. And there have been many across society in which sleep and fatigue were issues.

The Exxon Valdez was one in which the captain got a lot of attention, but the mate who was driving the ship had been on duty for 36 hours. . . . But you can read your local papers; every weekend, you?ll see a car crash with probably a single driver, around 2 or 3 A.M., no reason why they would happen to drive off the road, and we all believe that that?s probably a short sleep event th at occurred when they weren?t looking for it.

L: Dr. Walsleben, I know how this sleep deprivation affects me. By the

end of the day, with my children, I?m tired and cranky, I?m not making good parenting decisions, I don?t have a lot to give my husband when he comes home, and then I just feel too tired to exercise. So I think, “Oh, I?ll eat or I?ll have a big cup of coffee, and that will give me the energy that I don?t have naturally.”Are these pretty common effects of sleep deprivation amongst your patients?

JW: They?re very common, and so many people accept them . . .

L: I would even say by Friday afternoon, I?m afraid to get behind the wheel of a car, because I just feel like I am not a safe driver on the road. That?s how tired I am by Fridays.

JW: I think it?s great of you to have recognized that . . . and that?s a real, major concern for most of America?s workers. By Friday, everyone seems to be missing, probably, five hours of sleep.

FURTHER LISTENING

Donald: Hey Sonia, I went to the lecture hall, but there was no one there. Sonia: Well, if you ever went to class, you’d know that we were meeting in Jones Hall today.

Donald:No wonder. Anyway, what’d I miss?

Sonia: We finished the unit on melatonin and ...

Donald: What?

Sonia:Melatonin, the sleep hormone. I’ll give you my notes from last week so you can catch up. Now we’re starting the unit on REM sleep. Donald:Boy, I’m really behind. I’ve missed class because I keep oversleeping.

Sonia: Sounds like you need a new alarm clock.

Donald:What I need is a good night’s sleep. I’ve had insomnia lately and I’m so sleep-deprived. When I’m awake, I’m so cranky and irritable even I can’t stand to be around myself.

Sonia: I can imagine. Your body just can’t do without sle ep.

Donald: Yeah, I know. Anyway, you said you were learning about what? Sonia:REM sleep. It means, Rapid Eye Movement. R for rapid, E for eye . . .

Donald: I got it. M for movement. REM. So is it like blinking?

Sonia:No, blinking occurs when you’re awake. And during REM it’s your eyes not your eyelids that move.

Donald: Oh, so what is REM then?

Sonia:It’s part of the sleep cycle. You see, you go through five stages of sleep. The fifth stage is REM sleep. During REM sleep your breathing becomes quicker and irregular, your muscles are paralyzed, and your eyes move rapidly. This is when you have the most dreams.

Donald:Since I’m not getting any sleep these days, I guess I’m missing out on REM sleep, then.

Sonia:Well, REM sleep is really important. If you didn’t have REM sleep, you might have memory problems. Also researchers have found that if you were deprived of REM sleep, you might have trouble learning new things.

Donald:This is really interesting. I wish I hadn’t missed the last two classes.

Sonia: Here. You can read over my notes.

Donald: Thanks a lot. I’ll see you tomorrow.

Unit 4

LISTENING ONE: The Infinite Mind: Animal Intelligence Goodwin: We?ve assembled a fascinating group of scientists who make a living working with smart birds, smart chimps and smart dolphins. All three of them are pushing the edge of the envelope in the animal intelligence field, and they?re here to share what they?ve learne d. LISTEN FOR MAIN IDEAS

Goodwin: Welcome, all three of you, to The Infinite Mind.

Dr. Pepperberg: Hi.

Dr. Stan Kuczaj: Hi.

Dr. Sally Boysen: Thank you.

Goodwin: Glad to have you. Now let me start with a quick question for each of you. Off the top of your head, what?s the smartest thing you?ve ever seen one of your animals do, thing—you know, something that made you step out and say, “Wow, that?s amazing.” Dr. Boysen, what about you?

Dr. Boysen: Oh, you would start with me. I—I guess probably the most remar kable thing I?ve seen lately is an older chimpanzee that we have in the colony who?s now 40.We had a—an arrival of an ex-pet chimp who?d been living in a home for 20 years, and she really has difficulty kind of getting around the lab. She has some retinal damage from diabetes. And, quite literally, I—I think that Sara, the older chimp, recognizes that this other chimpanzee, Abigail, kind of just doesn?t get it. And we?ve seen her literally move through the facility, put her arms around Abigail and lead her down to the right door, for example, in the evening when she?s supposed to come in for dinner. This is very remarkable behavior for—for a chimp that was born— raised in captivity, who has not socialized with chimps, and yet she really seemed to understand that Abigail needed her assistance. So I think it?s—it?s—was a pretty remarkable thing to

observe.

Goodwin: Dr. Pepperberg, what about you?

Dr. Pepperberg: Ours is very different. I believe one of the things that we found that is—that?s really very exciting is Alex?s ability to use information that he?s learned in one context and transfer that to a completely different context. So, for example, he was trained to respond color, shape,matter or none when objects were shown to him and he was asked, “What?s same?” or “What?s different?” And then we trained him on a task on relative size. So we?d ask him, “What color bigger?” or, “What color smaller?”And the very first time we showed him two objects of the same size and asked him, “What color bigger?” he l ooks at us and he says, “What same?”

Goodwin: OK.

Dr. Pepperberg: And—yeah. And then we asked him, “OK. Now you tell us, you know, what color bigger.”And he said, “None.”And he had never been trained on this.

Goodwin: That is amazing. Dr. Kuczaj, what about you?

Dr.Kuczaj: Well, I have two examples that I?d like to mention. Both of these are spontaneous behaviors involving killer whales. In one example, a young whale was playing with a large disk, which ended up on the bottom of a pool, and it couldn?t figure out how to get the disk off the bottom of the pool. And, spontaneously, it blew air bubbles out of its blow hole, which raised the disk off the floor so it could grab it. Another thing that we?ve observed is—with a number of killer whales is they?ll use fish to bait seagulls. As the—the seagulls will get close enough so that then they can try and catch and often succeed in catching the gulls. Goodwin: OK.

Goodwin: Now, Dr. Pepperberg, it?s—parrots are particularly intriguing, of course, because they actually vocalize to some extent a kind of communication. Can you really talk to them like you talk to a human? I mean, what?s—what?s it like?

Dr. Pepperberg: Well, you can talk to the birds the way you talk to a very young human. They don?t speak to us in complete sentences. They don?t have the same type of language as we do.We don?t even call it language.We just call it two-way communication. But you can come into the lab, you can ask Alex what he?d like to eat, where he wants to go. And he answers numerous questions about colors, shapes, materials, categories, similarity, difference, numbers. So it?s—it?s like working with a small child.

Goodwin: And you gave us one example.What else has—has Alex learned to do?

Dr. Pepperberg: Well, one—one thing he can do is to answer multiple questions about the same objects, and that?s important because it shows

that he understands the questions themselves. He?s not simply responding in a rote manner to the particular objects.

lex: Some water.

Goodwin: I think Alex is trying to butt in here. Dr. Pepperberg . . .

Dr. Kuczaj: Good.

Goodwin: . . . do you wanna give Alex the floor here?

Dr. Pepperberg: Alex, do you wanna do some work huh? Here. Listen. What?s here?

Alex: Beeper.

Dr. Pepperberg: Very good. It?s a little toy t elephone beeper. Good birdie. OK. Let?s go back to this other thing.What?s here? How many? Alex: Two.

Dr. Pepperberg: Good. Can you tell me what?s different? What?s different?

Alex: Color.

Dr. Pepperberg: Color, very good. And what color bigger? What color bigger?

Alex: Green.

Dr. Pepperberg: That?s right. Saw two keys. One was blue and one was green, and they were the same shape and different color and different size.Very good. He?s been asking for water, grapes, go shoulder, all sorts of things while we?v e been doing this.

Alex: Some water.

Goodwin: At any rate, we really appreciate all of you appearing on The Infinite Mind, and we?ll—we?re gonna be coming back to this issue. So thank you all very much.

Dr. Pepperberg: You?re w—very welcome.

Dr. Kuczaj: Thank you.

Dr. Boysen: Thank you.

Goodwin: Alex, thank you, too.

LISTENING TWO: What Motivates Animals?

Liz: A lot of the work is done in chimps and other apes because they?re our closest relatives, and the idea is to put the chimps into a situation that they react to. And it turns out that competition for food is what motivates them to perform. So there?s been a series of experiments, one of the more recent ones has to do with putting a chimp head to head with a human, and the chimp wants to reach for food and the human has the ability to pull the food away. And what the chimp readily figures out, is that if it kind of sneaks around a barrier that the human can?t see, it can get the food.What that experiment is showing is that the chimp understands that the human is watching them and understands how to manipulate the situation to get what it wants.

Commentator: So I guess there?s also been some interesting things done with birds as well, though, which aren?t quite as close to us on the evolutionary relations hip. We?ve had at least one study just this year that suggests that birds can remember, plan, or even perhaps, anticipate the future. Is that correct?

Liz: Right. What happened is about ten years ago a couple of researchers realized that some of the skills that you see in chimps and social animals, including us, might also exist in social birds. And so they started a series of experiments, most of them take advantage of what they call caching behavior in which a scrub jay for example or a crow will take a tidbit of food, a piece of nut, whatever, and bury it. And all the experiments are based on the idea that, “OK, if some other bird is watching you bury the food, what do you do? And what they?ve discovered is that the bird is aware if somebody else is watching, the bird takes evasive action—it will go behind a barrier so that the onlooker can?t see what it?s doing. It will bury the food in one place and then come back and move it to another place.

Commentator: And I guess part of it sort of plays into this whole question of what cognition really is. I mean, isn?t that sort of an extra layer of controversy or disagreement on this whole question?

Liz: Oh right. I mean the definition of cognition and intelligence, even, if humans have to be the most intelligent beings, then we have to define intelligence in terms of what we can and cannot do. So what, one of the prevailing standards is something called …theory of mind? and that is when you can assess what somebody else is thinking, can judge what somebody else might be doing, can take that information and use it at a later time. And at one point no animal was supposed to have any of that, and of course the experiments with chimps and even with the birds are showing that . . . well, they know about deception, they know when someone can see something they?re doing, and they know how to manipulate that—what that person can see.

Commentator: Well Liz, it looks like there?s a lot going on on this front. Thanks for coming in today and chatting with us about some of it.

Liz: Well, thank you.

Further listening

Professor: OK, so last week we were discussing whether animals possess what we consider intelligence. Let?s take language as an example. Before studies had been done with animals, linguists had a theory about why only humans have language. They believed that a specific part of the brain was used for one purpose: to acquire and use language. They also thought that only the human brain was specialized for this. However, experiments from the field of psychology produced intriguing results that

suggest that humans are not the only animal to possess language. Early studies had failed to show that animals could do anything more than repeat things that they had heard a person say in a kind of rote memorization. However, in the 1960s researchers studied apes because of their superior intelligence. One well-known case is that of Koko, who is perhaps the most famous gorilla in the 20th century. That is, excluding King Kong. Koko was socialized in a human environment. A researcher named Francine Patterson raised Koko and taught her how to communicate. But because gorillas are not physically able to vocalize words, Patterson taught Koko to use American Sign Language.When Koko was very young, she used language to ask for food or other rather basic things. Now that can be seen as simply putting words together to get a desired result. Hardly as developed as human language. I see you have a question?

Student: So what exactly do you mean by language?

Professor: Well, for one thing, language is used in novel ways and in new contexts. For example, Patterson said that Koko invented her own term for ring, a word she had never been taught. She put together the signs for finger

and bracelet to come up with her way of saying ring. In many other situations,

Koko figured out how to communicate rather complex ideas. For example, Patterson reported that when Koko had a toothache, she told the dentist the level of her pain on a scale from 1 to 10. According to Patterson, Koko?s language was so develope d that she could have an argument with her human

caretaker. Koko is said to have a vocabulary of over 1,000 words. However, some scientists caution that one shouldn?t be deceived into believing that vocabulary by itself is language.

UNIT 5: Longevity: Refusing to Be Invisible

LISTENING ONE: The Red Hat Society

Korva Coleman, host: They?re popping up around the country: women in red hats. In fact, they?ve organized their own sorority with more than 3,000 chapters. They celebrate being women and being over 50 years old. Trish Anderton of New Hampshire Public Radio found one chapter of the Red Hat Society at an Independence Day parade this week and filed this story.

Trish Anderton, reporting: It?s a classic small-town parade, complete with fire engines, veterans organizations and a float by the high school

swim team. But this year, ther e?s something new.

(parade activity)

Unidentified Man: The Red Hats are coming. Yeah, the Red Hats! Anderton: The Red Hat Society consists of women 50 and older. They?ve got a black truck with a big hat on it and a red hay wagon some of the members are riding. Others walk alongside and toss candy to the kids in the crowd. Red Hatters dress all in purple, with, of course, red hats. Their goal is to have a good time.

Ms. Maryann Ryan: Well, today?s ensemble—I have on a purple ankle-length shift with stars on it.

Anderton: Maryann Ryan is the leader or queen mother of this chapter. Ms. Ryan: My hat is a wide-brimmed picture hat, with a purple feather boa topped off with a tiara because, after all, I am the queen. Anderton: The society takes its name from a 1961 poem by Englishwoman Jenny Joseph called “Warning.”It begins, “When I am an old woman I shall wear purple with a red hat which doesn?t go and doesn?t suit me.” The narrator goes on to talk about learning to spit and spending her pension on satin sandals and generally enjoying herself. The society?s founder, Californian Sue Ellen Cooper, says it?s a message women 50 and older instantly understand.

Ms. Sue Ellen Cooper: My particular generation and those older pretty mu ch did put their family ahead of everything, and there?s no bitterness about it. It?s just we all kind of look at each other and we know that we have given and nurtured and supported and upheld and etcetera, and it?s kind of fun to say,“Now,like,let?s see,what was it I wanted to do?” Anderton: Cooper saw the poem years ago and was struck by it. She gave a bunch of her friends red hats. Then they started going out to tea, wearing the colors. Two years ago, a local magazine wrote an article about them. Then phone calls and e-mails started pouring in, and other women began organizing. Now Cooper is the Exalted Queen Mother of a society with over 3,500 chapters. Red Hatters are not overtly political. They don?t go in for volunteer work or self-improvement. But they do enjoy solidarity.

(parade activity)

Anderton: Back at the Wolfeboro parade, Judy Harrington marches with a dozen other members of the society. Harrington is wearing a big red straw hat with an American flag. She says at first, it wasn?t easy bein g so flamboyant.

Ms. Judy Harrington: I don?t like to come out of my home with my neighbors seeing me in purple and a huge red hat. But when I get with the girls and put the hat on, it?s a whole different story.

Anderton: The clothes are important, but not as a status symbol. Red

Hatters brag about yard-sale dresses and bargain-basement shoes. Former clothing industry executive Carol Wallace especially enjoys dressing down. She says it signals a sort of detente, an agreement that as older women, they can stop competing with each other.

Ms. Carol Wallace: It?s the first time in my life I have been with a group of women and alls we do is love and support each other and laugh our sides off. There?s not one of us that are jealous of each other or envious or—i t?s amazing.

Anderton: Sitting on the sidelines, 35-year-old Kristin Hammond of Connecticut says she?s going to wear purple someday.

Ms. Kristin Hammond: I like the fact that they?re out here so bold. Most of the time, women over the age of 50 like to pr etend they?re not. And I?d like to see that women of all age are happy to be out there, wearing gorgeous hats, being as bold as they can be.

Anderton: That?s the point, says Sue Ellen Cooper. The Exalted Queen Mother says the message behind the apparent silliness is that older women refuse to be invisible, even if they have to wear a red sequined baseball cap and purple pants to grab the spotlight. For NPR News, I?m Trish Anderton in Wolfeboro, New Hampshire.

2B. LISTENINGTWO: On Vinegar and Living to the Ripe Old Age of 115

Madeleine Brand, host: This Day to Day, from NPR News. I?m Madeleine Brand.

Alex Chadwick, host: I?m Alex Chadwick. We?re a little late with this next item, an obituary for a woman who died over the weekend. Susie Potts Gibson is someone to know about anyway, because she had achieved a couple of distinctions. First, she lived to the age of 115, one of the oldest people in the world, and second, she apparently lived not just a long life, but a remarkably happy one as well. Her granddaughter, Nancy Paetz, is on the phone from her office in Huntsville, Alabama. Ms. Paetz, welcome to Day to Day.

Ms. Nancy Paetz: Thank you.

Chadwick: Your grandmother, Susie Potts Gibson, she was born in Mississippi. She lived in Sheffield, Alabama in the same house for 80 years, I read, in an obituary in the L.A. Times. What did she think about being 115 years old?

Ms. Paetz: You know, she was very proud of it. She often referred to herself as one of the oldest people in the world, and she would constantly say, okay, so am I still one of the oldest people in the world?

Ms. Paetz: So that was kind of exciting for her, I think.

Chadwick: She had a secret of longevity?

Ms. Paetz: If you asked her what her secret was, she would tell you that it was probably three things. One, she lived for her pickles. She ate lots and lots of pickles.

Chadwick: Okay, pickles is one.

Ms. Paetz: And vinegar.

Chadwick: Vinegar.

Ms. Paetz: We kept, every time we visited, we had to go and buy big jars of vinegar, and big jars of pickles.

Chadwick: How did she take her vinegar?

Ms. Paetz: Well, she put it on everything. I don?t think she ever just drank it, but she certainly drank the pickle juice.

Chadwick: She did?

Ms. Paetz: Oh, yes. Yes, she soaked her feet in it. She put it on any parts of her body that hurt, that was her end all, be all.

Chadwick: All right, pickles, vinegar, and number three . . .

Ms. Paetz: And number three was sh e didn?t take medicines unless she absolutely had to, until the last few years when she really was getting old in her mind, they made her take some of the medicines that she needed in the nursing home, but she was the kind that would never take an aspirin for a headache. She figured it?d go away, and it couldn?t be good for you. Chadwick: She lived alone to the age of 106, and then moved into some sort of assisted living facility there, I read. Weren?t you all a little anxious about having your grandmother living on her own, independently, at an age over 100?

Ms. Paetz: Yes, especially since she was so far away, but she?s always been a very strong woman and a very stubborn woman, and she would not even allow the conversation to be held, and in fact, when it came time for her to move, she called us on the phone, and she says, okay, the time has come. I?ve sold my house. I?ve got me a room. Come move me. Chadwick: She took care of all the arrangements herself?

Ms. Paetz: Oh, yes. Oh, yes. There was never anything wrong with her mind or her physical abilities.

Chadwick: Nancy Paetz, mourning, but mainly remembering her grandmother, Susie Potts Gibson who died over this last weekend in Alabama at the age of 115. Nancy Paetz, thank you and our sympathies to you.

Ms. Paetz: Thank you very much.

Further listening

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SHANGHAI JIAOTONG UNIVERSITY TRANSCRIPT OF RECORDS FOR UNDERGRADUATE STUDENT Department: School of Naval Architechture&Ocean Engineering Major: Naval Architechture&Ocean Engineering Name: abcd Course Credits Score Credits Score 1990-1991 Academic Year 1st Semester 2nd Semester Military Theory Physical Education Englisn Advanced Mathematics General Physics Algorithmic Language Engineering Drawing Linear Algorithm Naval Architechture and Ocean Engineering Situation and Policy History of the C.P.C General Physics Lab Introduction Of World Ship Building Taste Of Art and Life 4 2 10 16.5 6 4 6 4 2 1 / / / / B A C C A B B C A A / / / / / 2 10 15 10 / / / / 1 6 6.5 2 3 / A C B A / / / / B B B B B 1991-1992 Academic Year 1st Semester 2nd Semester Theoretical Mechanics Ship Structure Physical Education English Maxism Principle Engineering Mathemics Material Mechanics Situation and Policy Electronic Technique Electromic Circuit &Technology Lab Ship Drafting Fluid Mechanics CET-4 Machine Training Naval Practice 9 5 2 10 6 9.5 4 1 / / / / / 7 / A B A C B B C A / / / / / A / 5 / 2 10 6 / 10 1 9 4 5 11.5 / / 5 B / A C A / A B A B A B C / PASS 1992-1993Academic Year 1st Semester 2nd Semester Situation and Policy Fundamentals of Law Ship Statics Fundamentals of Machine Design Machine Design Principles of Microcomputer Ship structural Mechanics Foundament of Management Science Ship Ressitence Ship Reliability Professional English Ocean Energy Utility Socialist Construction of China Ship structural Mechanics Ship and Ocean Engineering Materials Shipbuilding Technique Shipbuilding Econmy Ship Propulsion Ship Dynamic Equipment Vehicle Electromechanical Equipment and Principle Submarine Strength Ship Equipment The Autocontrol Therory of Means of Delivery Structure Optimum Design Specialized Practice 1 3 5 10 2 6 6 6 4.5 4 4 3 / / / / / / / / / / / / / A C B C C B C A B A C B / / / / / / / / / / / / / 1 / / / / / / / / / / / 6 4 3 7 5 6 4 2 4 3 3 3 10 B / / / / / / / / / / / B C A B B B B A A C C A PASS 1993-1994 Academic Year 1st Semester 2nd Semester Ship Strength and Structure Design Regulation Design of Ship Structure Ship Maneuver and Oscilation Principle of Ship Design Ship Vibration Exercise of Principle of Ship Design Ship Group Techniques Computer-aided Ship Construction Prediction of Ship Manoeuvablility Ship Propeller Computing Ship Seakindliness Ship Characteristic Trial Research Situation and Policy Undergraduate Thesis 5 2 4.5 4 4 2 3 3 3 3 4 4 1 / A C C C C B C B B C C PASS A / / / / / / / / / / / / / / 27 / / / / / / / / / / / / / B Note: 1.The transformation rules are illustrated in the attached chart on the back of this paper. 2.There is two grades system in some test marks: Pass(above 60 or 通过) or Fail (below 60 or 未通过). 3.The score of University English is improved one level if he or she study English from band 2 or higher. Registrar：Archives , Shanghai Jiaotong University 11/08/2002

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A soldier,a communist Party of China,a JavaDevelopment Engineer,anda student,it’sme,my name is Zhang Kaiming.fromhunanprovince.When I retired fromthe army,I faced two difficult choices,going towork directly or continuing further education.I love academic learning and researching.And I have ever got Shanghai scholarship.But without learning for more than two years made melose the confidence tostart from the beginning.Ientered a technology company engaged in development until the appearance of the Enrollment Project for Master Degree Candidates of College Veterans.I decided to bet with my own life and give it a try.This is the reason why I am here.My Alma mater is University ofShanghai for Science and Technology where campus environment is very beautiful.It’salso the place where my dream starts.My major in undergraduate period is the Electronic Information Science and Technology---It’s a subject covering hardware and software knowledge. .Shanghai Jiao Tong University is a place where many students dreamof.therehas long history,profoundculture,strong learning atmosphere and the talents professors.Oncesome onetold me a joke.She said she had ever taken the postgraduate examination.When she thought about whether she should go to Shanghai Jiao Tong university or FudanUniversity,the result is that she thought too much,Becauseshe failed the exam.But now I want to tell her,it not a joke.We should have dreams,What if it will be true?

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d. under 题目5 The people in this city have planted ________ trees along both sides of the streets. 选择一项： a. a lot of b. a large amount of c. much d. a great deal of 题目6 They all go outing on such a warm spring day ______ Mark. He is busy with his lessons now. 选择一项： a. except b. beside c. besides d. except for 题目7 I'll have a cup of coffee and _____. 选择一项： a. two breads b. two pieces of breads c. two piece of breads d. two pieces of bread 题目8 The baby is hungry，but there's ____ milk in the bottle． 选择一项： a. few b. a few c. a little

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问题三：考研成绩何时公布? 解答：上海交大考研成绩一般在三月初公布，最晚三月中旬。复试和初试成绩公布一般相隔半个月，具体因学院而异。 问题四：如何准备复试？ 解答：上海交大各个学院每年都会公布复试方案，此方案在学院网站中有下载，大家可以参考往年复试方案进行复试。通常往年有笔试的专业，基本上还是看本科的书，考的都是本科专业课中比较重要的几门课，知识点都较基础。没有笔试的专业，基本也是看书，因为面试提问也是这些基础知识。当然，如果你的分数高达400多分，那你基本可以高枕无忧，因为面试的时候导师不会问你基础问题，而是问你通常都有什么兴趣爱好，跟你唠家常。复试基本没资料，考验的就是大家心里素质和专业基本功。 问题五：复试是不是真的很重要？ 解答：这个问题至少目前来看，复试不是特别的重要，复试只是响应教育部的政策，落实下来基本每个学校都是走过场，当然工科基本是这样，文科那边基本走过场和较真格各一半一半吧，谁让别人文科专业吃香呢。在大家复试之前，基本上已经确定了大家何去何从，刷人就是靠初试分数，排名靠后的基本都会被刷掉，所以如果你的分数基本在复试线边缘上，一方面好好准备复试，一方面准备好调剂，为什