英語(yǔ)專業(yè)八級(jí)Mini Lecture 9

[00:00.00]Test Nine [00:24.67]SECTION A MINI-LECTURE [00:26.86]In this section, you will hear a mini-lecture. [00:29.92]You will hear the lecture ONCE ONLY. [00:32.55]While listening, take notes on the important points. [00:36.16]Your notes will not be marked, [00:38.34]but you will need them to complete a gap-filling task after the mini-lecture. [00:42.28]When the lecture is over, you’ll be given two minutes to check your notes, [00:46.99]and another 10 minutes to complete the gap-filling task. [00:50.05]Now listen to the mini-lecture. [00:52.45]Types and Acceptance [00:54.75]Good afternoon, everybody. [00:56.61]Today we’ll go on with our discussion about “Elements of Culture”. [01:00.33]We have talked about the element of language, [01:03.17]which is viewed by sociologists as the foundation of every culture. [01:07.33]Now let’s look at the second element—norms. [01:10.94]What are norms? [01:12.91]Norms can be defined as the established standards of behaviour maintained by a society. [01:18.38]Well, you know, all societies have ways of encouraging and enforcing [01:23.08]what they view as appropriate behaviour [01:25.70]while discouraging and punishing what they consider to be improper conducts. [01:30.84]For example, respect for older people is a norm found in China. [01:35.00]“Put on some clean clothes for dinner” is a norm followed in America. [01:39.27]Bowing deeply to each other when meeting and saying good-bye to people is a norm practised in Japan. [01:45.83]These are all norms. [01:48.02]In order for a norm to become significant, it must be widely shared and understood. [01:54.25]For example, when we go to the movies, [01:56.88]we typically expect that people will be quiet while the film is showing. [02:00.81]Because of this norm, if a member of the audience talks loudly, [02:05.52]he may be asked to lower his voice. [02:08.25]And when we go to school or go to work, we are expected to be punctual. [02:12.96]If someone is late, he or she may feel uneasy and should say sorry to others. [02:19.19]Now we’ll have a look at the types of norms. Sociologists distinguish norms in two ways. [02:26.30]First, norms can be classified as formal and informal. [02:31.44]Formal norms have generally been written down and involve strict rules for punishment of violators. [02:38.00]Laws are an example of formal norms, because in a political sense, [02:43.25]the law is the body of rules, made by government for society, interpreted by the courts, [02:49.60]and backed by the state. [02:51.13]Besides, the requirements for a college major and rules of a card game are also formal norms. [02:58.02]By contrast, informal norms are generally understood but are not precisely recorded. [03:04.70]Standards of proper dress are a common example of informal norms. [03:08.85]Our society has no specific punishment or sanction [03:12.56]if a student comes to college dressed quite differently from everyone else. [03:17.27]The most likely response is that he or she might be made fun of by other students [03:23.18]for his or her unusual choice of clothing. [03:26.02]Second, norms are also classified by their relative importance to society. [03:33.13]When classified this way, they are known as mores and folkways. [03:38.60]Mores are norms that are regarded highly necessary to the welfare of a society, [03:45.05]often because they embody the most valuable principles of a people. [03:49.87]Each society demands obedience to its mores, and violation can lead to severe penalties. [03:56.64]For example, our society has strong mores against murder and treason. [04:02.77]Folkways are norms governing everyday behaviour whose violation raised relatively little concern. [04:10.75]For example, walking up a “down” escalator in a department store [04:16.23]challenges our standards of appropriate behaviour, [04:19.40]but it will not result in a fine or a jail sentence. [04:22.35]Folkways play an important role in shaping the daily behaviour of members of a culture. [04:28.70]OK, how do people accept norms? Now we’ll talk about the acceptance of norms. [04:35.80]First, norms, whether mores or folkways, are not followed in all situations. [04:42.80]In some cases, people evade a norm because they know it is weakly enforced. [04:48.49]For example, although smoking in public is forbidden, [04:52.87]we often find people smoking in buses or other public places. [04:57.02]Second, norms are violated in some instances because one norm conflicts with another. [05:04.68]For example, suppose you live in an apartment building [05:08.62]and one night you hear the screams of the woman next door. [05:12.77]She is being beaten by her husband. [05:15.51]If you decided to intervene by calling the police, [05:19.34]you are violating the norm of “mind your own business” [05:23.17]or “don’t interfere with other family’s business”, [05:26.44]while at the same time you are following the norm of assisting a victim of violence. [05:32.90]Then, even when norms do not conflict, there are always exceptions to any norm. [05:39.68]The same action, under different circumstances, [05:43.62]can cause one to be viewed either as a hero or as a villain. [05:48.43]For example, Eaves-dropping on telephone conversation is normally considered illegal or mean, [05:55.98]but it can be done by the police to obtain valid evidence for a criminal trial. [06:02.10]Even killing another human being is tolerated as a form of self-defence [06:07.58]and is actually rewarded in warfare. [06:10.75]Acceptance of norms is also subjected to change, [06:14.80]as the political, economic, and social conditions of a culture is transformed. [06:19.83]For example, under traditional norms, a woman was expected to marry, rear children, [06:26.50]and remain at home if her husband could support the family. [06:29.45]However, these norms have been changing in recent decades, [06:33.05]and more and more women are ready to or encouraged to have her own career [06:37.54]and support the family together with her husband. [06:40.60]As support for traditional norms weakens, [06:43.34]people will feel free to violate them more frequently and openly [06:47.39]and will be less likely to receive serious negative sanctions for doing so. [06:52.09]Well, time is almost up for today’s lecture. [06:55.15]To sum up, norms are established standards of behaviour maintained by a society. [07:01.17]They are distinguished in two ways, that is, formal or informal norms according to their formality, [07:08.17]and mores and folkways according to their relative importance to society. [07:13.85]People in a culture normally follow its norms, [07:17.25]but acceptance of norms differs in different situations and social conditions. [07:22.50]Next time we’ll go on with other elements of culture, sanctions and values. See you then. [09:29.88]Section B INTERVIEW [09:32.50]In this section you will hear everything ONCE ONLY. [09:36.33]Listen carefully and then answer the questions that follow. [09:40.05]Questions 1 to 5 are based on an interview. [09:43.11]At the end of the interview, [09:44.86]you will be given 10 seconds to answer each of the following 5 questions. [09:49.67]Now listen to the interview. [09:51.86]Interviewer （W）: I first encountered Parker Rossman’ s work in the early 1990s [09:57.88]via his groundbreaking book, The Emerging Worldwide Electronic University: [10:03.56]Information Age Global Higher Education ( Rossman, 1992 ). [10:09.14]When I saw that his current project is a freely accessible online book-in-progress [10:15.27]on the future of lifelong and higher education, [10:18.88]I asked if he would allow Technology Source readers to learn about [10:23.58]and participate in the project. He graciously consented to this interview. [10:28.83]Parker, I note on your Web site that you have three book-length volumes [10:34.95]concerning the future of higher education: Volume I, [10:38.89]The Future of Higher Lifelong Education and Virtual Space; [10:43.38]Volume II, Research On Global Crises, Still Primitive; [10:48.62]and Volume III, Future Learning and Teaching. [10:52.35]What struck me in particular was your note asking readers to contact you if they saw errors, [10:59.23]or if they could contribute Web site URLs or in terms of information [11:04.38]that were pertinent to the material. [11:06.46]As these notes indicate, you clearly regard this to be a work in progress. [11:11.38]Certainly this is a great way to develop the manuscripts relatively quickly. [11:16.30]What do you expect to accomplish via this technique? [11:19.91]Parker Rossman (M) : My objectives are to examine the ways [11:23.52]in which a global virtual education system can come into existence [11:27.78]and to raise questions about needed research on learning, teaching, and overcoming the problems [11:33.58]( such as hunger, bad health, war, and revolution) [11:37.41]that stand in the way of providing education for everyone in the world. [11:42.12]I realize that education for all is impossible, [11:46.16]but perhaps only in the sense that the United States, out of necessity, [11:50.98]accomplished what was “impossible” after the attack on Pearl Harbor. [11:56.12]I assume that H.G. Wells was right when he said [12:00.27]that civilization is in a race between education and disaster. [12:03.77]So I am willing to be audacious—as someone retired [12:08.48]and with no axe to grind—and to initiate a project [12:12.41]that might at least stimulate thought and discussion. [12:15.80]For 30 years or more I have been studying the university, higher education, [12:20.59]and academia in the developing world. [12:23.55]In the 1980s I began to see the emergence and potential of a global virtual university; [12:29.23]this insight culminated in a book that was widely read and used [12:33.72]and that led to my being invited to lecture in various countries. [12:37.43]The next year Praeger published it as a paperback in their Contributions to the Study of Education series. [12:45.53]Developing world delegates to the 1997 UNESCO conference on higher education in Paris [12:52.09]complained that it was too expensive for them. [12:54.72]So I said that I would put a sequel online, free to anyone in the world. [12:59.53]I asked that, in return, they send me feedback and suggested links. [13:05.76]And I have now accomplished this. [13:08.39]W: Doesn’t your online manuscript deal with far more than higher education? [13:13.75]Your classification is a bit confusing to me, because each volume looks like a book. [13:19.22]Why not say that you have three books on the Web? [13:21.95]M: It must be one book if it is to be holistic. [13:25.45]It should introduce all of the needs and problems [13:28.63]that must be dealt with at once as we enter a time of lifelong education. [13:32.67]“Education for all” must include programs for pre-kindergarten children, [13:38.36]for primary and secondary school age learners, and for college students. [13:43.07]It also must include continuing educational programs that foster job skills, career planning, [13:49.51]and hobbies as well as special interest programs for senior citizens. [13:53.34]Instead of talking about a “global university”, [13:57.28]the time has come to explore possibilities for a global virtual education system. [14:02.32]W: Then why do you keep speaking of the “future of the university”? [14:07.23]M: It is also my assumption that the university, however it changes, [14:12.27]will continue to be the major research center for all education. [14:16.42]It will be a crucial focus of educational vision and the gathering place of scholars and educators. [14:22.77]There will continue to be residential campuses for those who can afford them, [14:27.47]and higher education institutions will continue to be the springboard for online education [14:33.48]for all—all places, all ages, all needs, lifelong, in the world. [14:40.48]W: What kinds of constructive criticism or negative feedback are you getting? [14:45.08]M: Well, the list is long. I try to cover too much. [14:49.46]Some information is out of date. Web URLs disappear, [14:53.72]which limits my ability to link to the latest research [14:56.89]as a means of avoiding excessive detail in the text. [14:59.96]Also, different readers come with expectations that are not met. [15:05.10]In discussing technology, for instance, [15:08.05]how can we address those who are technological experts [15:11.44]and those in the developing world whose knowledge is still limited? [15:15.38]My project seems out of focus in that it struggles with the nature [15:19.53]and future of the university in a time of lifelong education, [15:23.03]and with the added problem of how to provide education for everyone in the world. [15:28.07]W: Are you encouraged that others are getting involved? [15:31.02]M: Recognizing the perils in my experiment, [15:34.52]I must be prepared for all kinds of criticism, even antagonism. [15:40.42]Perhaps now that I am retired, [15:42.62]I am better prepared to face antagonism and scorn than those who have jobs and careers to consider. [15:48.74]However, I see the whole project as an initial effort [15:52.57]that might later be enlarged to be more useful [15:55.09]to those who need to discuss current problems and future issues. [15:58.59]I see it as nothing definitive, [16:01.10]but as an outline on which to hang all kinds of ideas and topics [16:05.15]that might stimulate discussion, imagination, and conversation. [16:08.64]W: Parker, via this interview and the subsequent web cast, [16:12.59]many more people will learn of this creative, exciting, and valuable project. [16:16.85]Be prepared for a flood of eager volunteers！ [17:13.23]Section C NEWS BROADCAST [17:16.39]In this section, you will hear everything ONCE ONLY. [17:20.12]Listen carefully and then answer the questions that follow. [17:23.94]Questions 6 to 7 are based on the following news. [17:28.87]At the end of the news item, you will be given 10 seconds to answer each question. [17:34.33]Now listen to the news. [17:36.74]MAINZ, Germany—At least 4,000 demonstrators vented their anger [17:44.62]at the visit of US President George W. Bush to Germany [17:48.01]but were kept well away from the security ring around him. [17:51.29]The protesters brandished placards reading “Terrorist No. 1” and “Bush swim home” [17:57.74]while police helicopters circled overhead. [18:00.37]The organizers of the rallies, [18:02.88]an alliance of pacifist groups under the motto “Not Welcome, Mr. Bush”, [18:07.48]said they were expecting 10,000 people to attend, [18:10.97]but police put the numbers at about 4,000. [18:35.28]Question 8 is based on the following news. [18:38.89]At the end of the news item, you will be given 10 seconds to answer the question. [18:44.13]Now listen to the news. [18:46.21]CHINA’S population will officially reach 1.3 billion by Thursday, [18:52.67]according to the National Bureau of Statistics. [18:55.84]Some experts have claimed the government’s family planning policies of the past 30 years [19:01.53]delayed the arrival of that figure by four years. [19:04.59]It is expected to increase by about 10 million people annually [19:09.40]and to peak at 1.46 billion in the mid 2030s, [19:14.43]Xinhua has quoted population experts as saying last year. [19:29.06]Question 9 is based on the following news. [19:31.79]At the end of the news item, you will be given 10 seconds to answer the question. [19:36.50]Now listen to the news. [19:38.90]Russian President Vladimir Putin says Russia will support any option [19:44.81]of reforming the UN’s Security Council approved by consensus. [19:48.75]Russian President Vladimir Putin says debate on the United Nations reform [19:53.78]would not split the organization. [19:56.08]Putin made the remarks after talks with French President Jacques Chirac [20:01.44]and German Chancellor Gerhard Schroeder. [20:03.73]Putin said that Russia will support any option [20:06.69]of reforming the United Nations’ Security Council approved by consensus. [20:10.52]Putin said Russia will continue supporting Germany as candidate [20:15.11]to the seat of permanent member of the UN Security Council. [20:18.50]Jacques Chirac and Gerhard Schroeder came to Kaliningrad at Putin’s invitation [20:24.08]to mark the 750th anniversary of the exclave’s founding. [20:37.53]Question 10 is based on the following news. [20:41.69]At the end of the news item, you will be given 10 seconds to answer the question. [20:46.83]Now listen to the news. [20:48.48]The World Heritage Committee (WHC) overlooking conservation of global heritage sites [20:56.24]will convene its annual meeting next week in Durban, South Africa, [21:00.28]to review 42 proposed sites for inscription on the prestigious World Heritage List. [21:06.41]Extensions for nine sites that have already been inscribed [21:10.13]will also be proposed during the 29th session of the WHC under the United Nations Educational, [21:16.91]Scientific and Cultural Organization (UNESCO), [21:19.43]according to the organization’s official website. [21:23.15]The proposed sites include 28 cultural sites, [21:27.19]10 natural sites and 4 mixed sites presented by 44 countries, [21:32.44]including Albania, China and the host country South Africa.

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