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[Assistant] I guess on the plus side, everybody else is already doing it.


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[Assistant] Fatty liver is the first step towards insulin resistance. So, once you're on an insulin resistance pathway, then you're on a pathway towards type 2 diabetes and then ultimately insulin dependent type 2 diabetes. Today in Australia, 9 people had a limb amputated to that disease.


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[Assistant] You know, eating rubbish to have such a big effect, 10cm on the waist, 8.5kg on the body, full blown fatty liver disease developed, well on your way to cirrhosis, well on your way to insulin resistance. That's a disaster.


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[Assistant] But once you get through it, which is about two to four weeks, suddenly the desire for sugar disappears altogether.


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[Assistant] Once you remove that hormone disruptor, fructose, from your diet, your appetite control works again and your weight drops.


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[Assistant] Off the shelf breakfast cereals like Just Right, low fat flavoured yoghurt. Another good one would be some beans on toast.


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[Assistant] So this is, uhm, your blood sugar levels here. This is the point where your brain is really happy.


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[Assistant] And then it will crash down again really quickly. The reason it crashes really quickly is because in response to that sugar, the body releases insulin, the hormone, that takes it into the cells so it can be used for energy.


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[Assistant] So that big crash though means that your brain's no longer happy. So in response to that we get the release of stress hormones like adrenaline, which is then signalling the brain.


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[Assistant] To tell you to eat something sugary again. To get it back up again. So that we can get it back up again. Wow. And so once again we get more insulin and it dips down. And that's why you get the fluctuations in your mood, uhm, from that sugar spiking and falling.


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[Assistant] And the problem with the adrenaline is that that can lead to anxiety.


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[Assistant] And even panic attacks because of those mood changes.


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[Assistant] What also happened is that this fat in the liver is then sent out into the bloodstream as triglycerides, which can lead to excess weight, plus blocked arteries and heart disease.


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[Assistant] Yeah, this winter I spent a lot of time in a lodge, eating and you know, beaver stuff. Top secret.


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[Assistant] I don't want no pain for him. I wish I could take it for him.


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[Assistant] Very nice. Is it as nice as certain hearts?


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[Assistant] Not as big as the collection I have. Huh?


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[Assistant] You must have miscounted. There's no way you have more stuff than me.


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[Assistant] I could turn my bread into crumbs, then I'd have more than you!


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[Assistant] Isn't it great? It says, Quack was here.


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[Assistant] I know, natural born squashes.


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[Assistant] You know, those prints are going to wash off when it rains. Don't be jealous, Chirp. We can't all have beautiful feet.


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[Assistant] Okay, this is my second video on the Laplace transform, and this one will be about solving second order equations.


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[Assistant] So let me remember the, the plan. Uh, so there's our second order equation and I'm taking this example first with the delta function on the right hand side. You remember that's a key example and actually we have a special letter


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[Assistant] For the solution, this is an impulse and the solution is the impulse response and I use a little g. So I, I should have turned this y into a g. So that g


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[Assistant] We want to take the transform of every term. We have to check what is the transform, the Laplace transform of the delta function. You remember the definition of the transform? It's this integral, you take your function, whatever it is, here delta,


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[Assistant] Multiply by e to the minus s t and integrate. s equals zero to infinity.


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[Assistant] And now I want the transform of the impulse response. So the impulse response comes from this equation. So now transform every term.


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[Assistant] Uh, so the transform of G will be called capital G.


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[Assistant] And the transform of the delta function is 1. And the derivative


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[Assistant] The transform of the derivative from the first Laplace transform video was s times g of s. And the second derivative, another s. So s squared times g of s. We're not surprised to see the very familiar quadratic


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[Assistant] Whose roots are the two exponents, s1 and s2. So showing up here, we've seen this every time, because we have constant coefficients, we always see this quantity. And now we see that, look, the transform


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[Assistant] Capital G, I divide by that, it's exactly the transfer function. So that's connecting in


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[Assistant] Uh, the idea of the transfer function to the Laplace transform of the impulse response, because I have this in the denominator. Okay, so I want now, I've taken the transform of the equation.


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[Assistant] I've got the transform of little g, the impulse response.


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[Assistant] So now I'm ready to find G, the impulse response by


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[Assistant] Invert Laplace transform. How do I find the function with that Laplace transform? Right now it's one over a quadratic. The whole idea of partial fractions is split this, so this g of s. Final step.


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[Assistant] Two fractions, and they are


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[Assistant] Factor there to make it correct. You could check. When you put these, this over a common denominator, you get this.


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[Assistant] And when you put that over a common denominator, you'll get, uh, a numerator which you have to, uh, cancel. Okay. So then, now I have two


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[Assistant] The, the function with that transform is just e to the s1t. The one most important of all transforms is the transform of the exponential is that simple pole. So I have simp, now I'm


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[Assistant] Subject of constant coefficient differential equations because it's, it's, you see it's the critical thing here. Here's the critical transfer function and here is the inverse Laplace transform. The Laplace transform of that is that. Good. That's that example.


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[Assistant] And now I just want to take another function than delta. Okay. I could go all the way to take


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[Assistant] Let me stay with examples. So now I'm going to do y double prime.


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[Assistant] So this is the standard spring mass dashpot problem or RLC circuit problem. Certainly RLC circuits ha- highly important. And


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[Assistant] Uh, you might remember the solution gets a little messy.


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[Assistant] Solution gets a little messy. It's highly important, but, uh, so I'll carry it.


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[Assistant] How, how will I get that? And of course it might be, there might be a sine omega t in there. I would really like to get them both at once. So let me put down them both at once. The sine, the cosine and the sine are the real


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[Assistant] And imaginary parts of e to the i omega t, right?


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[Assistant] e to the i omega t is cosine omega t, the real part, plus i sine omega t, the imaginary part. But now I know the transform of e to the


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[Assistant] A t, e to the i omega t. So that transforms to, so I want the real


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[Assistant] You remember what it is, it's just that simple pole again, s minus the exponent i omega.


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[Assistant] So I'm going to get the cosine and the sine at the same time from one calculation finding the real and imaginary parts of this 1 over s plus i, s minus i omega.


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[Assistant] You're happy to get a real number in the denominator and


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[Assistant] And see the real and imaginary parts up above. I don't like it when it's down there. So what I'm going to do is real and imaginary parts of, I'll multiply


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[Assistant] S minus i omega. This is the key trick with complex numbers. It comes up enough so it's good to learn. I multiply that by its conjugate. S plus i omega times over S plus i omega. So I multiply by 1. But you see, what's happened now is


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[Assistant] Real and imaginary parts of, I've got what I want. s plus i omega is now, uh,


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[Assistant] Up in the numerator, where it's, I can see it's, and, and what do I have down below? S minus i omega times S plus i omega, the very important quantity. S squared.


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[Assistant] Minus i omega s plus i omega s minus i squared plus one omega squared. Plus omega squared. Okay, we've done it.


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[Assistant] I've transformed the cosine and the sine into


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[Assistant] S over this and omega over this. So two at once. Two, two transforms and of course


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[Assistant] As always, we're able to do and recognize and work with the transforms of a special group of nice functions. Exponentials above all. Sines and cosines coming from exponentials. Delta functions. It's a short list.


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[Assistant] We're just, those are the ones we can do, unfortunately. Those are the ones that we need to do.


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[Assistant] From the cosine, I'm not doing the sine now, the cosine, I'm taking the real part, it's s over that positive s squared plus omega squared. Are you with me?


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[Assistant] Left hand side, all normal. I'm starting from zero initial conditions, otherwise I would see some initial, I would see, uh, the initial values in here, but I don't because they're zero. And over here I've got the transform of the right hand side. Okay? Then I just


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[Assistant] Weighing that down there, so finally I know y of s is s over this


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[Assistant] Quadratic, and then I have the s squared plus omega squared.


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[Assistant] Partial fractions will work. Partial fractions will, can simplify this.


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[Assistant] The algebra gets quickly worse when you get up to degree four. But, actually, this


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[Assistant] But we have other ways to get that solution, and I believe, for me at least, the other ways are simpler. I know that the solution is a combination of cos omega t and sine omega t.


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[Assistant] And this is the particular solution I'm talking about, and I can figure out what those combinations are because I know the right form. Here!


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[Assistant] I'm gonna chicken out on that one. I won't completely chicken out. I'll say what the pieces


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[Assistant] Well, this factors into s minus s1, s minus s2. Those are the two roots as we saw, uh, above.


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[Assistant] Four numbers to be determined, or rather, not to be determined. Cause I'm gonna stop there.


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[Assistant] What I've discovered is that this part


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[Assistant] Would be a null solution, because it involves e to the s1t and e to the s2t. This part, when I find the inverse transform,


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[Assistant] Will be, oh it'll, it must be the combination of cos omega t and sine omega t. So that's some combination when I find that it's the transform of


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[Assistant] Bye everyone! See you later!


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[Assistant] I mean, too bad, right? Yeaah, I was really looking forward to it.


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[Assistant] I'm glad that's over. So, where were we?


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[Assistant] Hey Quack, you should use your Harold Duck Wof Wof Wof.


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[Assistant] Wow! I just had the strangest dream! I dreamt it was a statue! And all these birds were-


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[Assistant] Okay, one, two, three, uh, three and a half. Woah!


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[Assistant] Yes, I am a monkey. And I am rather small, it's true.


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[Assistant] That's ridiculous. We should have beaten them up.


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[Assistant] I won't cause any more trouble for the Jade Emperor.


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[Assistant] I was traveling west with a monk to get scriptures from Buddha.


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[Assistant] Why not? That monk had a bad attitude.


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[Assistant] My name is Sun Woo Kong, said the monkey. I am king of the fruit and flower mountain. Why are you in there?


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[Assistant] She said I'd be set free if I promised to protect you on the journey. Set me free, and I'll go with you to the west.


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[Assistant] How can I free you? There's a small piece of paper on top of this mountain.


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[Assistant] Thank you, Master. I will help you reach the Western Paradise.


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[Assistant] The Jade Emperor's entire army couldn't defeat me.


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[Assistant] Don't look so scared, Master. I'm protecting you.


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[Assistant] Perhaps we can ask the sage Erlang to capture him, said Guan Yin.


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[Assistant] One day he was taking a walk near the church when he saw some young boys standing around a small church.


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[Assistant] Many boys and girls in western countries wear the same clothes. Many of them have long hair.


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[Assistant] So it is hard to tell whether you're boys or girls.


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[Assistant] How will I ever get to the western paradise? There are so many dangers along the way.


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[Assistant] Ha ha people, boy. The moon doesn't change. That's a different moon. The orange moon.


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[Assistant] Well, now you know there are lots of moons. You're very welcome.


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[Assistant] Fine, I'll stay up all night and get some real proof, okay?


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[Assistant] Hmm, I guess it was a dream. Oh well, I'll just stay up again tonight. And we'll stay up with you.


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[Assistant] Okay, I see, uh, one moon there, and uhm, hmm. There's another one!


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[Assistant] Alright. Good-bye, peep. I guess.


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[Assistant] Aha! I'm not alone, so there. Beaver Boy agrees with me, and... Beaver Boy agrees with me.


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[Assistant] I don't care if only Beaver Boy agrees with me. The rest of you are just wrong.


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[Assistant] Uh-huh, so you can show us proof that there aren't like, 47 moons just out of sight?


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[Assistant] And that every moon you've seen is the exact same moon?


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[Assistant] Aha! No proof. That means, uh, you have no proof. That's what it means. You're proofless. But you don't have proof.


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[Assistant] I saw it that time!


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[Assistant] Wouldn't miss it for the world! I'm not gonna have to wake up early for this, am I?


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[Assistant] That's the worst thing I ever tasted. Here, try it. Uh-uh. I'll take your word for it. Pete, taste it. Bite that tree. Go ahead, go. No thanks.


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[Assistant] Come on! It tastes like blech! You gotta try it!


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[Assistant] Okay, I'm ready. I'm ready to fly. Bet you can't. Bet I can.


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[Assistant] Not bad. Not bad at all.


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[Assistant] I went from there to here, and I flapped my wings. Yeah, but, you, yeah-


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[Assistant] Five hundred years ago, I caused lots of trouble in heaven.


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[Assistant] The Jade Emperor's entire army couldn't stop me!


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[Assistant] Stop complaining! Snapped Wukong. Going to the western paradise is supposed to be difficult.


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[Assistant] Welcome to Unit 4 of Writing in the Sciences. So far in this course, we've talked about how to write better sentences and better paragraphs.


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[Assistant] In the first module of this unit, we're going to practice those skills by editing several paragraphs. I want you to test yourself, so I'm going to ask you to pause the video and try editing the exercises on your own, and then you can restart the video and I'll walk you through my edits.


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[Assistant] What are these? Are they snakes? Are they worms? Get them off! Calm down, okay? They're not worms or snakes. Well then what then? What? Hmm.


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[Assistant] Journey to the West, Chapter 32, Lady White Bone.


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[Assistant] Using his magic sight, Wukong saw a peach orchard thousands of miles away.


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[Assistant] Soon after the monkey had left, a young woman came down the road. She held out a bowl. Are you the Tang monk? She asked. I have food for you. Bajie reached for the bowl.


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[Assistant] Don't eat that! Wukong was flying fast. Back to the group.


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[Assistant] He dropped all the peaches and pulled out his iron bar. Wham! He struck at the young woman. But before he hit her, she disappeared.


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[Assistant] See? He held up the bowl, which was filled with worms.


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[Assistant] That's ridiculous, said Wukong. I-


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[Assistant] The monk stopped reciting the spell, and Wukong stood up.


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[Assistant] Said the Tang Monk. Bajie stepped forward.


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[Assistant] Then he took out his iron bar and swung. But again, he missed.


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[Assistant] Wukong whipped out his iron bar and swung. There was a puff of smoke.


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[Assistant] Said the Tang Monk. Master. Said the Monkey. I just saved your life.


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[Assistant] In this section you will hear two long conversations.


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[Assistant] At the end of each conversation, you will hear four questions.


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[Assistant] Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer.


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[Assistant] Then mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Ah, an exit interview. Are you looking forward to it?


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[Assistant] To my way of thinking, there are two main potential benefits that come from unleashing an agitated stream of truth during an exit interview. The first is release.


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[Assistant] Unburdening yourself of frustration and perhaps even anger to someone who isn't a friend or close colleague can be wonderfully freeing.


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[Assistant] But the problem with the company improvement part is that very often it doesn't happen. An exit interview is supposed to be private, but often isn't.


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[Assistant] In my company the information gained from these interviews is often not confidential.


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[Assistant] And the information is used as dirt against another manager or can be traded among senior managers.


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[Assistant] Anything you initially gain from the instant satisfaction of telling it like it is, you might lose down the track by injuring your future career prospects.


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[Assistant] You could, and don't do the interview at all. Exit interviews are not mandatory.


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[Assistant] Well, it follows my expedition to study the vegetation indigenous to the rainforest in equatorial areas of Southeast Asia.


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[Assistant] The area we visited was accessible only by canoe, and the living conditions in the hut were primitive to say the least.


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[Assistant] There was no electricity, and our water supply was a nearby stream.


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[Assistant] The weather was not conducive to our work at all, since the humidity was almost unbearable. At midday we stayed in the hut and did nothing. It was too humid to either work or sleep.


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[Assistant] Originally, we planned to be there for a month, but in the end, we stayed for only two weeks.


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[Assistant] Halfway through the trip, we received news that a hurricane was approaching and we had to evacuate at very short notice.


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[Assistant] The fastest evacuation route was through river rapids. We had to navigate them carrying all of our equipment.


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[Assistant] Absolutely not. We gathered a massive amount of data about the local plant life.


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[Assistant] Many of the destinations I visit have stunning scenery.


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[Assistant] And I get to meet a variety of people from all over the world.


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[Assistant] Questions 5 to 8 are based on the conversation you have just heard. Question 5. What does the man want Jane Forrester to talk about?


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[Assistant] Why does the woman describe her experience as far from glamorous?


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[Assistant] Why did the woman and those who went with her end their trip halfway?


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[Assistant] Question 8. What does the woman think of the journey?


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[Assistant] At the end of each passage you will hear three or four questions.


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[Assistant] Both the passage and the questions will be spoken only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D.


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[Assistant] Then mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Questions 9 to 11 are based on the passage you have just heard. Question 9.


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[Assistant] What does the passage say about the use of jargon terms by experts?


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[Assistant] What do researchers find about people reading scientific articles containing jargon terms?


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[Assistant] What does Schulman suggest scientists do when communicating with the general public?


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[Assistant] At the beginning of the 20th century, on the Gulf Coast in the US state of Texas,


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[Assistant] There was a hill where gas leakage was so noticeable.


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[Assistant] That school boys would sometimes set the hill on fire.


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[Assistant] Patio Higgins, a disreputable local businessman,


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[Assistant] Became convinced that there was oil below the gassy hill. Oil wells weren't drilled back then. They were essentially dug.


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[Assistant] The sand under the hill defeated several attempts by Higgins workers to make a proper hole. Higgins had forecast oil at a thousand feet, a totally made-up figure.


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[Assistant] Higgins subsequently hired a mining engineer, Captain Anthony Lucas.


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[Assistant] After encountering several setbacks, Captain Lucas decided to use a drill.


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[Assistant] Almost precisely the depth predicted by Higgins Wild Gas.


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[Assistant] The well roared and suddenly ejected mud and six tons of drilling pipe out of the ground, terrifying those present. For the next nine days until the well was capped,


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[Assistant] The well poured out more oil than all the wells in America combined.


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[Assistant] In those days, Texas was almost entirely rural, with no large cities and practically no industry. Cotton and beef were the foundation of the economy. Higgins Well changed that. The boom made some prospectors millionaires.


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[Assistant] But the sudden surplus of petroleum was not entirely a blessing for Texas. In the 1930s, prices crashed to the point that, in some parts of the country, oil was cheaper than water.


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[Assistant] That would become a familiar pattern of the boom or bust Texas economy.


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[Assistant] In this section, you will hear three recordings of lectures or talks, followed by three or four questions. The recordings will be played only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D.


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[Assistant] Then mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Question 16 to 18 are based on the recording you have just heard. Question 16.


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[Assistant] What is a primary cause of employee dissatisfaction according to recent research?


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[Assistant] What is one of the causes for poor management practices?


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[Assistant] What do we learn about the study on job dissatisfaction?


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[Assistant] Mining companies in the vast Australian desert state of Western Australia are definitely taking the lead.


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[Assistant] Iron ore is a key ingredient in steelmaking.


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[Assistant] The 240 giant autonomous trucks in use in the Western Australian Mines can weigh 400 tons fully loaded.


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[Assistant] And travel at speeds of up to 60 kilometers per hour. They are a technological leap.


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[Assistant] Transporting iron ore along routes which run for hundreds of kilometers, from mines to their destinations.


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[Assistant] Here, when the truck arrives at its destination, staff in the operations center direct it precisely where to unload.


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[Assistant] Vast quantities of iron ore are then transported by autonomous trains to ocean ports.


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[Assistant] Advocates argue these automated vehicles will change mining forever.


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[Assistant] It may only be five years before the use of automation technology leads to a fully robotic mine.


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[Assistant] A range of factors has pushed Western Australia's desert region to the lead of this automation revolution. These include the huge size of the mines, the scale of equipment, and the repetitive nature of some of the work. Then there's the area's remoteness.


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[Assistant] At 502,000 square kilometers, it can sometimes make recruiting staff a challenge.


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[Assistant] Another consideration is the risks when humans interact with large machinery. There are also the financial imperatives.


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[Assistant] The ongoing push by the mining corporations to be more productive and more efficient


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[Assistant] The more people are needed to deploy, maintain, and improve it.


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[Assistant] The automation and digitization of the industry is creating a need for different jobs.


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[Assistant] These include data scientists and engineers in automation and artificial intelligence.


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[Assistant] The mining companies claim automation and robotics present opportunities to make mining more sustainable and safer.


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[Assistant] But they still have reservations about the rise of automation technology.


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[Assistant] Their main concern is the potential impact on remote communities. As automation spreads further,


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[Assistant] The question is how these remote communities will survive when the old jobs are eliminated.


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[Assistant] And this may well prove to be the most significant impact of robotic technology in many places around the world.


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[Assistant] Questions 22 to 25 are based on the recording you have just heard. Question 22.


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[Assistant] What does the speaker say about traffic accidents in Thailand?


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[Assistant] What do we learn from an American Institute's statistics regarding road deaths?


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[Assistant] Question 24. What is said about middle-income countries?


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[Assistant] What else could be done to reduce fatal road accidents in addition to safer roads?


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[Assistant] Journey to the West, Chapter 29, The Magic Sleeve.


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[Assistant] Inside the Abbey, the Tang monk was scolding his companions.


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[Assistant] Wukong gave the priest a suspicious look.


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[Assistant] He knew they were lying, but he didn't know why.


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[Assistant] The priest led the group to a small room in the abbey. The Tang monk and his companions went inside.


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[Assistant] Wukong noticed that the priest didn't come in.


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[Assistant] The four travelers escaped that night and headed west.


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[Assistant] The Tang monk glanced nervously at his companions.


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[Assistant] Said the man. He suddenly stood much taller.


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[Assistant] Wukong pulled out his iron bar. Bajie and Wujing raised their weapons.


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[Assistant] The great immortal rose into the air and landed on a cloud Wukong laughed


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[Assistant] His sleeves swooped down toward Wukong and his companions. Instantly they were all swept up in it.


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[Assistant] The question of stability for two equations, stability around a critical point. Okay, so, uh,


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[Assistant] Where the idea will be to linearize, to look very near that critical point, that point, but now we're in two dimensions, so that's a little, little more, uh, to do. Okay, so here's the general picture, and then here's an example. So here's the general setup. We have an equation for the changes in y, but z is involved.


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[Assistant] And we have an equation for the rate of change of z, but y is involved, so they're coupled together.


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[Assistant] We have to, it's that coupling that's going to be new. Okay. So what's the critical point?


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[Assistant] Because then y and z are both constant. So they stay at that point. Whatever, wherever they are at this critical point, this steady state, they stay steady.


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[Assistant] They stay steady, they stay at that constant value. So we want that to be zero.


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[Assistant] And we want this to be zero. We have two equations.


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[Assistant] F equals 0 and g equals 0. Two equations. But we have two unknowns, y and z. So we expect some solutions.


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[Assistant] And each solution has to be looked at separately. Each solution is a critical point. It's like, eh, well you could think of a golf course with a surface, uh,


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[Assistant] Going up, so critical points will be points where the maximum point maybe, or the minimum point, or we'll see something called a saddle point. Actually, let's do the example. The example is a famous one.


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[Assistant] Predator prey, it's known as. Predator like foxes, prey like rabbits. So the foxes eat the rabbits, and the question is, what are the steady states where, where foxes and rabbits con- constant values


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[Assistant] This is the equation that, for the, what happens to the prey. So if the rabbit, if the rabbits are left alone,


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[Assistant] The prey is the rabbits. If they're left alone, they multiply. Plenty of grass, go for it.


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[Assistant] But if there are foxes and z counts the number of foxes, then foxes


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[Assistant] Eat, shall I say, those rabbits? And we lose rabbits. So we see that with a minus sign. And the amount of


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[Assistant] Praying that goes on is proportional to the number of foxes times the number of rabbits, because that gives the number of possible meetings. Okay, and what about the foxes? The predator. The predator increases, so, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh, eh,


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[Assistant] tends to make the number of predators increase.


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[Assistant] But if there were no rabbits, the foxes don't eat grass.


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[Assistant] They're out of luck, and they decay. So I see a minus d there. So you see the pattern, yeaah. So starting from 0 and 0, at that point, the


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[Assistant] And that should be 0. And there's my g. And that should be 0. And it turns out there are just two possibilities. This is 1. If y and z are both 0, then certainly I get 0's. So that's like starting with


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[Assistant] Very small number of foxes and rabbits. Or if y is 1 and z equal 1, do you see that, that would be, they would be in perfect balance. If y is 1 and z is 1, then that's 0, and that's 0.


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[Assistant] So the equation is satisfied. We can stay at, y can stay at 1 and z can stay at 1. It's a steady state.


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[Assistant] And the question is, is that steady state where


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[Assistant] Rabbits are staying, their population's staying at one because they're eating grass. Good. But they're getting eaten.


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[Assistant] By the foxes, bad, and those two balance, and give a rate of change of zero. And the foxes, similarly, the foxes, uh,


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[Assistant] Cut them back, and they balance at z, at z equal to 1. Okay, so what I have to do is linearize. And that's the real point of the lecture.


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[Assistant] That's the real point. For linear, how do you linearize around two, for two functions? And how do you linearize for these two functions?


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[Assistant] So let me, I have to write the general formula first so you'll see it, and then I'll apply it to those two functions. Okay. So here is the idea of linearize.


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[Assistant] So I'm linearizing, so my first function is whatever its value is at this point. It's like a tangent line.


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[Assistant] But now I've got two derivatives because the function depends on two variables. So I have a y minus capital Y times I have to do partial derivative. So that's the slope.


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[Assistant] In the y direction, multiplied by the movement. And then, similar term, z minus capital Z.


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[Assistant] times the movement in the z direction. And I have to, because I stopped,


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[Assistant] This is the first, the linear part of the function. I have to put an approximate symbol because I've ignored higher derivatives. And of course, this is 0.


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[Assistant] So that's why we have linear in y and linear in z times some numbers, the slopes.


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[Assistant] But we have two more slopes because we have another function g.


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[Assistant] And that, uh, again will just be approximately g at the critical point, which is zero.


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[Assistant] Okay, now we had an example going. Let me bring that example down again. There was my f. There was my g.


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[Assistant] I can easily find those partial derivatives, so let me do it.


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[Assistant] So the partial derivative with respect to y will be 1 minus z, right?


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[Assistant] z held constant for that partial derivative. And the partial derivative with respect to z will be minus y. Let me write all those things down. Okay. So here is in the example.


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[Assistant] So I, can I create a little matrix, Df, Dy? It's a nice way to, I've got four things. Two by two matrix is great. Df.


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[Assistant] It's the matrix of first derivatives, and it's after, uh, it's always named after Jacobi, who studied these first, so it's called the Jacobian matrix. Maybe I put his name to give him credit. Jacobi.


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[Assistant] And the matrix is the Jacobian matrix.


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[Assistant] And it's determinant is important. It's a very important matrix.


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[Assistant] Important in economics, we're doing things. I'm speaking here about predator, prey, little animals running around. But serious stuff is the economy. Is the economy stable if it's running along at some steady state and we move it a little bit?


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[Assistant] Does it return to that steady state or does it get totally out of hand?


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[Assistant] Okay, so there's the Jacobian matrix.


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[Assistant] And what are those derivatives?


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[Assistant] Remember again, what functions. There's my function, so the y derivative is 1 minus z, and the z derivative is minus y. The y derivative is z. Right?


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[Assistant] This is what we need to know from the functions. I've forgotten the functions in the board that went up. Here are their derivatives.


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[Assistant] Okay, now that's my Jacobian matrix. That's my matrix of the, that matrix has these four


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[Assistant] And really, so the linearization, let me call that matrix. I should call it J for Jacobian. I will call it J for Jacobian. Okay. That's the Jacobian matrix.


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[Assistant] So then my approximate, my, what's my linearized equation? My linearized equation is the, the time derivative.


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[Assistant] So this left hand side is just dy dt and dz dt. So I'm,


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[Assistant] I'm using vector notations putting y and z together instead of separately. No big deal.


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[Assistant] So then I have this matrix J, this two by two matrix, times


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[Assistant] There is the linearized problem. Linearized because this is constant and this is linear.


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[Assistant] Single y, single z, and we have a matrix J. Okay, so I have to...


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[Assistant] Find, so now my little job is find the critical points. I've got everything ready. I have to find the critical points. Now remember, the critical points are where f and g are 0. And let me, let me remember what those are.


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[Assistant] So what are those matrices? At y and z equals zero,


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[Assistant] I have the matrix. I'll put it here and then I'll copy it.


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[Assistant] That was the first critical point. The second critical point gives me the Jacobian at that second point. The second point was when z was 1, so that's 0 now. And y was 1, so that's minus 1. z is a 1, y minus 1, y is a 1, so that's a 0. That's the second Jacobian.


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[Assistant] So we're seeing something interesting here. We're seeing how 2 by 2 matrices will work by really nice examples. 1 0 0 minus 1. What's that telling me? That's telling me that the


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[Assistant] Rabbits grow, because the rabbits are the first, the Y, and the foxes decay.


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[Assistant] And that's what's happening when the two populations are really small. When the two populations are really small,


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[Assistant] Multiplying them together is extremely small. So when the two populations are really small, forget the eating.


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[Assistant] There aren't enough people around, enough foxes and rabbits around to, to make a decent meal. So I just have dy dt equal y. Rabbits are growing from eating grass. dz dt is minus z. Foxes are decaying from natural causes. That's, so that's a, what kind of a stationary point will 0, 0 be? Rabbits are growing. It's an unstable point.


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[Assistant] We're leaving the point zero zero. Rabbits are increasing. Now, how about the second point?


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[Assistant] The second point was when they were both one. When they're both one, then, uh, we got this.


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[Assistant] As the Jacobian matrix, matrix. Oh, this is the interesting one. Can I just stay with this one to finish?


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[Assistant] So I'm interested in the, I'll put this on a, put these facts on a new board. So again,


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[Assistant] Are getting eaten. Minus z, okay? And I'm interested in the point y equal 1, z equal 1,


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[Assistant] Minus one, one, and zero.


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[Assistant] And what kind of a problem do I have here? So this, my linearized equation, so linearized. Linearized around the point one, one.


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[Assistant] No, y minus 1 prime, sorry. It's the distance, the distance to


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[Assistant] The critical points would, so the derivative of y minus 1 is,


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[Assistant] You've got to understand this pair of linearized equations.


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[Assistant] If I, if I use some other variable, the derivative of the first guy is minus the second. The derivative of the second guy is plus the first.


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[Assistant] Initially, if I'm a little bit, if, if z minus, if I have extra foxes, the rabbit population will drop.


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[Assistant] The rabbit population, this will be negative, if z, the number of foxes, is a little higher than one, then the rabbit population drops, and when the rabbit population drops, z starts dropping.


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[Assistant] The critical point, if I start out with some extra rabbits, then


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[Assistant] That, the number of rabbits will drop because foxes are eating them. The number of foxes will increase. I'll go up. So there I have, a little bit later, uh, I have foxes now


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[Assistant] But not, no rabbits to eat. So the foxes start dropping. And what happens?


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[Assistant] I think, yeaah, the number of rabbits starts increasing. This is what happens. I'll go around and around in a circle. If you remember the


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[Assistant] Pictures of the paths for sec-, for two by two equations. There were saddle points, that's what this is.


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[Assistant] y equals 0, z equals 0 was a saddle point. So, no, it's a saddle.


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[Assistant] And what I'm discovering now for y equal 1 is an oscillation between foxes and rabbits. So again, this I could say it'll be a center.


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[Assistant] I don't leave eigenvalues for the future because they happen to be i and minus i here. It's motion in a circle.


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[Assistant] It comes from this, the equation here. Motion in a circle as in y double prime plus y equals zero. That, that's motion in a circle and that's what we've got.


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[Assistant] Not quite, because the rabbits and foxes don't


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[Assistant] Approach one, they stay on a circle around one.


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[Assistant] Either I've got extra rabbits or extra foxes, but the total


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[Assistant] Uh, energy, or the total stays a constant on that circle, and I would call that sable, that neutrally.


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[Assistant] Neutral stability because it doesn't blow up, I don't leave the


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[Assistant] Area around, I stay close to the critical point, but I don't approach it either.


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[Assistant] Okay, so that's a case where we could see the


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[Assistant] Weigh the stability based on the linearization.


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[Assistant] Okay, one more example to come in another lecture. Thanks.


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[Assistant] In this section, you will hear two long conversations.


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[Assistant] At the end of each conversation, you will hear four questions.


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[Assistant] Both the conversation and the questions will be spoken only once.


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[Assistant] You must choose the best answer from the four choices marked A, B, C, and D.


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[Assistant] Oh yes, so you're Cathy from the office. Actually, I've heard a lot about you and that project. The client sounded like a real nightmare.


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[Assistant] Well, right out of college, I worked in advertising for a while.


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[Assistant] I turned my photography hobby into a small business.


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[Assistant] I'll actually be taking photos during the big event as a wedding.


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[Assistant] I got the idea from a magazine. They're delicious. You've got nothing to worry about. You're a natural. You really think so?


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[Assistant] If you hadn't told me that, I would have guessed they were baked by the restaurant.


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[Assistant] You know, with your event planning experience, you could very well open your own shop.


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[Assistant] Questions 1 to 4 are based on the conversation you have just heard. Question 1.


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[Assistant] What did Kathy and Brenda finish doing last week?


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[Assistant] Question 2. What is John going to do for Brenda?


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[Assistant] Question 3. How did Cathy feel when asked to bake the cake?


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[Assistant] Question 4. What does the man suggest the woman do?


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[Assistant] You're heading for a completely different world now that you're about to graduate from high school.


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[Assistant] Many aspects are different here at university.


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[Assistant] The most important one is that you have to take more individual responsibility for your actions.


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[Assistant] It's up to your own self-discipline how much effort you put into study.


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[Assistant] Living in college dormitories, there are no parents to tell you to study harder or stop wasting time.


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[Assistant] Lecturers have hundreds of students, and they're not going to follow you up or question you if you miss their lectures. Nobody cares, you mean? It's not that nobody's concerned about you.


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[Assistant] It's just that suddenly at university, you are expected to behave like an adult.


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[Assistant] That means concentrating on the direction of your life in general, and your own academic performance specifically. For example?


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[Assistant] Well, like you need to manage your daily, weekly, and monthly schedules so that you'll study regularly.


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[Assistant] There are lots of distractions and you need to control yourself. You will make interesting friends


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[Assistant] But you need only keep the friends who respect your student commitments.


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[Assistant] There are a lot of wonderful clubs, but you shouldn't allocate too much time to club activities, unless they're directly related to your study.


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[Assistant] It's also your choice if you want to go out at night.


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[Assistant] But you would be foolish to let that affect your class performance during the day.


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[Assistant] Questions 5 to 8 are based on the conversation you have just heard. Question 5.


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[Assistant] What does the man say about college students as compared with high schoolers?


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[Assistant] What are college students expected to do according to the man?


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[Assistant] What kind of friends does the man suggest the woman make as a college student?


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[Assistant] What kind of club activities should college students engage in, according to the man?


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[Assistant] Section B, Directions. In this section you will hear two passages. At the end of each passage you will hear three or four questions.


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[Assistant] Both the passage and the questions will be spoken only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D.


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[Assistant] Most successful people are unorthodox persons whose minds wander outside traditional ways of thinking.


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[Assistant] Instead of trying to refine old formulas, they invent new ones.


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[Assistant] When John Claude Killy made the French national ski team in the early 1960s,


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[Assistant] He was prepared to work harder than anyone else to be the best.


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[Assistant] At the crack of dawn he would run up the slopes with his skis on, an unbelievably back-breaking activity. In the evening he would do weight lifting and running.


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[Assistant] But the other team members were working as hard and long as he was.


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[Assistant] He realized instinctively that simply training harder would never be enough.


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[Assistant] Killy then began challenging the basic theories of racing techniques.


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[Assistant] Each week he would try something different to see if he could find a better, faster way down the mountain.


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[Assistant] His experiments resulted in a new style that was almost exactly opposite the accepted technique of the time.


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[Assistant] It involved skiing with his legs apart for better balance, and sitting back on the skis when he came to a turn.


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[Assistant] He also used ski poles in an unorthodox way, to propel himself as he skied.


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[Assistant] The explosive new style helped cut Killy's racing time dramatically.


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[Assistant] He captured virtually every major skiing trophy.


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[Assistant] The next year, he won three gold medals in the Winter Olympics.


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[Assistant] A record in ski racing that has never been topped.


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[Assistant] Kili learned an important secret shared by many creative people. Innovations don't require genius.


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[Assistant] Just a willingness to question the way things have always been done.


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[Assistant] Questions 12 to 15 are based on the passage you have just heard. Question 12.


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[Assistant] What happens to guinea pigs when blood samples of angry people are injected into them?


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[Assistant] What does the speaker say about every thought you have?


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[Assistant] Question 14. What does the speaker say is impossible?


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[Assistant] What does the passage say about our mind and body?


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[Assistant] In this section you will hear three recordings of lectures or talks, followed by three or four questions. The recordings will be played only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D.


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[Assistant] Teachers and students alike have experienced the curious paradox that beginners, as a rule,


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[Assistant] Tend to think too little about what they are doing because they think too much about what they are doing.


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[Assistant] Take for example, people who are learning to play basketball or the piano.


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[Assistant] They have to give so much thought and attention to the low level mechanics of handling the ball or fingering the keys or reading the music.


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[Assistant] They're open to the tactical possibilities and the musical challenges precisely because they're freed through skill.


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[Assistant] From the need to pay attention to the low level details of how to play. Indeed,


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[Assistant] When the expert pays attention to the mechanics, this is liable to disrupt performance.


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[Assistant] This has led some to say that the expert operates in a zone beyond thought, in a state of flow. But this is misleading. Expert performance is not beyond thought.


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[Assistant] Smart basketball players or skilled musicians need to pay close attention to the demands of high performance, to the challenges to be overcome.


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[Assistant] What they don't need to do, what would be a distraction.


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[Assistant] Is to have to think about where their fingers are or how to control the ball while running.


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[Assistant] It's not mechanics but the play itself that absorbs the expert's intelligence. A nice video published online last month.


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[Assistant] Sheds light on expertise in the conscious mind.


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[Assistant] The video reports a new study using an eye tracking device.


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[Assistant] It turns out that the less skilled pianist spends more time looking at her fingers than does the expert who, in contrast, is more likely to be looking at the sheet music, or looking ahead at keys he's not yet playing.


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[Assistant] In general, the expert's gaze was calmer and more stable. This is not a surprising finding.


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[Assistant] It supports what we might almost think of as conventional wisdom.


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[Assistant] But it's remarkable for all that nonetheless.


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[Assistant] The eye tracker gives expert and learning performers a glimpse into what they do without thinking about it.


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[Assistant] The topic of the nature of skill and the differences between beginners and experts has been one of considerable discussion in cognitive science and philosophy.


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[Assistant] Questions 19 to 21 are based on the recording you have just heard. Question 19.


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[Assistant] What overwhelms the speaker when she buys her summer outfits each year?


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[Assistant] What does the speaker think of girls wrapping their legs up with slimming tape?


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[Assistant] What does the speaker think affects people's interpretation of beauty?


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[Assistant] Skin may seem like a superficial human attribute, but it's the first thing we notice about anyone we meet.


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[Assistant] As a zoologist focusing on the studies of apes and monkeys, I've been studying why humans evolved to become the naked ape.


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[Assistant] And why skin comes in so many different shades around the world.


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[Assistant] We can make a very good estimate from the fossil record that humans probably evolved naked skin around a million and a half years ago. And meanwhile, they mostly lost their coat of fur.


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[Assistant] Today we have a few patches of hair remaining on various parts of our bodies.


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[Assistant] But compared with apes and monkeys, we have very little.


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[Assistant] Basically, we turned our skin darker to serve as a natural sun protector in the place of the hair we lost.


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[Assistant] We think we lost this hair because of the need to keep ourselves cool when we were moving around vigorously in a hot environment.


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[Assistant] We can't really lose heat by breathing quickly and loudly like dogs. We have to do it by sweating.


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[Assistant] So we evolved the ability to sweat plentifully and lost most of our fur.


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[Assistant] Most animals protect themselves from the sun with fur.


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[Assistant] What we did in our ancestry was to produce more permanent natural coloring in our skin cells.


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[Assistant] This was really an important revolution in human history.


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[Assistant] Because it allowed us to continue to evolve in equatorial environments.


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[Assistant] It really made it possible for us to continue along the path toward modern humans in Africa.


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[Assistant] For most of human history, we all had dark skin.


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[Assistant] What we see today is the product of evolutionary events resulting from the dispersal of a few human populations out of Africa around 60,000 to 70,000 years ago.


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[Assistant] Our species originated around 200,000 years ago and underwent tremendous diversification.


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[Assistant] A few small populations left Africa to populate the rest of the world.


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[Assistant] These early ancestors of modern Eurasians dispersed into parts of the world that had more seasonal sunshine and much lower levels of sun radiation.


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[Assistant] It's in these populations that we begin to see real changes in the genetic makeup of natural coloring. Today,


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[Assistant] Skin color is evolving via new mixtures of people coming together and having children with new mixtures of skin color genes.


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[Assistant] We can see this in almost every large city worldwide.


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[Assistant] Not only the coloring genes, but lots of other genes are getting mixed up too.


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[Assistant] Question 6. What does the man say about managers?


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[Assistant] What do both speakers value most about self-employment?


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[Assistant] Question 8. On what point does the man agree with the woman?


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[Assistant] What does the speaker say about the consumption of the


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[Assistant] But Mrs. Medlock says we're not supposed to talk about this.


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[Assistant] It was Mrs. Craven's garden, and she loved it. She used to tend the flowers with Mr. Craven.


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[Assistant] But one day, the branch broke, and she fell to the ground.


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[Assistant] She was hurt so badly that she died the next day.


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[Assistant] The doctors thought Mr. Craven would go out of his mind with grief and die too. No one has gone into that garden since.


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[Assistant] Or it's the kitchen maid. She's had a toothache all day.


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[Assistant] The Black Wind King has a new robe that is a Buddhist treasure. And I hope he likes the pill I made for him. It will make him live forever.


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[Assistant] I brought you a gift to celebrate your new Buddhist treasure.


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[Assistant] I made it just for you. It will make you live forever.


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[Assistant] Wow, I would give anything to be more like Audrey Hepburn.


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[Assistant] Well for me, my adoration goes beyond her movies.


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[Assistant] She had such a classic elegance about her. She was always so poised.


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[Assistant] In part because she spent years training as a ballet dancer before becoming an actress. Why didn't she stick to dancing as a career?


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[Assistant] It seems it was fate. She suffered from inadequate nutrition during the war, and therefore a career as a professional dancer would have been too demanding on her body. So she focused on acting instead. Roman Holiday was her first big break which made her a star.


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[Assistant] No, that one is breakfast at Tiffany's. That costume is often referred to as


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[Assistant] The most famous little black dress of all time.


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[Assistant] Her character in that film is very outgoing and charming.


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[Assistant] She dedicated much of her life to helping children in need.


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[Assistant] Her family received international aid during the war when she was growing up. I think that left a big impression on her.


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[Assistant] That's where I got the idea to volunteer for children's charity next weekend.


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[Assistant] Questions one to four are based on the conversation you have just heard. Question one.


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[Assistant] What does the man say he never really understood?


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[Assistant] Question 2. What prevented Audrey Hepburn from becoming a professional dancer?


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[Assistant] Why did Audrey Hepburn devote much of her life to charity after her acting career?


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[Assistant] So, how's our presentation about the restructuring of the company coming along?


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[Assistant] Yes, there's already a feeling that this is a top-down change. We really need to get everyone on board.


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[Assistant] Agreed. You can hardly blame people for worrying though.


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[Assistant] We need to make it clear that it's not just change for changes sake. In other words,


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[Assistant] We really must make the case for why we are doing it. So what's the outline of the presentation?


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[Assistant] We should let the staff know the channels of communication.


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[Assistant] You know, who they can contact or direct questions to about these changes.


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[Assistant] And we'll make the presentation and the questions available via the company's own computer network, right?


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[Assistant] Perhaps we should do a practice run of the presentation first? You bet.


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[Assistant] Questions five to eight are based on the conversation you have just heard. Question five. What is the man going to do?


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[Assistant] How can the staff learn more about the company's restructuring?


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[Assistant] Airline passengers have to deal with a lot these days.


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[Assistant] Getting bumped from flights and losing luggage on top of the general anxiety that nervous passengers always feel.


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[Assistant] At the Cincinnati Northern Kentucky International Airport.


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[Assistant] Miniature horses deliver a calming force two times a month.


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[Assistant] Denver and Ruby are two of the 34 therapy horses brought in from a local farm.


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[Assistant] They can usually be found in the ticket counter area, interacting with travellers.


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[Assistant] More than 30 airports across the country now have therapy dogs. San Francisco has a therapy pig. San Jose, California, began a dog program


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[Assistant] They have had hundreds of hours of airport training, so they are used to having luggage and people crowding around them.


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[Assistant] These professional animals are probably better at finding their way in the airports than the most frequent of travellers.


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[Assistant] That seeing animals makes them feel much better and helps them to calm down before a flight.


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[Assistant] This little bit of support can sometimes make a big difference.


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[Assistant] Some passengers enjoy the animals so much that they call the airport to schedule flights around their visits.


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[Assistant] Visits to nursing homes and schools are also a regular part of the horse's schedule.


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[Assistant] Their owner is already working on a new idea for a therapy animal. Donkeys.


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[Assistant] Questions 12 to 15 are based on the passage you have just heard.


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[Assistant] What do the thousands of fragments display when they are put back together?


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[Assistant] What makes experts think the paintings were done by artists from Italy?


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[Assistant] What do we learn from the passage about the owner of the mansion?


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[Assistant] I want to discuss with you a new approach to empirical research.


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[Assistant] In the past scientists often worked alone.


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[Assistant] We are seeing mergers of some of the greatest scientific minds regardless of their location


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[Assistant] There has never been a better time for collaborations with foreign scientists. In fact, the European Union is taking the lead, spurred on by funding policies,


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[Assistant] Half of European research articles had international co-authors in 2007.


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[Assistant] This is more than twice the level of two decades ago.


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[Assistant] The European Union's level of international co-authorship is about twice that of the United States, Japan and India.


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[Assistant] Even so, the levels in these countries are also rising.


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[Assistant] This is a sign of the continued allure of creating scientific coalitions across borders.


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[Assistant] Andrew Schubert, a researcher at the Institute for Science Policy Research, says that the rise in collaboration is partly out of necessity.


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[Assistant] This necessity comes with the rise of big science.


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[Assistant] Many scientific endeavors have become more complicated.


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[Assistant] These new complications require the money and labour of many nations.


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[Assistant] But he says, collaborations have also emerged because of increased possibilities.


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[Assistant] The internet allows like-minded scientists to find each other. Simultaneously, dramatic drops in communication costs ease long-distance interactions. And there's a reward. Studies of citation counts show that internationally co-authored papers have better visibility. Schubert says


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[Assistant] International collaboration is a way to spread ideas in wider and wider circles.


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[Assistant] Caroline Wagner, a research scientist at George Washington University,


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[Assistant] Notes that international collaborations offer additional flexibility.


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[Assistant] Whereas local collaborations sometimes persist past the point of usefulness because of social or academic obligations, international ones can be cultivated and dropped more freely.


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[Assistant] The collaborative trend is true across scientific disciplines. Some fields, though, have a greater tendency for it. Particle physicists and astronomers collaborate often.


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[Assistant] Mathematicians, by contrast, tend historically towards solitude.


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[Assistant] As a consequence they lag behind other disciplines.


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[Assistant] However, Wagner says partnerships are rising there too.


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[Assistant] The level of collaboration also varies from country to country.


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[Assistant] There are historical and political reasons as to why collaborations emerge, says Wagner.


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[Assistant] This rise is also apparently boosted by policies embedded in European framework funding schemes.


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[Assistant] These policies underlie funding requirements that often require teamwork.


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[Assistant] Questions 19 to 21 are based on the recording you have just heard. Question 19.


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[Assistant] What do we learn from the Life magazine article?


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[Assistant] What are scientists' findings about Venus?


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[Assistant] What information did Russian and American space probes provide about Venus?


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[Assistant] I'm a psychology professor at the University of British Columbia. I specialise in cultural psychology.


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[Assistant] Examining similarities and differences between East Asians and North Americans.


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[Assistant] Our research team has been looking at cultural differences in self enhancing motivations. How people have positive feelings towards not only themselves, but things connected to themselves. For example, when you own something,


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[Assistant] So we've been looking at other ways of seeing whether this motivation to view oneself positively is shaped by cultural experiences.


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[Assistant] We've also started to look at how culture shapes sleep.


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[Assistant] We are still in the exploratory stages of this project.


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[Assistant] Although what's noteworthy is that East Asians on average sleep about an hour and a half less each night than North Americans do. And it's not a more efficient sleep.


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[Assistant] Not like they're compressing relatively more value out of their hours.


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[Assistant] Other studies have found that even infants in East Asia sleep about an hour less than European infants.


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[Assistant] So we're trying to figure out how culture shapes the way you sleep.


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[Assistant] Our experiment does not take place in a sleep lab.


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[Assistant] Instead, we lend people motion detecting watches and they wear them for a week at a time. Whenever they are not having a shower or swimming, they keep it on.


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[Assistant] These kinds of watches are used in sleep studies as a way of measuring how long people are sleeping, how efficient their sleep is, and whether they are waking up in the night.


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[Assistant] Ideally I'd like to take this into a controlled lab environment.


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[Assistant] We'll see where the research points us. We usually start off with the more affordable methods and if everything looks promising, then it'll justify trying to build a sleep lab and study sleep across cultures that way. Why do we study sleep?


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[Assistant] Sleep is something that has really been an unexplored topic cross-culturally.


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[Assistant] I'm attracted to it because culture isn't something that only shapes the way our minds operate. It shapes the way our bodies operate too, and sleep is at the intersection of those.


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[Assistant] College English Test, Band 6, Part 2, Listening comprehension. Section A, Directions.


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[Assistant] In this section, you will hear two long conversations.


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[Assistant] At the end of each conversation, you will hear four questions.


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[Assistant] Both the conversations and the questions will be spoken only once. After you hear a question


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[Assistant] You must choose the best answer from the four choices marked A, B, C and D.


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[Assistant] Then mark the corresponding letter on answer sheet 1 with a single line through the centre.


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[Assistant] Guess what? The worst food I ever had was in France.


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[Assistant] Yes, that's right. I suppose it's really like anywhere else, though. You know, some places are good, some bad. But it's really all our own fault.


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[Assistant] Well, it was the first time I'd been to France. This was years ago when I was at school.


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[Assistant] I went there with my parents' friends from my father's school. They'd hired a coach to take them to Switzerland. A school trip? Right. Most of them had never been abroad before.


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[Assistant] We crossed the English Channel at night and we set off through France.


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[Assistant] And breakfast time arrived, and the coach driver had arranged for us to stop at this little cafe. There we all were, tired and hungry, and then we made the great discovery. What was that? Bacon and eggs.


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[Assistant] Yes. Anyway, we didn't know any better. So we had it, and, ugh. What was it like? Disgusting? Oh, it was incredible. They just got a bowl and put some fat in it.


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[Assistant] And then they put some bacon in the fat, broken egg over the top, and put the whole lot in the oven for about 10 minutes.


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[Assistant] Well, they must have done it that way. It was hot, but it wasn't cooked.


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[Assistant] There was just this egg floating about in gallons of fat and raw bacon.


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[Assistant] Did you actually eat it? No, nobody did. They all wanted to turn round and go home. You know, back to tea bags and fish and chips. You can't blame them, really.


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[Assistant] That really finished them off. Lovely holiday that was.


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[Assistant] Could you give me some idea of what doing well means in facts and figures?


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[Assistant] Now, that's gross earnings I assume. What about your expenses?


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[Assistant] And your prices are much lower than the same goods in shops round about.


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[Assistant] How do the local shopkeepers feel about having a shop doing so well in their midst?


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[Assistant] Questions 9 to 12 are based on the passage you have just heard. Question 9.


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[Assistant] In recent years, the death rate among American centenarians, people who have lived to age 100 or older, has decreased, dropping 14% for women and 20% for men.


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[Assistant] The leading causes of death in this age group are also changing.


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[Assistant] In 2000, the top five causes of death for centenarians were heart disease, stroke, flu, cancer, and Alzheimer's disease.


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[Assistant] But by 2014, the death rate from Alzheimer's disease for this age group have more than doubled.


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[Assistant] Making the progressive brain disease the second leading cause of death for centenarians.


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[Assistant] Maybe that developing this condition remains possible even after people beat the odds of dying from other diseases such as cancer.


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[Assistant] People physically fit enough to survive over 100 years ultimately give in to diseases such as Alzheimer's which affects the mind and cognitive function.


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[Assistant] In other words, it appears their minds give out before their bodies do. On the other hand


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[Assistant] The death rate from flu dropped from 7.4% in 2000.


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[Assistant] That pushed flu from the third leading cause of death to the fifth.


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[Assistant] Overall, the total number of centenarians is going up.


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[Assistant] The number of deaths in this group is also increasing.


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[Assistant] Okay, so let's get started. And to start things off I think what we need to do is consider a definition. I'm going to define what love is.


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[Assistant] But then most of the experiments I'm going to talk about are really focused more on attraction than love.


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[Assistant] And I'm going to pick a definition from a former colleague, Robert Sternberg, who is now the Dean at Tufts University.


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[Assistant] But was here on our faculty at Yale for nearly 30 years. And he has a theory of love


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[Assistant] He argued that you don't have love if you don't have all three of these elements. Intimacy is the feeling of closeness, of connectedness with someone, of bonding.


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[Assistant] Operationally, you could think of intimacy as you share secrets. You share information with this person that you don't share with anybody else. Okay, that's really what intimacy is.


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[Assistant] That this is a required component of a love relationship.


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[Assistant] The third element of love in Sternberg's theory is what he calls decision commitment. The decision that one is in a love relationship, the willingness to label it as such, and a commitment to maintain that relationship at least for some period of time.


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[Assistant] Sternberg would argue it's not love if you don't call it love.


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[Assistant] So if you have all three of these, intimacy, passion and commitment, in Sternberg's theory you have love.


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[Assistant] Now what's interesting about the theory is what do you have if you only have one out of three or two out of three?


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[Assistant] What do you have and how is it different if you have a different 2 out of 3?


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[Assistant] is it gives rise to many different combinations that can be quite interesting when you break them down and start to look at them carefully.


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[Assistant] So what I've done is I've taken Sternberg's three elements of love, intimacy, passion and commitment.


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[Assistant] And I've listed out the different kinds of relationships you would have if you had zero, one, two, or three out of the three elements.


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[Assistant] Questions 19 to 22 are based on the recording you have just heard. Question 19.


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[Assistant] Today, I'd like to talk about what happens when celebrity role models get behind healthy habits, but at the same time promote junk food.


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[Assistant] Currently, there's mounting criticism of Michelle Obama's Let's Move campaign.


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[Assistant] Which fights childhood obesity by encouraging youngsters to become more physically active.


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[Assistant] And signed on singer Beyonce and basketball player Shaquille O'Neal, both of whom also endorse sodas.


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[Assistant] Which are a major contributor to the obesity epidemic.


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[Assistant] Now, there's a lot more evidence of how powerful a celebrity, especially a professional athlete, can be in influencing children's behaviour.


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[Assistant] In a report published by the Rudd Centre for Food Policy and Obesity at Yale University.


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[Assistant] Researchers studied 100 professional athletes and their endorsement contracts.


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[Assistant] They determined that among the 512 brands associated with the athletes, most involved sporting goods, followed closely by food and beverage brands.


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[Assistant] Sports drinks, which are often high in sugar and calories, made up most of the food and drink deals.


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[Assistant] With soft drinks and fast food filling out the remainder.


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[Assistant] Of the 46 beverages endorsed by professional athletes.


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[Assistant] 93% relied exclusively on sugar for all of their calories.


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[Assistant] It's no surprise that high profile athletes can influence children's eating behaviours.


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[Assistant] But the scientists were able to quantify how prevalent these endorsements are in the children's environment.


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[Assistant] Advertisements featuring professional athletes and their endorsed products tend to get impressive exposure on TV, radio, in print and online.


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[Assistant] And in 2010, the researchers reported that children ages 12 to 17 saw more athlete endorsed food and beverage brand commercials than adults.


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[Assistant] One reason any campaign wants a popular celebrity spokesperson


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[Assistant] Is because kids are attracted to them no matter what they are doing.


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[Assistant] We can't expect kids to turn off that admiration when the same person is selling sugar. At best, kids might be confused.


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[Assistant] At worst, they'll think the messages about soda are the same as the messages about water. But those two beverages aren't the same.


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[Assistant] If children are turning to athletes as role models,


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[Assistant] It's in their best interest if their idols are consistent.


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[Assistant] Consistent messaging of positive behaviours will show healthier lifestyles for kids to follow.


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[Assistant] Question 15. What does the speaker say about Hispanics?


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[Assistant] What does the speaker say is a problem with stereotypes?


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[Assistant] The Secret Garden Chapter 1 There is No One Left


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[Assistant] When Mary Lennox was sent to Mistlethwaite Manor to live with her uncle, everyone said she was the most disagreeable-looking child ever seen.


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[Assistant] It was true too. She had a thin little face, a thin little body, and thin blonde hair.


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[Assistant] She had a sour look on her face, and her skin was pale because she had always been sick.


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[Assistant] She had been born in India, where her father worked for the English government.


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[Assistant] Her mother was a great beauty who only wanted to go to parties and amuse herself with interesting people. She had not wanted a little girl at all.


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[Assistant] The nanny had strict instructions. Keep the baby out of sight as much as possible.


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[Assistant] By the time Mary was six years old, she was very selfish and stubborn.


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[Assistant] A young English governess came to teach her to read and write.


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[Assistant] But she disliked Mary so much that she stayed only three months. Other governesses came and went even faster.


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[Assistant] One very hot morning when she was about 10, Mary awoke feeling grumpy.


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[Assistant] She was even grumpier when she saw that the woman standing by her bed was not her usual nanny.


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[Assistant] Mary flew into a rage and beat and kicked the servant. But the frightened woman would only repeat.


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[Assistant] As she walked about the house she noticed that some of the servants were missing. The ones that she did see looked frightened.


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[Assistant] She went out into the garden and began to play under a tree near the porch.


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[Assistant] She stuck big red hibiscus blossoms into little heaps of earth, but still felt angry that her nanny had abandoned her. Suddenly, someone came out on the porch. It was her mother and a young English soldier.


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[Assistant] Her mother's face and clothes were as beautiful as ever but something was wrong. Mary's mother looked upset.


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[Assistant] Awful, said the young soldier. You ought to have gone to the hills two weeks ago. Mary did not know what they were talking about. She stayed quiet and listened.


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[Assistant] Her nanny had died of cholera, a dreaded disease that was spreading quickly and killing many people.


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[Assistant] By the next day, three more servants were dead and the others had run away in terror.


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[Assistant] During the confusion of the following day, Mary hid in the nursery and was forgotten by everyone.


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[Assistant] Nobody thought of her, and nobody wanted her.


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[Assistant] She heard something rustling on the floor, and when she looked down she saw a little snake gliding along.


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[Assistant] The next minute she heard footsteps on the porch and voices in the house Mary jumped out of bed as a soldier came into her room


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[Assistant] So it was in this strange and sudden way that Mary found out that both her father and mother had died of cholera.


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[Assistant] There was no one left in the house but Mary and the little rustling snake.


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[Assistant] A child alone, in a place like this. Who is she?


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[Assistant] Directions In this section, you will hear two long conversations. At the end of each conversation, you will hear some questions.


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[Assistant] Both the conversation and the questions will be spoken only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C, and D. Then, mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Questions 1 to 4 are based on the conversation you have just heard. Question 1.


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[Assistant] Questions 5 to 8 are based on the conversation you have just heard. Question 5


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[Assistant] Directions In this section, you will hear two passages. At the end of each passage, you will hear some questions.


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[Assistant] Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A.


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[Assistant] B, C, and D. Then, mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Questions 13 to 15 are based on the passage you have just heard. Question 13


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[Assistant] Directions. In this section you will hear recordings of lectures or talks followed by some questions.


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[Assistant] The recordings will be played only once.


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[Assistant] After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.


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[Assistant] Then, mark the corresponding letter on answer sheet 1 with a single line through the center.


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[Assistant] Now, listen to the following recording and answer questions 16 to 19.


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[Assistant] Hello everyone. Have you ever thought of making your holidays more meaningful? Well, here is some advice for you.


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[Assistant] It's hard to focus on the true meaning of the holidays when you're rushing from one shopping mall to the next. Try this


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[Assistant] Six to ten weeks before the holiday season, sketch out a weekly calendar with all your holiday obligations. Then, start eliminating.


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[Assistant] Weed out and delegate as much as you can.


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[Assistant] You'll free up more time for real connecting. It's better to give than to receive. And that applies to more than material goods. Some ways to spread cheer to those in need.


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[Assistant] Help your kids deliver homemade holiday cookies to a retirement home. Schedule a visit to the Children's Cancer Ward at a local hospital to deliver baskets of toys.


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[Assistant] Help serve a holiday meal at a homeless shelter. How much money does your family spend on meaningless food?


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[Assistant] Soft drinks, chips, cookies, and the like.


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[Assistant] Re-examine your food choices and buying patterns and pass the savings on.


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[Assistant] Calculate how much you spend on junk food and gift that money to a charity.


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[Assistant] or donate 2% of your food purchases to a food bank.


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[Assistant] Rituals anchor holidays and give kids a sense of continuity and a tradition they can pass on for years to come.


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[Assistant] It can be as simple as lighting candles, singing songs or saying a special prayer.


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[Assistant] Other ideas Take a holiday hike in the woods Throw a lake party


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[Assistant] Host an annual holiday dessert potluck.


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[Assistant] It's never too early to teach kids to share.