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[00:00.00]Questions 14-16 are based on the opening speech
[00:08.18]of the Chairman of the final session in an international conference
[00:14.32]and a statement made by Dr.Martin.
[00:18.86]You now have 15 seconds to read Questions 14--16.
[00:26.33]M:Ladies and gentlemen.As we all know,there are great problems
[00:33.28]inherent in specialist conferences concentration
[00:38.82]on specific areas of scientific research.
[00:44.49]This was the chief reason for us to plan a truly interdisciplinary conference
[00:52.04]on the complex subject of decision sciences.
[00:57.39]Equally,however;there are dangers in bringing together
[01:03.24]so many experts from so many different disciplines.
[01:08.68]It takes a genuine effort for a person in one discipline
[01:14.61]to listen to something else which may be totally unfamiliar1 to him.
[01:20.95]Not only to listen,but to absorb.
[01:25.79]The benefits from it are,however;substantial.
[01:31.25]The work of others may help us define our own work more clearly
[01:38.19]and may give us ideas for future work
[01:43.65]which we would not otherwise be able to obtain.
[01:48.90]Well,now,in the final session,
[01:54.26]we are going to consider societal decision making,
[01:59.51]and this theme will be introduced by our first speaker;
[02:05.96]Dr Martin from Cambridge University Dr Martin!
[02:12.52]W:Thank you,Mr.Chairman.
[02:16.25]At first,
[02:19.62]I would like to make a statement on behalf of the committee of this conference
[02:25.06]In attempting to prepare our summaries of the groups’ discussions,
[02:31.80]my fellow committee members and I have found the task
[02:36.94]to be considerably2 more difficult than we had envisaged3.
[02:42.40]We would like to be able to present in brief and rather simple language
[02:48.65]the main themes of your discussions
[02:53.11]and the questions remaining in particular areas.
[02:58.16]We have discovered
[03:01.81]that the different vocabularies used by the different groups of experts
[03:08.26]have caused considerable confusion among many of the conference participants
[03:15.11]For this reason
[03:18.56]we would like to ask the main speakers from the different sections
[03:24.38]to meet in the lobby immediately after this session.
[03:29.42]Thank you. Now,my subject today is ...(fade out)
[03:35.07]You now have 30 seconds to check your answers to Questions 14--16.
[03:43.58]Question 14-16 according to Part B (2).
[03:45.72]14.What is the subject of the conference?
[03:47.76](A)Gene and heredity (B)Decision sciences.
[03:49.75](C)Interdisciplinary research (D)Societal policy making.
[03:54.34]15.How does the Chairman evaluate this kind of conference?
[03:56.41](A)Problematic (B)Complicated (C)Beneficial (D)Interesting
[03:58.39]16.What is the task which Dr.Martin
[04:00.40]and other committee members feel difficult?
[04:05.03](A)Preparing summaries (B)Holding group discussions
[04:07.09](C)Understanding the themes of some speeches.
[04:09.10](D)Satisfying the conference participants.
[04:11.12]Questions 17--20
[04:15.74]are based on the following conversation between Professor Lambert
[04:21.59]and Dale Kohler.
[04:24.93]You now have 15 seconds to read Questions 17--20.
[04:32.20]W:These are lovely buildings.
[04:37.24]I’ve never been to this part of the university before
[04:42.41]M:It’s a bit out of the way.Where do you normally,uh,hang out?
[04:49.15]W:Computer labs,sir;I’m a research assistant for a special project
[04:56.10]on a combined government and private-sector grant.
[05:00.85]M:We haven’t introduced ourselves.I,of course,am Roger Lambert.
[05:07.30]W:Dale Kohler,sir.I really appreciate your seeing me.
[05:12.97]M:Let’s sit down.You said you know my sister’s daughter Verna.
[05:19.43]I’m very curious to know how she’s doing.Very.
[05:25.36]W:Now it’s not very so good,sir.
[05:30.79]Her little girl’s about one and a half,
[05:35.26]and I guess that’s a demanding age,
[05:39.41]at least Verna says the kid is driving her crazy,
[05:44.56]babbling and getting into things all the time.
[05:49.10]The project she’s living in is not a good place.
[05:54.46]She has no real friends.
[05:58.22]M:Is there anything,you think,I could do for Verna?
[06:03.26]W:Do what I do,sir.Remember her in your prayers.
[06:08.72]M:That is certainly the least I can do.
[06:13.37]Do give her my love when you see her next time.
[06:18.62]W:Also,if I may say,you could visit her yourself.
[06:24.76]M:She has,not once sought to reach me.
[06:29.49]Now,was there anything you wanted to talk to me about?
[06:34.74]W:Yes.I was wondering,sir,about a grant
[06:39.57]Whether the university would like me to pursue what I’ve been doing.
[06:46.02]Are you giving me the green light on my project?
[06:50.28]M:Not at all.It’s not for me to give you a light of any color
[06:56.63]If you want to apply for a special research grant from the university,
[07:03.58]they have all the appropriate forms in the front offices downstairs.
[07:09.92]The head of the Grants Committee
[07:14.47]is a very nice man,I can tell you,called Jesse Closson.Good luck!
[07:21.52]W:We’ll be in touch.
[07:24.76]You now have 40 seconds to check your answers to Questions 17--20.
[07:33.12]Question 17-20 according to Part B (3).
[07:36.57]17.What is Dale Kohler?
[07:38.68](A)A computer programmer (B)A research assistant.
[07:42.52](C)A project manager (D)a special agent for the government.
[07:44.56]18.What is the big problem for Prof.Lambert’s niece?
[07:50.15](A)The place she lives in is noisy (B)She has only a few friends
[07:55.14](C)She is too demanding for her age (D)Her daughter drives her crazy
[07:57.15]19.What does Dale Kohler suggest Prof.Lambert to do for his niece?
[07:59.14](A)To show his love to her (B)To pay for-her
[08:01.36](C)To visit her (D)To call her
[08:03.40]20.What is the real purpose for Dale Kohler to see Prof.Lambert?
[08:05.43](A)To help him to get a grant.
[08:07.44](B)To offer him a chance to take part in a project.
[08:11.55](C)To tell Prof.Lambert about his niece.
[08:13.56](D)To make a recommendation to the Grant Committee.
[08:15.67]That is the end of Part B.
[08:19.72]Part C
[08:23.07]You will hear a part of speech given by a university president
[08:29.31]on the occasion of the 100th anniversary of Peking University.
[08:36.75]As you listen,you must answer Questions 21--30.
[08:43.28]by writing NOT MORE THAN THREE words in the space provided on the right
[08:50.44]You will hear the speech TWICE.
[08:55.09]You now have 60 seconds to read Questions 21- 30.
[09:02.75]The 100 anniversary of China’s 1898 Reforms
[09:10.71]and of Peking University is a special occasion.
[09:16.46]It merits the gathering4 of university presidents from around the world
[09:23.62]The establishment of this university
[09:28.37]signaled China’s commitment to create a university
[09:33.91]that would serve the nation and the world
[09:38.46]and that would meet international standards of scholarly excellence5.
[09:44.72]The many accomplishments6 of Beida in the intervening years--
[09:52.27]as well as its moments of despair--are known throughout the world
[09:58.52]At the dawn of a new century,
[10:02.67]the original vision enunciated7 by its early leaders
[10:08.84]is at least within grasp. Of this I am confident.
[10:15.47]A II will benefit as Beida
[10:20.12]draws upon the remarkable8 talents of this nation
[10:25.66]to become a leading center of creativity and innovation
[10:31.82]in the 21st century.
[10:35.66]But,like my university and like universities around the world,
[10:42.12]Beida faces a major question:
[10:47.16]What qualities are necessary to serve society through excellence?
[10:54.79]This is the topic of my address.
[10:59.25]I am often asked to explain the "secret" ingredients of
[11:05.99]Stanford’s relations with the Silicon9 Valley.
[11:10.64]The Silicon Valley
[11:14.48]had become a metaphor10 the world over for a productive relationship
[11:20.72]between a university and the surrounding region.
[11:25.87]And many visitors to Stanford
[11:30.52]seek to know the reasons for its success.
[11:35.46]The answer is to be found not in some secret that Stanford has discovered
[11:42.72]but rather in its rigorous adherence11 to several fundamental
[11:49.17]but universal purposes
[11:53.61]and characteristics of a research-intensive university.
[11:59.78]In using the tern "research-intensive university,"
[12:06.73]I mean something very specific.
[12:10.78]Systems of higher education have become highly diversified12
[12:17.12]and meet a variety of needs,
[12:21.59]especially societal needs for a skilled workforce13.
[12:27.62]The institutions that have emerged
[12:32.20]to face these challenges are frequently labeled "universities."
[12:39.43]There is nothing wrong with this other than definitional confusion.
[12:46.09]What I have in mind,however,
[12:50.46]is an institution that meets three criteria14:
[12:55.89]it selects its students;
[13:00.36]it is primarily dedicated15 to the search for knowledge;
[13:06.00]and it is marked by a spirit of critical inquiry16.
[13:11.64]For simplicity’s sake,
[13:15.17]I shall call this the research-intensive university
[13:20.91]I do not use the common American designation
[13:27.16]"research university" because,as will become apparent,
[13:32.90]I do not think of the university as a research institute,
[13:38.65]but as an institution
[13:42.88]where the intensity17 of research is part and parcel
[13:48.55]of the traditional university functions of teaching and learning.
[13:55.08]What research-intensive universities need to do now,
[14:01.01]as the 21st century approaches,
[14:05.77]is to think much harder about what distinguishes them as institutions
[14:13.13]from other societal institutions engaged in teaching,
[14:19.27]in order to bring into sharper focus for themselves and for society
[14:26.22]what is their unique and lasting18 task.
[14:31.16]And while some of that thinking bears on the non-secret I shall discuss today
[14:38.50]its more crucial purpose is to clarify for the next century
[14:44.74]a role that was delineated most clearly nearly 200 years ago.
[14:51.19]To begin,I should like to go back to the last decade of the 19th century,
[14:58.53]the year in which both Peking University and Stanford were founded.
[15:05.40]In the United States alone,
[15:09.45]three major universities were formed at about the same time:
[15:15.59]Johns Hopkins,Stanford,and The University of Chicago.
[15:21.86]As we know,
[15:25.70]Peking University resulted from the Hundred Day Reform of 1898
[15:32.75]and was made the pinnacle19 of a multi-layered educational system
[15:39.70]that was meant to modernize20 the education and training of officials.
[15:45.97]The first element of the non-secret regarding Stanford’s
[15:51.72]productive relationship with Silicon Valley
[15:56.37]is the university’s fundamental commitment to the building of
[16:02.22]scholarly "steeples of excellence"
[16:07.08]in research,learning and teaching,not to the training,
[16:13.53]as such,of engineers and business managers...
[16:18.78]With universities seemingly hopelessly confused about their mission
[16:25.63]as they enter the 21st century,
[16:30.09]it is a matter of urgency to reflect on the university’s
[16:36.23]core tasks and not be diverted by those who want the university
[16:43.18]to be all things to all people.
[16:47.44]The second element of Stanford’s non-secret
[16:52.79]is that in spite of innumerable temptations,
[16:58.54]it has remained an institution
[17:03.19]that sees the combination of teaching and research
[17:08.86]as what it is primarily about.
[17:13.40]Stanford developed an enduring institutional character
[17:19.54]that at its core does not change.
[17:24.30]Therein lies the university’s advantage.
[17:29.97]It seems to me that in those universities
[17:35.40]overwhelmed by the sheer number of students,
[17:40.44]or in countries in which research and teaching
[17:45.59]are fundamentally or even partially21 separated,
[17:51.05]much creative force lies nowhere.
[17:56.19]My point is not that
[18:00.55]university teaching should be based on university research,
[18:06.59]but that university research benefits from teaching,
[18:12.55]not just from teaching graduate students
[18:17.09]but also from teaching first-year students.
[18:22.03]The third important aspect of Stanford’s non-secret
[18:28.48]must be taken into consideration:
[18:32.84]the university’s freedom to ...
[18:37.78]Now you are going to hear the record a second time.
[18:43.45]You now have 100 seconds to check your answers to Questions 21--30
收听单词发音 |
1
unfamiliar
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| adj.陌生的，不熟悉的 | |
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2
considerably
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| adv.极大地；相当大地；在很大程度上 | |
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envisaged
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| 想像，设想( envisage的过去式和过去分词 ) | |
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gathering
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| n.集会，聚会，聚集 | |
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excellence
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| n.优秀，杰出，(pl.)优点，美德 | |
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accomplishments
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| n.造诣；完成( accomplishment的名词复数 )；技能；成绩；成就 | |
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7
enunciated
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| v.（清晰地）发音( enunciate的过去式和过去分词 )；确切地说明 | |
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8
remarkable
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| adj.显著的，异常的，非凡的，值得注意的 | |
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9
silicon
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| n.硅(旧名矽) | |
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10
metaphor
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| n.隐喻，暗喻 | |
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11
adherence
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| n.信奉，依附，坚持，固着 | |
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12
diversified
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| adj.多样化的，多种经营的v.使多样化，多样化( diversify的过去式和过去分词 )；进入新的商业领域 | |
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workforce
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| n.劳动大军，劳动力 | |
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criteria
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| n.标准 | |
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dedicated
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| adj.一心一意的；献身的；热诚的 | |
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16
inquiry
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| n.打听，询问，调查，查问 | |
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17
intensity
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| n.强烈，剧烈；强度；烈度 | |
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18
lasting
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| adj.永久的，永恒的；vbl.持续，维持 | |
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19
pinnacle
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| n.尖塔，尖顶，山峰；(喻)顶峰 | |
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20
modernize
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| vt.使现代化，使适应现代的需要 | |
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partially
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| adv.部分地，从某些方面讲 | |
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