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[Assistant] That's been through good editing. It didn't sound like that on the first draft. It's been polished up sometimes by multiple editors.


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[Assistant] I'm gonna tell you a few of the things that I think people associate with good writers.


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[Assistant] Or you might think that it takes years of English and humanities classes to become a good writer. And again, a lot of scientists don't have that. Or maybe you think it takes some kind of artistic nature.


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[Assistant] Or many people think it takes the influence of alcohol and drugs, or maybe some kind of divine inspiration, some kind of muse.


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[Assistant] All of these things get associated with good writers. A lot of people think you need these to be a good writer. But in fact, I don't think you need any of these. What I think it takes to be a good writer


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[Assistant] Is that one, as I said before, you need to have something to say.


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[Assistant] They don't know. And that's why it's a confusing paragraph, because they weren't actually sure what they were trying to say. So figure out first what it is that you're trying to say.


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[Assistant] What you might not have yet is that you may not know a few simple learnable rules of style. And these are the tools that I can teach you in this class.


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[Assistant] Surprisingly, you may not have ever been taught these before. In fact, in some cases you may have been taught the opposite. These are fairly simple rules that I can teach you.


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[Assistant] They're easy to learn and once you've learned them, it'll be a lot easier for you to write in a clear, effective, and efficient way.


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[Assistant] So one of the take home messages I have for this course is that good writing can be learned. Good writing is a skill. You don't have to be born with it. You can learn it.


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[Assistant] And as with any skill, you'll learn it through practice, and we're going to practice a lot in this course. Besides taking this course, there's a few other things you can do to improve your writing. First of all, you can read a lot. Reading is a really good way to learn to be a better writer.


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[Assistant] And read sources of professional good writing like magazines and novels, non-fiction books, not necessarily the scientific literature.


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[Assistant] Pay attention to some of the tricks they use and try to imitate them.


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[Assistant] Do as much reading as you can outside of the scientific literature while you're taking this course.


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[Assistant] If you have time, as I said, writing is a skill, so the more you practice, the better you're gonna get.


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[Assistant] Can be an old fashioned journal or an electronic journal, but try to spend a few minutes just practicing some of the techniques that we're going to talk about in this course.


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[Assistant] I also want you to let go of some academic writing habits, some bad habits that you may have picked up by being in academia too long.


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[Assistant] Oftentimes when we talk about our research, we do it in a more conversational tone. We talk in more simple terms. We actually present our ideas better than we, when we sit down to write. So talking it out first can really help.


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[Assistant] Another thing that I'm going to emphasize in this course is that I want you to actively try when you sit down to write your manuscript to actively try not to bore your reader. And that might sound funny.


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[Assistant] You've probably had the experience where you've got this stack of scientific papers that you've got to read. They're sitting on your desk.


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[Assistant] And you're dreading reading them because you know they're going to be tedious and they're going to be hard to get through and they're going to be dull.


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[Assistant] Next, stop waiting for inspiration. I have lots of students who tell me, well, I can only write on certain days when I feel inspired.


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[Assistant] You know, when the moon is in a certain alignment and I had enough sleep and they have all of these excuses, uh, why they can't write today.


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[Assistant] Of course this is just a procrastination technique. You don't need any special muse or inspiration to be able to write.


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[Assistant] You do need to be prepared to write and that's something that we're going to talk about in this course, but you don't need some kind of special inspiration. So just get over this notion that you have to be inspired in and get yourself to sit down and write.


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[Assistant] Another thing that I think is really important to realize is that writing is hard for everyone.


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[Assistant] So if you find writing hard, you're in the same boat as everybody else. Writing is hard for everyone, even professional writers. And I think that just knowing that can help to reduce some of the anxiety that you may have around writing.


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[Assistant] I'm also going to emphasize revision in this course. A lot of scientists don't spend enough time on revision. They really worry over the first draft. They try to get it perfect on the first draft, and they don't give enough weight to revision. So I'm going to try to get you to flip that.


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[Assistant] The elegance part, that happens on revision, not on the first draft.


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[Assistant] Just barrel through that first draft and then spend time revising.


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[Assistant] It's hard to cut your own words, uh, but you have to learn how to not become too attached to your own words. You have to learn how to be a ruthless editor.


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[Assistant] I'm going to do a lot of ruthless editing and examples in this course. If you send me something to edit, I warn you, I am a ruthless editor.


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[Assistant] They say, Oh, it's 250 words. It needs to be less than 200. Can you help me? And, uh, I of course take that as a challenge and I'll send it back to them with 150 words. So, so learn how to cut. We're going to talk all about this week about how to cut clutter from your work. If you can find a good editor, somebody who can edit your work.


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[Assistant] Preferably somebody outside of your discipline who can look at your work and give some feedback. Tell you whether it's written at a level that they can understand. Tell you where it's confusing, if it's boring.


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[Assistant] Scientific, academic writing can feel very confining.


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[Assistant] You're kind of forced into this little box. You're told there are all these rules that you don't dare break. It really boxes you in. It doesn't let you find your own voice as a writer. So I'm going to encourage you to take some risks.


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[Assistant] Yes, it's true, ducks are the best, you know that.


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[Assistant] Right, uh, home is this way. Hah, got turned around there for a second.


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[Assistant] Aha! Thank you. You can make all the noise you want in the mor- Hmph! Didn't you hear me?


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[Assistant] Yes, it's completely and totally quiet. Finally.


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[Assistant] In this part, there are three sections.


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[Assistant] You will hear two long conversations in section A, two passages in section B, and three lectures or talks in section C. At the end of each conversation, passage, and lecture or talk, there are a number of questions. All the listening materials and 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 the single line through the center.


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[Assistant] Part 2. Listening comprehension. Section A. Directions.


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[Assistant] In this section you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation 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, 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] Today's guest is Susan Lane, the author of a new book on personal finances that has already sold half a million copies. Hi Susan, your book is extremely successful. Why do you think that is?


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[Assistant] You yourself were once caught in that cycle, working for two decades as an executive and earning a high salary, but still accumulating debt.


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[Assistant] So, how did you escape that pattern? And what would you advise other people to do?


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[Assistant] Can you give our audience examples of what you're talking about on an everyday basis?


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[Assistant] Those sound like major sacrifices. I could never share my home. I need my own space.


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[Assistant] Would you like to see the newest additions to our collection first, Catherine?


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[Assistant] This first piece was a gift to the gallery from the artist herself, and it's quite exquisite.


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[Assistant] This piece was inspired by Gregory's recent trek in the Gobi Desert.


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[Assistant] It was purchased at auction by an anonymous collector who lent it to the gallery for display.


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[Assistant] This composition is one of her most acclaimed paintings.


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[Assistant] Obviously, I can't disclose the exact amount he paid, but it was substantial.


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[Assistant] This particular piece was the one that was nominated for a Gateway Award.


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[Assistant] I was lucky enough to attend the award ceremony as Gregory's guest.


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[Assistant] Quite the opposite, in fact. She's not at all eccentric.


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[Assistant] I would say she's one of the most easygoing and intelligent people I know.


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[Assistant] What a coincidence. I'm meeting her for dinner tonight. Would you like to come along?


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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 do we learn about one of the newest additions to the Gallery's collection?


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[Assistant] What does the man say about one of the most acclaimed paintings by Daniel Gregg?


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[Assistant] Question 8. How does the man describe Danielle Gregory?


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[Assistant] Forgive is the release of resentment or anger. Forgiveness doesn't mean reconciliation. We don't have to return to the same relationship.


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[Assistant] Nor do we have to accept the same harmful behaviors from an offender.


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[Assistant] Forgivement is vitally important for the mental health of certain victims.


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[Assistant] It propels people forward rather than keeping them emotionally engaged in an injustice or trauma.


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[Assistant] Caring the hurt or anger of an offense leads the body to release stress chemicals. Eliminating the perpetual flow of those chemicals may also explain why forgiveness provides physical health benefits.


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[Assistant] There are scenarios in which forgiveness is not the best course.


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[Assistant] Sometimes a victim becomes more empowered when they give themselves permission not to forgive. Forgiveness can be challenging.


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[Assistant] This is especially true when the offending party offers an insincere apology. Or maybe they haven't offered anything at all. However, it's often the healthiest path forward.


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[Assistant] Forgiving yourself may seem like an ambiguous process.


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[Assistant] You can begin by acknowledging that you are at fault. Take responsibility for the hurt you caused. Then, reflect on why the event occurred.


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[Assistant] Draw the lessons you learned and try to avoid committing a similar offense in the future.


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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 does the passage say about the Glasgow subway in the 1960s?


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[Assistant] Why was the Glasgow subway closed in 1977?


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[Assistant] What does the passage say about all subway stations in Glasgow nowadays?


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[Assistant] If you visit the Great Smoky Mountains National Park, chances are you will remember the roadside or campground bears above all else.


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[Assistant] Bears are the most popular animals in a number of our national parks.


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[Assistant] And these mountains, where the population of bears runs into the hundreds,


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[Assistant] Opportunities to observe these large wild animals are plentiful during the summer.


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[Assistant] Since National Parks are wildlife sanctuaries where no disturbance of the native animals is allowed, years of protection


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[Assistant] Have served to break down the wild bear's fear of humans.


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[Assistant] Now, instead of depending on their own resources for a living,


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[Assistant] Many bears patrol park roads and campgrounds. They give the garbage cans a frequent going over. An occasional offer of food from a park visitor, an illegal and dangerous practice, makes beggars of them.


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[Assistant] Bears are very often hungry, and since they will feed on almost any kind of plant or animal, garbage is quite acceptable.


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[Assistant] Feeding them, however, represents misguided kindness, because the bears come to expect such generosity from everyone and, consequently, trouble could lie ahead.


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[Assistant] Park rules prohibit the feeding of bears. Violators are arrested.


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[Assistant] Every year, doctors who have offices near the park treat a number of cases of bear bites and bear scratches.


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[Assistant] Some of the accidents have come about in strange ways.


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[Assistant] One man was in the process of feeding two small cubs when the mother bear appeared and insisted upon having some of the food. Shoving the big bear aside with one hand, the man continued feeding the cubs.


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[Assistant] When suddenly he was struck a fierce blow in the face.


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[Assistant] A bear, prompted by the food that a lady kept offering to him, entered the car where the generous person was sitting.


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[Assistant] Her efforts to push the bear out of the car resulted in injuries.


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[Assistant] A man required medical attention after he applied a lighted cigarette to a bear's nose.


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[Assistant] Another man tried to boost a bear into the front seat of his car so that he might take a picture of a bear sitting beside his wife who was behind the wheel.


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[Assistant] Because bears prefer roads and campgrounds, the possibility of a hiker meeting up with a bear along park trails is small.


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[Assistant] But there's always that chance, for a bear seems to know if you are carrying a lunch or a candy bar. He may even insist on taking it.


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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] Why does the speaker say prejudiced attitudes are dangerous?


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[Assistant] When does the speaker say we begin to develop prejudiced attitudes?


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[Assistant] I had spent eight years fighting my way to be the most popular kid in the Catholic school student body.


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[Assistant] I had been a big, tough 8th grader, and suddenly I was a lowly 9th grader bullied by the big, tough 12th grade seniors who ran the high school.


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[Assistant] I realized then that it's nice to strive for something, but that you also have to enjoy the moment you're in and be happy where you are.


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[Assistant] Rock and roll had always been an important part of my life.


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[Assistant] I remember my friends and I used to drive around into the late hours of the nights listening to the music of rock and roll legends. During those teenage years,


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[Assistant] I built friendships that I thought would last a lifetime. Most people that age think the same thing, but people drift apart.


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[Assistant] Jobs, families, and tragedies separate people from those lasting friendships.


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[Assistant] The tragedy that separated me from my friends forever was the Vietnam War. A year after I graduated from high school, I left for Vietnam. I came back burned out and tired.


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[Assistant] As though I had lived ten lifetimes in the short span of fourteen months. The fourteen months I was in the war. I couldn't relate to the friends I had had in high school.


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[Assistant] They still seem childish, concerned with childish things that weren't important to me. I was still trying to cope with the death.


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[Assistant] Destruction and evil I had seen in Vietnam.


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[Assistant] I felt like we had done terrible things to innocent people there, and in turn I had seen terrible things done to my friends. I withdrew from my friends and started college.


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[Assistant] Then I quit college and took many different jobs.


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[Assistant] I spend a lot of my time and money on alcohol and other drugs.


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[Assistant] In an effort to get my life going in the right direction again.


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[Assistant] I sold everything and took what little money I had and bought myself an airplane ticket to Israel. I went there to study history. While studying at Haifa University, I met my wife who was also an American student. I now teach in a high school back in America.


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[Assistant] I try to help them over the rough spots as best I can.


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[Assistant] Journey to the west, chapter one, the monkey.


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[Assistant] From the beginning of time, a rock had sat high on top of a mountain.


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[Assistant] The sun, the moon, heaven and earth all work their magic on the rock. One day the rock split open.


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[Assistant] For a moment the light reached the cloud palace in heaven. The Jade Emperor, ruler of heaven, sat up.


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[Assistant] He turned to one of his captains who was standing nearby.


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[Assistant] He looked out the southern gate of heaven and saw the monkey on earth below. The light was gone, but the captain had magical sight. He could see everything that had just happened.


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[Assistant] As time passed, monkey learned to walk, run and climb.


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[Assistant] All the monkeys and apes looked at one another. They shook their heads.


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[Assistant] I'm not going to try, said a tall monkey.


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[Assistant] Me neither, said a short monkey. A voice called out.


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[Assistant] As I was going through the slides in the last module on the active voice, I might have raised a question for some of you.


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[Assistant] Whenever I talk about the active voice, I always get students who raise their hands and say, but I've been told that I'm not supposed to use we or I. I'm not supposed to use personal pronouns in my scientific manuscript. And of course, to use the active voice, you're going to need to use we or I.


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[Assistant] So you might be wondering, is it okay for me to use personal pronouns in my scientific manuscript?


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[Assistant] I'm here to tell you, yes, it is okay to use we and I. If somewhere along the way somebody told you that personal pronouns are not okay, I'm going to try to convince you otherwise.


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[Assistant] There are several reasons why I think we and I are perfectly fine to use in scientific writing and other formal writing.


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[Assistant] The biggest reason is simply that in order to use the active voice, you usually have to write with we or I.


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[Assistant] And the active voice is just livelier, it's easier to read,


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[Assistant] And I want scientists to write in the most clear and engaging way possible. To do so, you're probably going to have to use we and I.


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[Assistant] I also disagree with people who say that removing personal pronouns from your writing somehow makes it more objective. I think that's a myth.


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[Assistant] Taking yourself out of the paper doesn't in any way make your science more objective. And I'll talk about this a little bit more on the next slide.


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[Assistant] Finally, another really important reason for you to use personal pronouns is that when you put your name as an author on the paper, you are taking public responsibility for its content. So you should actively claim responsibility for the assertions in the text by using we or I.


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[Assistant] I've heard people argue that removing personal pronouns somehow lends objectivity to your paper. I think that's just wrong.


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[Assistant] You and your team designed, conducted, and interpreted the experiments.


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[Assistant] To write in a way that implies that the experiments just kind of happened is misleading.


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[Assistant] Gives an illusion of being more objective, but it certainly does not make the science more objective.


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[Assistant] And interestingly, people have been discussing the active versus passive voice for a long time in science. I found this paper, uh, in Science Magazine from 1957.


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[Assistant] Writing awkward phrases to avoid admitting their responsibility and their presence is an odd way of being objective.


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[Assistant] Alright, even if you're not convinced by any of the other reasons I've just given you, here is a very practical reason why you should use we and I. Journal editors want you to.


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[Assistant] Journal editors recognize that the active voice is much easier to read, and they want people to read their journals. So the style guidelines for many journals explicitly tell you to write in the active voice.


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[Assistant] For example, the style guidelines from Science Magazine. They say right there, use active voice when suitable, particularly when necessary for correct syntax, e.g. to address this possibility we constructed.


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[Assistant] They are instructing you to use we or I. Other top journals give similar instructions.


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[Assistant] And actually, it's worthwhile if we click on this link here and look at the style guidelines from Science Magazine. I'll just share a few of these with you. You'll notice that the editors tell you to do a lot of the things that we've been talking about in this course. They tell you to avoid jargon, as we talked about last week. They tell you to use the active voice.


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[Assistant] They tell you to write concisely, use even though rather than in spite of the fact that. All the same kinds of things we've been talking about. So editors of journals really do want you to write this way.


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[Assistant] Finally, I can point you to some great papers that use we and I. Here's a great example. Watson and Cricks celebrated 1953 paper in nature where they give the structure of DNA.


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[Assistant] The very first sentence of that paper begins, we wish to suggest a structure for the salt of deoxyribose nucleic acid. The first word in that paper is we, and they use we throughout the paper. We wish to suggest, we believe, we wish to put forward.


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[Assistant] This is a great paper to read if you have a chance. I've actually given the link here.


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[Assistant] This is a famous paper obviously because the scientific discovery is so important.


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[Assistant] But not only that, it's a very well written paper. It's in the active voice. It's lively. It's concise. It's easy to understand their take home messages. They made the implications immediately obvious.


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[Assistant] So the paper itself is really quite remarkable, uh, in terms of the writing. If you have time, take a look at it and pay attention to their writing style.


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[Assistant] Then you must study with a sage. Sages are very wise people. They can turn themselves into other animals. They can fly through the sky and they know how to live forever.


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[Assistant] In this next module, we're going to practice use of the active voice. I'm going to put up a passive voice sentence and then I'll have you pause the video and attempt to put it back into the active voice on your own. Then you can restart the video and I'll go over the answer.


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[Assistant] We're going to start with this sentence. A recommendation was made by the DSMB committee that the study be halted.


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[Assistant] Now pause the video and turn that into the active voice and then restart the video.


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[Assistant] Hopefully you came up with something similar to what I did. To put this in the active voice, you say, okay, who made the recommendation? Well, it was the DSMB committee that recommended that the study be halted. So to put this in the active voice, we put the agent first. The DSMB committee goes first. The DSMB committee recommended that the study be halted.


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[Assistant] The next example says major differences in the reaction times of the two study subjects were found.


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[Assistant] Now go ahead and pause the video and turn that into the active voice.


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[Assistant] Hopefully you've got a similar answer to mine. To turn that one into the active voice, you had to recognize that there actually wasn't an agent in that sentence I gave you.


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[Assistant] So you had to guess that the agent is probably the authors of a scientific manuscript who are reporting this result. So you can say, we observed, or the scientists observed, or the researchers observed, uhm,


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[Assistant] Major differences in the reaction times of the two study subjects.


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[Assistant] If you want to, perhaps we don't need the we observed here at all actually. You could be more direct and just state what was observed. So you could say the two study subjects differed in reaction times.


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[Assistant] This next example says it was concluded by the editors that the data had been falsified by the authors. Go ahead now and pause the video and make this one into the active voice.


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[Assistant] Hopefully in that sentence you noticed that there were two passive verbs that you had to make active. It was concluded.


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[Assistant] And the data had been falsified, both of those are passive verbs. So to turn this all back to the active voice, you have to think about who did the concluding, that's the editors, and who did the falsifying, that's the authors.


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[Assistant] So to turn this back to the active voice, you would say the editors concluded that the authors falsified their data.


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[Assistant] The next example says the first visible light snapshot of a planet circling another star has been taken by NASA's Hubble Space Telescope.


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[Assistant] So go ahead and pause the video and turn that into the active voice.


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[Assistant] To turn this one into the active voice, you had to recognize who or what was taking the snapshots. That's the telescope, NASA's Hubble Space Telescope. That's the agent.


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[Assistant] What was being taken? Well, the first snapshot of the planet.


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[Assistant] So we're going to turn this one back into the active voice by saying NASA's Hubble Space Telescope has taken the first visible light snapshot of a planet circling another star. Hopefully you got something similar.


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[Assistant] Here's the final practice exercise. This one is a bit challenging.


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[Assistant] It reads, Therefore the hypothesis that the overall kinetics of a double trans tibial amputee athlete and an able bodied sprinter at the same level of performance are not different was rejected.


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[Assistant] There are actually several things you can do to edit this sentence, but at least go ahead and pause the video and turn this into the active voice.


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[Assistant] Thankfully you got a similar answer to mine. To turn this into the active voice, you had to recognize that the passive verb is was rejected, which came way at the end of the sentence.


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[Assistant] Again, there was no agent, but we can assume it's the authors of the paper who rejected the hypothesis. So you can say, we rejected the hypothesis that the overall kinetics of a double trans tibial amputee athlete and an able bodied sprinter at the same level of performance are comparable.


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[Assistant] Now the original said, uh, that they were not different, but I changed this into a positive construction. Instead of are not different, I said are comparable. Remember that turning negative constructions into positives is another trick we learned last week for making sentences more readable.


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[Assistant] Clearly the ability to be on a high sugar diet is really new, especially in terms of evolutionary time zone.


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[Assistant] Some of that fat is gonna stay in the liver and you're gonna have increased risk.


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[Assistant] Many of the reviews that the final review is that there is no evidence that sugar is associated with metabolic disease of any kind.


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[Assistant] Are funded by the sugar industry.


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[Assistant] We would like to do the definitive study.


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[Assistant] But even if we find out next month, it gets funded.


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[Assistant] It's still going to be five more years before I will have results. What possible risk to public health


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[Assistant] Is there in people lowering their sugar consumption?


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[Assistant] Do whatever you can to turn fruit and vegetable.


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[Assistant] We're going to look at how the blood sugar changes, obviously. We've got blood tests that can look at the effect of the heart. But even more than that, we're looking for the changes that might occur in the liver and its production of fat.


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[Assistant] The big change is that the liver function tests have had an amazing rise in one of the enzyme levels, the ALT level. The ALT is a enzyme in the liver which helps the reactions go out. If it appears in your blood, because that's where we measured it, it shows that the liver cells are releasing their contents, i.e. they're being damaged or dying. And so the, you know, it's really


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[Assistant] They are. They are. It's obviously getting full of fat. You've got the signs of a fatty liver. And this is really the first time I've actually seen that it can be actually developed in two or three weeks.


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[Assistant] So took you from, say, the best 20% of the men in, to the worst, 10%. In one month. In one month.


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[Assistant] And I feel pretty drained. I had a chicken dish last night that was pretty sweet.


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[Assistant] And I could just tell that my body feels lethargic and it's waiting for its next sugar injection. So the perfectly named up and go.


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[Assistant] He's gonna start my day today. Banana flavoured with, uh,


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[Assistant] Not feeling very well at all today. Nauseous in my stomach and headache all morning.


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[Assistant] All that spring and into summer, she stayed in the orchard and practiced diving into flowers.


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[Assistant] And then one day, late in the summer, it hit her. Ouch. A cherry, that is.


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[Assistant] Susie works in a shoe shine shop, where she shines, she sits, and where she sits, she shines.


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[Assistant] Well I think it's perfect. It's just what my picture needed.


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[Assistant] How high can you count, Chirp? Hmm, I don't know. Every time I try to find out, something always distracts me.


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[Assistant] Okay, compared to those leaves, I don't have a lot of hats. But compared to how many I started with, my collection's gotten pretty big.


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[Assistant] Okay, maybe it's bigger in size, but there are more things in my collection. There can't be! My collection's bigger!


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[Assistant] Huh. What comes after eight? I can't remember. Hmm.


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[Assistant] I'll put my collection right next to his. Then he'll have to admit that mine has more things.


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[Assistant] Now I have four stacks too, and each of my stacks has one, two, three,


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[Assistant] Four hats. Hey, both of you have four stacks of four. That means you each have the same number of things.


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[Assistant] After I'm done breaking all my hats, I'll have more!


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[Assistant] One of the very interesting emerging findings in this literature is the more you eat


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[Assistant] High sugar foods, the more you're gonna desire high sugar foods and wanna continue eating them.


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[Assistant] Okay, I'm coming back to the number one example, but not the easiest example, of a second order equation with oscillating forcing term cosine omega t.


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[Assistant] We have to know the answer to this problem.


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[Assistant] It's a little messy, but the method is not messy. The method is straightforward. So, let me begin.


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[Assistant] Cosine with its amplitude and the sine with its amplitude into two separate pieces.


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[Assistant] So, if I'm looking for that solution, and m and n are the numbers I want to find, how do I proceed? It's a case of


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[Assistant] Uuh, undetermined coefficients, m and n, and the way to determine them is substitute this into the equation and


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[Assistant] And the way we find m and n, we need two equations for two, for two quantities, m and n.


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[Assistant] And what, what, imagine this substituted in there. I'll get some cosines. So the cosines on one side will match the cosine on the other side. And also from the derivative,


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[Assistant] I'll get some sines, and they should match zero, because I have no sine omega t on the right hand side. So I have two equations matching the sines, matching the cosines, and I solve those.


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[Assistant] Two equations, two unknowns, and I just write the answer down. M involves a C minus omega squared. M is coming from the cosines, and we get cosines from that term and that term divided by


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[Assistant] Some number d that I'll write down, and n,


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[Assistant] When I, from the two equations for m and n.


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[Assistant] I just solved those equations. This d here is the two by two determinant, if we think about the linear algebra behind two equations. And that's what it is. And so the answer now is in terms of a,


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[Assistant] I always want to show you a different form of the solution.


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[Assistant] And in this case a better form. Because the most important physical quantity.


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[Assistant] What is the amplitude of this? This is a sinusoid. And we remember that every sinusoid can be written in a polar form.


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[Assistant] And that's an attractive form because it has only one term, the two


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[Assistant] Uh, numbers g and alpha get put into the single term where we can see the magnitude of the oscillation.


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[Assistant] Comes from there, and it's 1 over the square root of D.


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[Assistant] G is, well, g is the square root of m squared plus n squared.


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[Assistant] The square root of m squared plus n squared. And if I put m squared and n squared, then I have, uh, d over d squared. I get that answer. That's the gain. Let me write that word gain again, because


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[Assistant] You've got it there. Here it is again here. And alpha is, as always, the tangent of alpha is the n over the n. Right. Which is just b omega


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[Assistant] Over c minus omega, a omega squared. I like that polar form.


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[Assistant] The form we expect for the solution. And of course,


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[Assistant] That form that we expect is the form we get provided omega, the driving frequency, is different from omega n. Well, no, I guess we're all right even if omega is omega n because we have a, a damping term. Yeah. So that's the answer.


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[Assistant] Uh, so an example, why not an example, y double prime plus y prime plus two y equals cosine of t. Okay.


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[Assistant] That's a, that's a simple example. I took omega to be 1. You see in there is omega. And then a is 1, b is 1, c is 2. Uh, we can evaluate everything. We can evaluate. In fact, I think m, m and n are one half.


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[Assistant] Uh, so what do I know? Do I know the rectangular form? Yes. Rectangular form is one half


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[Assistant] One half for both the cosine and the sine. One half of cosine t plus sine t.


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[Assistant] Two simple things, but I have to add them, and in my mind I don't necessarily see how the cosine adds to the sine. But the


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[Assistant] Sinusoidal identity, the polar form, gives it to me. So what's, what is it in polar form? So g, the gain, is going to be 1 over the square root of 2.


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[Assistant] Pi over 4 is the angle of the phase lag. When I add the cosine and the sine, I get a sinusoid that's sitting over pi over 4, 45 degrees. So that, those are the two forms.


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[Assistant] So in a nice example, we certainly got a nice answer.


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[Assistant] We certainly did, yes. Okay, so that is the, it worked out, more or less worked out.


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[Assistant] Uh, in principle worked out is the solution to what I think of as the


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[Assistant] As the most important application when the forcing term is a cosine.


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[Assistant] Uh, so that it gives oscillating motion, it gives a phase shift, and it gives these formulas. The only thing I would add is that


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[Assistant] I need to comment on better notation. So I have used in these formulas A, B, and C. But those have


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[Assistant] A, B, C, which are mass, damping, spring constant. Well, that's already better to use letters that have a meaning. But the small but very important point is that two combinations of A, B, C


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[Assistant] MBK are especially good. One is the natural frequency that we've seen already, c over a, square root of c over a.


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[Assistant] So that gives us one important combination of ANC, and the other one is the damping ratio.


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[Assistant] And that damping ratio is b over the square root of 4ac.


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[Assistant] Ha! You'll say, where did that come from? Or I can, I can use these letters, b over the square root of 4mk.


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[Assistant] The same units, otherwise subtraction would be a crime.


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[Assistant] So they have the same ratio and therefore the same units and therefore the ratio is dimensionless. So it's, let me write that word, dimensionless.


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[Assistant] Conclusion, I could rewrite the answer in terms of these quantities, omega n and zeta.


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[Assistant] I won't do that here. That can wait for another time. But just to say, since we've solved the, found the solution to the most important, uh, application,


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[Assistant] With cosine omega t there, since we found the solution.


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[Assistant] Appropriate to comment that we could write the answer in terms of omega n, the natural frequency, and z, zeta, the damping ratio. Okay, thank you.


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[Assistant] Bye. Now over here, you'll find my other favorite, Duck Unalert. Note the forward thrust of the foot. The steely h-hey. Where'd he go?


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[Assistant] Unless you're ready right now. Are you ready right now? Are you? Hm? Are you? Hm?


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[Assistant] It's not working. Right, so let's get back to Snow Ducks now.


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[Assistant] We could fit one over here, I think, in between Duck at Play and Duck Interrupted.


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[Assistant] I don't have time. I'm building a duck. And I could use some help.


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[Assistant] A beaver on top of Snow Hill! Who ever heard of that? Have you ever heard of that? I've never heard of that!


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[Assistant] It's just strange. I'm telling ya, that beaver is breaking the duck building codes. Well, I think it's very nice.


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[Assistant] Chapter 13, The True Scriptures.


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[Assistant] Five hundred years passed. Wukong stayed trapped under the mountain. A thick layer of moss covered the monkey.


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[Assistant] One day, Buddha sat in the thunderclap monastery in the western paradise. He was talking to his students.


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[Assistant] Guan Yin stepped forward. I will go.


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[Assistant] Said the monk. He walked over to the woman.


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[Assistant] Said the monk, looking down at the glowing robe.


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[Assistant] Someone cried. The emperor and everyone else in the room bowed. Guan Yin rose higher and then disappeared.


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[Assistant] The next morning there was a huge feast. The Tang Emperor sat next to the monk.


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[Assistant] Later that day, the Tang monk got ready for his journey. He put the special robe into a bag.


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[Assistant] He traveled for over a month when he came to a big mountain. Slowly his horse walked up a steep trail.


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[Assistant] Said the Tang Monk. He looked around uneasily.


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[Assistant] People who learn the lessons never have to suffer again.


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[Assistant] Ask the monk. No, said the woman.


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[Assistant] Someone must travel to the thunderclap monastery to get them.


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[Assistant] Wide rivers and steep mountains will block your path.


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[Assistant] Fierce creatures and evil demons will try to attack you.


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[Assistant] But don't fear. You will have help from me.


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[Assistant] I am Sun Wukong, king of the fruit and flower mountain. I should be the king of heaven too.


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[Assistant] I'm going to the Cloud Palace to tell the Jade Emperor to leave. If he doesn't, I'll never stop causing trouble!


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[Assistant] Journey to the West. Chapter 18. The Robe.


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[Assistant] Wukong and Guan Yin flew over the ocean and back to the wide river.


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[Assistant] The dragon stopped talking when he saw Wukong next to Guan Yin.


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[Assistant] When the light faded, a horse stood where the dragon had been.


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[Assistant] After Guan Yin left, Wukong led the horse to the Tang monk.


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[Assistant] The Tang monk fell to his knees and bowed. Wukong laughed.


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[Assistant] Called to voice. Wukong spun around. A boat had arrived next to the shore.


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[Assistant] The Tang monk stepped onto the boat, and Wukong followed with the horse.


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[Assistant] The Tang monk stepped out of the boat. When he turned to thank the boatman, the boat was gone.


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[Assistant] The Monk and the Monkey continued their journey over hills and across plains.


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[Assistant] They walked some more until they reached a Buddhist monastery.


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[Assistant] Later that evening, the Tang monk in Wukong ate a meal with the priests.


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[Assistant] When the head priest heard where the Tang monk was going, he was excited.


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[Assistant] The Tang monk handed the robe to the priest. The priest admired it for a moment.


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[Assistant] Go to Plum Mountain. Ask Erlang if he'll help us.


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[Assistant] Then he defeated our entire army. Erlang is trying to catch him now.


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[Assistant] Okay, this is, uh, one more, uh, thing to tell you about Laplace transforms and introducing a new word, convolution.


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[Assistant] So we're going to find our old formula in newer, in new language, a new way, but the formula is familiar, and the problem.


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[Assistant] Is our basic problem, second order, linear, constant coefficient with a forcing term.


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[Assistant] And we know that the Laplace, and I'll take zero boundary conditions.


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[Assistant] Formula for y of s after I do that division, uh, it's a product. The transform of the solution that we want is that transform times that transform.


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[Assistant] This is the transform of the impulse response. This is the transform of the right hand side.


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[Assistant] Now, I just have a Laplace transform question. Suppose my transform is


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[Assistant] One function of S times another function of S. What is the inverse transform?


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[Assistant] What is the inverse transform? What, what function y of t gives me g times f?


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[Assistant] And I'm just going to answer that. The answer is, the answer is


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[Assistant] Those are the ones that give that, but I do not just multiply those.


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[Assistant] Is, here's the formula for convolution. It's an integral from 0 to t of one function.


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[Assistant] Uh, maybe I better use capital T. Better. Times the other function.


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[Assistant] So, what have I achieved here? The same old formula.


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[Assistant] The, the formula which we described way back at the beginning, uh, as inputs f,


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[Assistant] Put all those together by integration. Put all the inputs with their growth factors.


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[Assistant] But you see that I could jump to the answer once I knew about the convolution formula and I knew that this is the function whose transform, it's, let me say again, it's transform


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[Assistant] If I multiply transforms, I convolve functions.


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[Assistant] It grows the number of functions that we can deal with in Laplace transform because it tells us what to do with products. Capital G, capital F.


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[Assistant] Accurately. Uh, I don't plan to check that this, that this statement is true. That the transform of that one is that one, but it is true. But I do plan to do an example. Now, second degree gets a little messy.


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[Assistant] Differential equation, and I'll take e to the ct on the right hand side. Okay.


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[Assistant] Minus A y of s equals, well I know the transform f of s, I know the transform of that is 1 over s minus c.


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[Assistant] So this is just s minus a factors out. So y of s.


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[Assistant] With a forcing term that I could use as an example.


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[Assistant] So now I'm looking for what is y of t. I'm looking for y of t. And I'm now going to use the language of convolution.


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[Assistant] This is the transform of e to the a t.


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[Assistant] What do I have? G of t minus t. What, what is the inverse transform of 1 over s minus a? It's e to the a.


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[Assistant] And what is the inverse transform of 1 over S minus C? E to the C. T. DT. So I have used the, I've just


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[Assistant] Put in what I know in the convolution formula, and this should be the correct answer. And I can do this integral, and what do I get? Well, I'm pretty sure that I get


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[Assistant] You see, I'm going to combine those exponentials. So I'll have a c minus a. It comes out perfectly.


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[Assistant] That's the right answer. It's not only what the convolution formula tells me. It's what I know. So that example is a good one.


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[Assistant] To show that when, so I didn't use partial fractions.


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[Assistant] Normally, I would separate this into partial fractions, and then I would recognize this.


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[Assistant] Those two pieces of the answer. I didn't do that this time. Instead of using partial fractions, the algebra, I used the convolution formula and did the integral, uh, or almost did it. We can do it and we get that answer. Okay, so the point of this video is simply,


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[Assistant] The quantity we need, the function we need when, when the transform is a product of two transforms. Okay, thank you.


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[Assistant] Okay, I'm concentrating now on the key question of stability. Do the solutions approach zero and


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[Assistant] In the case of linear equations, do they approach some constant, some steady state in the case of nonlinear equations? So today is the beginning of nonlinear. I'll start with one equation. dy dt is some function of y, not a linear function probably.


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[Assistant] And first question, what is a steady state or critical point? Easy question.


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[Assistant] And, uh, I'll call those critical points or steady states. What's the point? At a critical point,


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[Assistant] Here's the solution. It's a constant. It's steady.


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[Assistant] I'm just checking here that the equation is satisfied. The derivative is 0.


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[Assistant] Because it's constant, and f is zero because it's a critical point.


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[Assistant] So I have zero equals zero, the differential equation is perfectly good. So if I start at a critical point, I stay there.


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[Assistant] A critical point, or do I go away from it? Is the critical point stable and attractive?


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[Assistant] Or is it unstable and repulsive? So the way to answer that question is to look at the equation when you're very near the critical point.


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[Assistant] Very near the critical point we could make the equation linear. We can linearize the equation. And that's the whole trick. And I've spoken before and I'll do it again now for one equation. But the real message, the real content comes with two or three equations.


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[Assistant] Uh, that's what we see in nature very often and we want to know is the, uh, is the problem stable. Okay, so what does linearize mean?


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[Assistant] Here it's coming through, it's a graph of f of y, whatever it is. Here's this we recognize as the point capital Y, right?


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[Assistant] And the slope of that tangent is the coefficient and it's


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[Assistant] If it were coming down, then the slope would be negative at the critical point.


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[Assistant] And probably that will be stable. Okay. So I just have to do a little calculus.


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[Assistant] The whole idea of linearizing is the central idea of calculus. That we have curves, but near a point, we can pretend we can, they are.


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[Assistant] Essentially straight if we focus in, if we zoom in. So this is a zooming in problem, linearization. Okay, so if I zoom in, the function at some y,


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[Assistant] So, but you remember the tangent line stuff, the, is the function at y.


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[Assistant] So uhm, little y is some point close by. Capital Y is the crossing point. And this is the y minus y times the slope. That's the slope. The slope at the, at the,


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[Assistant] Critical point there is, all that you see, the right hand side is linear.


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[Assistant] Point. So that I have just a linear approximation with that slope and a simple function. Okay. So.


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[Assistant] I'll use this approximation. I'll put that into the equation.


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[Assistant] Look, focus near the steady state, near the critical point, capital Y. Near that point, this is


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[Assistant] My good approximation to f and I'll just use it. So I plan to use that right away. So now here's the linearized.


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[Assistant] Equals f of y. But I'm going to do approximately equals this


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[Assistant] My coefficient little a in my first order linear equation. So I'm, I'm going back to chapter one for this linearization for one equation. But then the next video is the real thing.


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[Assistant] By allowing two equations or even three equations.


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[Assistant] So we'll make a small start on that, but it's really the next video.


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[Assistant] Okay, so that's the equation. Now, notice that I could put dy dt is


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[Assistant] The derivative of that constant is zero, so I could safely put it there. So what does this tell me? Let me call that number a.


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[Assistant] And the solution will be y minus capital Y. It's just linear. The derivative is the thing itself times A. It's the pure model of


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[Assistant] And the exponential goes, drops to zero, and that tells me that y approaches capital Y, goes to the, to the critical point, to the steady state, and not away. Example, example, let me just take an example that you've seen before.


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[Assistant] So I plan to linearize after I find the critical points. Critical points, this is zero.


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[Assistant] That equals zero, uh, I guess there will be two critical points.


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[Assistant] And each critical point has its own linearization, its own, its slope at that critical point. So you see I'm here, if I graph f of y here,


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[Assistant] This 3y minus y squared has


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[Assistant] Notice, this is not my differential equation. There is my differential equation. Here is my linearization step, my computation of the derivative, the slope.


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[Assistant] So the derivative of that is 3 minus 2y, and


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[Assistant] I've got two critical points at capital Y equals zero, that's three.


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[Assistant] And at capital Y equals 3, it's 3 minus 6, it's minus 3. Those are the slopes we saw in the picture. Slope up.


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[Assistant] So what does it mean for this to be unstable? It means that the solution y equals zero, constant zero, solves the equation, no problem. If y stays at zero,


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[Assistant] It's a perfectly okay solution, the derivative is zero, everything is zero.


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[Assistant] But if I move a little away from zero, if I move a little away from zero, then the 3y minus y squared, what does it look like?


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[Assistant] If, if I'm moving just a little away from y equals zero, away from this unstable point, y squared will be extremely small.


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[Assistant] So it's really 3y. It'll grow, the y squared will be small near y equals zero. Forget that. We have exponential growth, e to the 3t. We leave the, we leave the zero steady state and we move on.


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[Assistant] Steady state, the critical point, will grow like...


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[Assistant] e to the min- whoa, will decay. Sorry, I said grow, I meant decay. Will decay like e to the minus 3t. Because the minus 3 in the slope is the minus 3 in the exponent.


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[Assistant] Rocket science, although it's pretty important for rockets.


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[Assistant] Uh, let me just say what's coming next and then do it in the follow up video. So what's coming next will be two equations.


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[Assistant] When this is zero, when they're both zero, they both have to be zero, and then dy dt is zero, so it's y is steady, dz dt is zero, so z is steady. So I'm looking for, I've got,


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[Assistant] Two numbers to look for, and I've got two equations. F of y, oh, let me call that capital Y. Capital Z. So those are numbers now. Equals zero. So I want to solve.


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[Assistant] That's really the next video, is how do you linearize? What does the linearized thing look like when you have two functions?


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[Assistant] Depending on two variables, y and z, you're gonna have, we'll see, four slopes. Well, you'll see.


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[Assistant] So that, this is what's coming, uh, and we end up with a two by two matrix, because we have two equations, two unknowns, and, uh,


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[Assistant] A little more excitement than the


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[Assistant] Classical single equation like a logistic equation. Okay, onward to two.


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[Assistant] Master, you worry too much. There will be many dangers on your journey. But you have me, the Monkey King, to protect you. All of Heaven's soldiers couldn't defeat me, so why worry about a dragon?


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[Assistant] And we can't cross the river with that dragon in there. I'll try another plan.


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[Assistant] I'm not afraid of him, but I can't beat him either. I need help.


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[Assistant] We reached a wide river with a dragon in it. The dragon ate our horse!


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[Assistant] It's too late for that now. He won't come out of the water!


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[Assistant] I don't know. But there are a lot of things I don't know.


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[Assistant] Ooh, Woody! You're right, this is just like a tree!


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[Assistant] Whew, that's a relief. Well, I better go rest up for my big day. You're invited! In the morning!


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[Assistant] Your father said it's time. Now? Okay.


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[Assistant] I don't deserve a tail. I'll never be a real beaver. I nearly beamed you with the whole entire tree. Maybe you just need to practice.


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[Assistant] Are you sure? You're not a beaver and stuff. That's what your dad said.


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[Assistant] I want to cook some food for the Tang Monk. It's through that door.


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[Assistant] I will do anything you say! Just please tell the monkey to stop!


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[Assistant] You mean, that thing? Uh huh. Isn't it amazing?


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[Assistant] Oh. Well, I guess I'll see you later. Okay, bye Chirp.


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[Assistant] Peep, I hate to tell you, but we're never going to find it. Yes we will. I know we will. Let's try that way.


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[Assistant] I'm just going to check that wood pile, okay? Couldn't you pull these off?


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[Assistant] Your turn. Thanks for sticking with me, you guys. I'm sorry you got all... stuck. Hey! Look over there!


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[Assistant] I can't believe you actually found that thing. I knew I would. Thanks, Quack.


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[Assistant] Journey to the West, Chapter 28, Wukong Leaves His Body.


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[Assistant] Bajie looked out the kitchen window. Wukong and Wu Jing were outside talking.


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[Assistant] The monkey went behind the abbey and found the giant ginseng tree. The fruit sparkled in the sunlight.


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[Assistant] He handed Bajie and Wu Jing each a ginseng fruit. Wu Jing took a bite.


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[Assistant] Bajie opened his mouth wide and threw his ginseng fruit in. Gulp.


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[Assistant] Said Wukong. You didn't even chew!


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[Assistant] At that moment, the two priests were walking past the kitchen.


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[Assistant] The two priests ran outside and searched the ginseng tree. Three pieces of fruit were gone.


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[Assistant] Wu Jing wipes some juice from the side of his mouth.


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[Assistant] He left his body standing in the room and went out behind the abbey. Wukong stood before the ginseng tree.


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[Assistant] Finally, he took out his iron bar and struck the tree.


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[Assistant] The priests stopped yelling and looked at the monkey.


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[Assistant] I think you made a mistake, said the monkey with a big smile.


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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] 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] So Mike, you managed the innovation project at KUSINTEC.


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[Assistant] Well then, first, congratulations. It seems to have been very successful. Thanks.


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[Assistant] Was the revival in their fortunes entirely due to strategic innovation?


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[Assistant] How did you align strategies throughout the company?


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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] There aren't any interpreters I know who don't have professional qualifications and training.


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[Assistant] You only really get proficient after many years in the job.


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[Assistant] That's right. The techniques you use are different, and a lot of interpreters will say one is easier than the other. Less stressful.


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[Assistant] Well, actually no. Most people in the business would agree that consecutive interpreting is the more stressful.


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[Assistant] You have to wait for the speaker to deliver quite a chunk of language before you then put it into the second language, which puts your short term memory under intense stress.


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[Assistant] Absolutely. Anything like numbers, names, places have to be noted down, but the rest is never translated word for word.


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[Assistant] You have to find a way of summarizing it so that the message is there.


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[Assistant] Turning every single word into the target language would put too much strain on the interpreter and slow down the whole process too much.


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[Assistant] Well, hopefully the speakers will let you have an outline of the topic a day or two in advance.


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[Assistant] You have a little time to do research, prepare technical expressions, and so on.


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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] The US has already lost more than a third of the native languages that existed before European colonization.


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[Assistant] We need more funding and more effort to return these languages to everyday use, says Fred Nowuski of the National Museum of the American Indian.


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[Assistant] We are making progress, but money needs to be spent on revitalizing languages, not just documenting them.


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[Assistant] Some 40 languages, mainly in California and Oklahoma, where thousands of Indians were forced to relocate in the 19th century, have fewer than 10 native speakers.


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[Assistant] Part of the issue is that tribal groups themselves don't always believe their languages are endangered until they're down to the last handful of speakers.


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[Assistant] The decline in American Indian languages has historical roots. In the mid 19th century, the U.S. government adopted a policy of Americanizing Indian children by removing them from their homes and culture.


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[Assistant] Within a few generations, most had forgotten their native tongues.


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[Assistant] Another challenge to language survival is television.


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[Assistant] It has brought English into homes and pushed out traditional storytelling and family time together.


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[Assistant] Greg Rosen lost his job as a sales manager nearly three years ago and is still unemployed.


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[Assistant] At first, Rosen bought groceries and made house payments with the help from Unemployment Insurance.


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[Assistant] It pays laid off workers up to half of their previous wages while they look for work.


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[Assistant] But now, that insurance has run out for him, and he has to make tough choices.


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[Assistant] He's cut back on medications and he no longer helps support his disabled mother. It is a devastating experience.


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[Assistant] New research says the U.S. recession is now over, but many people remain unemployed, and unemployed workers face difficult odds.


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[Assistant] There is literally only one job opening for every five unemployed workers. So four out of five unemployed workers have actually no chance of finding a new job.


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[Assistant] Businesses have downsized or shut down across America, leaving fewer job opportunities for those in search of work.


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[Assistant] Experts who monitor unemployment statistics here in Bucks County, Pennsylvania say about 28,000 people are unemployed and many of them are jobless due to no fault of their own. That's where the Bucks County career link comes in.


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[Assistant] Local director Elizabeth Walsh says they provide training and guidance to help unemployed workers find local job opportunities.


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[Assistant] So here's the job opening. Here's the job seeker. Match them together under one roof, she says.


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[Assistant] But the lack of work opportunities in Bucks County limit how much she can help. Rosen says he hopes Congress will take action.


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[Assistant] This month, he launched the 99ers Union, an umbrella organization of 18 internet-based grassroots groups of 99ers.


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[Assistant] Their goal is to convince lawmakers to extend unemployment benefits.


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[Assistant] But Pennsylvania State Representative Scott Petrie says governments simply do not have enough money to extend unemployment insurance.


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[Assistant] He thinks the best way to help the long-term unemployed is to allow private citizens to invest in local companies that can create more jobs.


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[Assistant] But the boost in investor confidence needed for the plan to work will take time.


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[Assistant] Time that Rosen says still requires him to buy food and make monthly mortgage payment.


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[Assistant] Rosen says he'll use the last of his savings to try to hang onto the home he worked for more than 20 years to buy.


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[Assistant] But once that money is gone, he says he doesn't know what he'll do.


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[Assistant] Earlier this year, British explorer Penn Haddow and his team trekked for three months across the frozen Arctic Ocean.


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[Assistant] Satellite observations and submarine surveys over the past few years had shown less ice in the polar region.


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[Assistant] Show the loss is more pronounced than previously thought.


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[Assistant] Who's been measuring and monitoring the Arctic since 1971 says the decline is irreversible.


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[Assistant] Martin Summercorn runs the Arctic program for the environmental charity, the World Wildlife Fund.


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[Assistant] Summercorn says a plan to reduce greenhouse gas emissions, blamed for global warming,


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[Assistant] Wattam says there is no easy technological fix to climate change.


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[Assistant] He and other scientists say there are basically two options to replacing fossil fuels.


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[Assistant] Generating energy with renewables or embracing nuclear power.


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[Assistant] The children who had the lowest self-control when they were aged 3 to 10 later on had the most health problems in their 30s and they had the worst financial situation and they were more likely to have a criminal record


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[Assistant] And to be raising a child as a single parent on a very low income.


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[Assistant] Even the children who had above average self-control as preschoolers could have benefited from more self-control training.


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[Assistant] They could have improved their financial situation and their physical and mental health situation 30 years later.


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[Assistant] Whereas some of the low self-control study members are more likely to be single parents with a very low income and the parent is in poor health and likely to be a heavy substance abuser. So that's not a good atmosphere for a child.


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[Assistant] So it looks as though self-control is something that in one generation can disadvantage the next generation.


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[Assistant] It's my last day at work tomorrow. I start my new job in two weeks.


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[Assistant] My human resources manager wants to conduct an interview with me before I leave.


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[Assistant] I resigned because I've been unhappy at that company for a long time.


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[Assistant] But I'm not sure if I should tell them how I really feel.


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[Assistant] The second is that the criticism will, theoretically, help the organisation I'm leaving to improve?


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[Assistant] Making sure employees of the future are less likely to encounter what I did?


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[Assistant] Now you've got me rethinking what I'll disclose in the interview. There is always the chance that it could affect my reputation and my ability to network in the industry. It is a pretty small industry after all.


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[Assistant] Perhaps I would be better getting things off my chest by going to one of those Rate Your Employer websites.


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[Assistant] Question two. What does the woman think about the information gained from an exit interview?


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[Assistant] Why does the man want to rethink what he will say in the coming exit interview?


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[Assistant] Today, I'm talking to the renowned botanist, Jane Forster.


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[Assistant] Recently, Jane, you've become quite a celebrity since the release of your latest documentary. Can you tell us a little about it?


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[Assistant] Why do you put up with such adverse conditions?


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[Assistant] Then we can leave it for another occasion. Thanks.


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[Assistant] Scientists often use specialized jargon terms while communicating with laymen.


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[Assistant] Most of them don't realize the harmful effects of this practice. In a new study.


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[Assistant] People exposed to jargon when reading about subjects like autonomous vehicles and surgical robots later said they were less interested in science than others who read about the same topics but without the use of specialized terms.


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[Assistant] They also felt less informed about science and less qualified to discuss science topics.


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[Assistant] It's noteworthy that it made no difference if the jargon terms were defined in the text.


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[Assistant] Even when the terms were defined, readers still felt the same lack of engagement as readers who read jargon that wasn't explained.


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[Assistant] The problem is that the mere presence of jargon sends a discouraging message to readers.


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[Assistant] Hilary Schulman, the author of the study, asserts that specialised words are a signal.


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[Assistant] Jargon tells people that the message isn't for them.


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[Assistant] There's an even darker side to how people react to jargon.


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[Assistant] In another study, researchers found that reading scientific articles containing jargon led people to doubt the actual science.


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[Assistant] They found the opposite when a text is easier to read. Then people are more persuaded.


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[Assistant] Thus, it's important to communicate clearly when talking about complex science subjects.


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[Assistant] This is especially true with issues related to public health.


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[Assistant] Like the safety of new medications and the benefits of vaccines.


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[Assistant] Schulman concedes that the use of jargon is appropriate with scientific audiences.


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[Assistant] But, scientists who want to communicate with the general public need to modify their language. They need to eliminate jargon.


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[Assistant] Questions 12 to 15 are based on the passage you have just heard. Question 12. What did Texas businessman Petilio Higgins believe?


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[Assistant] What prevented Higgins workers from digging a proper hole to get the oil?


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[Assistant] What does the passage say about Captain Lucas's drilling method?


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[Assistant] Question 15. What do we learn about Texas' oil industry boom?


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[Assistant] Recording one. Most people dislike their jobs. It's an astonishing, but statistical fact.


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[Assistant] A primary cause of employee dissatisfaction according to fresh research is that many believe they have terrible managers.


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[Assistant] Few describe their managers as malicious or manipulative though.


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[Assistant] While those types certainly exist, they're a minority.


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[Assistant] The majority of managers seemingly just don't know any better.


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[Assistant] They're often emulating bad managers they've had in the past.


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[Assistant] It's likely they've never read a management book or attended a management course.


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[Assistant] They might not have even reflected on what good management looks like.


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[Assistant] Beginning with a question about the worst manager they had ever had.


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[Assistant] From this, the researchers came up with four main causes of why some managers are perceived as being simply awful at their jobs. The first cause was company culture.


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[Assistant] Which was seen by employees as enabling poor management practices.


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[Assistant] It was specifically stressful work environments, minimal training, and a lack of accountability that were found to be the most blameworthy.


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[Assistant] Often a manager's superiors can effectively encourage a manager's distasteful behaviour when they fail to discipline the person's wrongdoings.


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[Assistant] Such workplaces are sometimes described as toxic.


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[Assistant] The second cause was attributed to the manager's characteristics. Those deemed to be most destructive were odd people, those without drive, those who allow personal problems into the workplace,


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[Assistant] And those with an unpleasant temperament or personality in general.


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[Assistant] The third cause of poor management was associated with a deficiency of qualifications.


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[Assistant] Not so much the formal variety one obtains from a university, but the informal variety that comes from credible work experience and professional accomplishments.


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[Assistant] The fourth cause, concerned managers who've been promoted for reasons other than potential.


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[Assistant] One reason in particular why these people have been promoted was that they had been around the longest.


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[Assistant] It wasn't their skill set or other merits that got them the job. It was their tenure.


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[Assistant] The point worth making is that the study was based only on the perspective of employees. The researchers didn't ask senior leaders what they thought of their frontline managers.


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[Assistant] It's quite possible they're content with how the individuals they promoted are now performing.


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[Assistant] Merely ignorant of the damage they're actually causing.


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[Assistant] Which might explain why, as the researchers conclude, those same middle managers are usually unaware that they are a bad manager.


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


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[Assistant] Question 19. What does the passage say about the mining industry in Western Australia?


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[Assistant] Question 20. What is the impact of the digitization of the mining industry?


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[Assistant] Question 21. What is the attitude of workers unions towards the introduction of new technology?


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[Assistant] According to official statistics, Thailand's annual road death rate is almost double the global average.


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[Assistant] Thai people know that their roads are dangerous.


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[Assistant] But they don't know this could easily be changed.


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[Assistant] globally, road accidents kill more people every year than any infectious disease.


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[Assistant] Researchers at the Institute for Health Metrics and Evaluation in America put the death toll in 2017 at 1.24 million.


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[Assistant] According to the Institute, the overall number of deaths has been more or less static since the turn of the century.


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[Assistant] Road accidents are killing more people than ever before.


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[Assistant] Those countries have swelling young populations, a fast growing fleet of cars and motorbikes, and a limited supply of surgeons.


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[Assistant] It is impossible to know for sure because official statistics are so inadequate. But deaths are thought to have risen by 40% since 1990 in many low-income countries.


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[Assistant] In many rich countries, by contrast, roads are becoming even safer.


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[Assistant] In Estonia and Ireland, for example, the number of deaths has fallen by about two thirds since the late 1990s.


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[Assistant] But the most important and intriguing changes are taking place in middle income countries which contain most of the world's people and have some of the most dangerous roads. According to researchers,


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[Assistant] In China and South Africa, traffic deaths have been falling since 2000 and in India since 2012.


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[Assistant] And the Philippines reached its peak four years ago.


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[Assistant] The question is whether Thailand can soon follow suit.


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[Assistant] McKinony, head of the International Road Assessment Programme, says that all countries tend to go through three phases. They begin with poor, slow roads.


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[Assistant] In the second phase, as they grow wealthier, they pave the roads, allowing traffic to move faster and pushing up the death rate.


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[Assistant] Lastly, in the third phase, countries act to make their roads safer.


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[Assistant] The trick, then, is to reach the third stage sooner by focusing earlier and more closely on fatal accidents.


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[Assistant] How to do that? The solution lies not just in better infrastructure, but in better social incentives.


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[Assistant] Safe driving habits are practices which people know they should follow, but often don't. Dangerous driving is not a fixed cultural trait, as some imagine.


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[Assistant] People respond to incentives such as traffic laws that are actually enforced.


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[Assistant] This tree was older than heaven and earth. The monkey must be very powerful!


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[Assistant] I am the great immortal. You destroyed my ginseng tree.


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[Assistant] I know Master Shifu's trying to inspire me and all, but if I didn't know any better, I'd say he was trying to get rid of me.


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[Assistant] Guys, guys, I know about T'ai Lung. He was a student. The first ever to master the Thousand-


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[Assistant] Legend tales of a legendary warrior whose kung fu skills were the stuff of legend.


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[Assistant] He traveled the land in search of worthy foes.


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[Assistant] I dunno, wanna do something else? Something besides noodles? Actually...


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[Assistant] Could also sell the bean buns. They're, they're about to go bad.


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[Assistant] The purple train speeds along the shiny railway track. The shiny railway track. The shiny railway track. The purple train speeds along the shiny railway track on the journey home from grandpa's.


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[Assistant] The pink tractor bumps across the brown and muddy field. The brown and muddy field. The brown and muddy field. The pink tractor bumps across the brown and muddy field. On the journey home from grandpa's.


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[Assistant] In the spring, it's covered with growing things that smell sweet.


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[Assistant] There's lots of fresh air and the sky looks so high. I wouldn't live away from the more for anything.


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[Assistant] They'd clean this table bare in five minutes. Why?


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[Assistant] Because they never have enough to eat. I am one of twelve children. My father gets only a small wage each week.


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[Assistant] The children play on the moor all day, and my mother says the air of the moor fattens them up.


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[Assistant] My brother Dickon is 12 years old and he has a young pony he calls his own. Where did he get the pony?


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[Assistant] He gave it bread and new grass, so now it follows him around and lets him sit on its back. Dickens a kind lad, and animals like him.


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[Assistant] But who will go out with me? You'll have to learn to play by yourself.


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[Assistant] Our Dickon goes up on the moor and plays by himself for hours. That's how he made friends with the pony.


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[Assistant] Mr. Craven shut it when his wife died suddenly. It was her garden.


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[Assistant] He locked the door and then buried the key so no one could go inside. There's Mrs. Medlock's bell ringing. I must run.


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[Assistant] Oh! It's you, my old friend. Sorry for yelling.


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[Assistant] A pesky monkey spirit was here a little while ago.


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[Assistant] He kept banging on my door and yelling at me. He was very rude.


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[Assistant] Well, let's not talk about him. It's good to see you. How have you been? I'm well.


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[Assistant] Is that what this is? I am so sorry. I thought it was just a regular pink tree. I understand. You eat when you are upset. Upset? I'm not upset. Why, why, why, why makes you think I'm upset? So why are you upset?


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[Assistant] Uhm, are they gonna watch or should I just wait until they get back to work or something? Hit it.


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[Assistant] You got nothing cause I got it right here. You picking on my friends? Get ready to feel the thunder.


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[Assistant] Mr. Ishiguro, have you ever found one of your books at a secondhand bookstore?


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[Assistant] So why did you put your book, The Berry Giant, aside for so long?


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[Assistant] Apparently you started working on it over ten years ago.


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[Assistant] What does it feel like when you finally finish a book?


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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 does the man want to say by mentioning the football match?


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[Assistant] Black athletes are dropping out of college across the country at alarming rates.


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[Assistant] With us to talk about the findings in this study is Washington Post columnist Kevin Blackstone. Good morning.


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[Assistant] Fine, thank you. What is new that you found in this study?


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[Assistant] Compared with other groups, I think the numbers in this group at those 65 schools are something like just barely more than half of the black male athletes graduate at all.


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[Assistant] Well, this has been talked about so much, really, in recent years. Why hasn't it changed?


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


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[Assistant] What is the new finding about black male athletes in this study?


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[Assistant] What accounts for black athletes' failure to obtain a college degree according to the


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[Assistant] In this section you will hear two passages. At the end of each passage you will hear three or four questions. 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 12 are based on the passage you have just heard. Question 9. What is a speaker mainly talking about?


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[Assistant] What is said to account for the increased number of shoppers?


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[Assistant] For years many of us have relied on antibiotic use to treat various infections.