Conversation1
Narrator
Listen to a conversation between a student and an employee in the university library.
Librarian
Ready to check out?
Student
Just about. Before I do though, this book on early navigation…I have been using this book quite a bit for a research project. And I would like to own it actually. And well…it’s an old book, and there were two copies on the shelf just now, so I was wondering if I could buy one. I was talking to this guy the other day, and he said the library sold books on occasion. Is that right?
Librarian
He is probably talking about our annual book sale. We have one every spring.
Student
OK. How do you decide which books to sell? Are they duplicates?
Librarian
A lot are duplicates. If we have more than one copy of a title and it hasn’t been checked out in a few years, in that case it might end up at the sale.
Student
I’ve actually tried to find this book online but no luck so far. I was really hoping to buy it.
Librarian
Well, that particular book…well, it probably won’t be up for sale this year. Most books in the sale come from off-site storage.
Student
Off-site storage?
Librarian
That’s where we keep books that haven’t been used for several years. They are still in the catalog, which means they can be checked out if you fill out a form. It takes maybe a day or two to retrieve one of them.
Student
I see.
Librarian
And then before we decide to include a book in the sale, we review its circulation history again, which can take a while. We’ve got a lot of books in storage.
Student
So it’s basically the unpopular books that get put up for sale then?
Librarian
Well, that…plus the main thing is to make sure students have access to the information in the books. A lot of them are available in electronic format these days, even the really old ones. You know, they have been preserved that way.
Student
So most of the books for sale are older books.
Librarian
Well, we get book donations too. And lots of those are new. Again, a librarian reviews them and decides whether to catalogue them or put them up for sale.
Student
Is this sale open to the public?
Librarian
On the second day. It’s a two-day sale. The first day is for students, faculty and staff though, which is great. We usually need about twenty volunteers for the sale. And well, if you volunteer, you get first shot at everything in advance.
Student
Really? What do volunteers have to do?
Librarian
You help sort the books and set up the tables. But keep in mind those positions fill up quickly.
Now, about this particular book, it wouldn’t hurt to send a formal request to the collection department. They might be able to let you know if it would be up for sale.
Student
I’ll do that. Thanks.
Lecture1-Art History (Dadaism)
Narrator
Listen to part of a lecture in an art history class.
Professor
All right. So last week we started talking about the painters and sculptors who were part of the art movement called Dada. But I don’t want you to think the ideas we introduced last time were limited to painting, sculpture, that sort of thing. So today I want to move beyond the visual arts and talk a bit about Dada in the performing arts, in theater.
But let’s start by reviewing what Dada is. OK? As you will recall, Dada began in Switzerland, in the city of Zurich, in 1916. The artists who studied it were reacting against traditional notions of beauty, of reason, of progress, which had been standards of western thought since the 18th century. They looked around. And well, I mean, the First World War was raging, so they didn’t see much beauty, reason or progress in the world. Instead, they saw a world that was chaotic, random, a world that didn’t make sense. And if that’s the way the world was, well, they wanted their art to reflect that.
So let’s…let’s review a couple of key ideas that were the backbone of Dada art.
First, the Dadaists wanted to completely reject the classical idea of art. Classical ideas like proportion, balance…all the things you think about when you think about great art. Great art involved reason, the logic, the beauty that the Dadaists wanted to overthrow.
So, well, you know, to a Dadaist, classical artwork was a reflection of outdated thinking! That’s why Dadaists created sculptures like the ones we saw last week. Remember the stool with the bicycle wheel mounted on top? I wouldn’t exactly called that beautiful, would you? But of course it wasn’t meant to be. That was the point!
OK.
So another key Dada idea we talked about was the embracing of randomness. Right? Uh…if life is random, said the Dadaists, why would we make art that has order and logic? And so we have that collage we looked at, with an artist took different, you know, cut-out squares of colored paper, threw them onto the canvas, and wherever they landed, that was the composition of the work! The above text is a transcript of this lecture prepared by lady&bird .
Another favorite of the Dadaists was something called chance poetry. A chance poet would pull words out of a hat and that would be…that would make up the poem! And this idea of chance and randomness was a key element of Dadaism because the whole world seemed so random to them.
So now let’s take a look at how Dadaist ideas represented to audiences in highly unconventional…well…I am not even sure how to categorize these theatrical events. I suppose you just have to call them shows. These shows started in Zurich in a place called the Cabaret Voltaire.
The rejection of classical western art, well, you see this in the nature of what took place at the Cabaret Voltaire. They didn’t put on plays or operas there. What they did was throw out all conventions.
They mixed everything and anything together. They would…it might start with somebody reading a poem. Then somebody else playing an instrument, followed by a display of paintings, followed by somebody else chanting, followed by somebody else banging on a big drum, and someone dressed in a robot costume jumping up and down. So it’s not like a play. There’s no real plot development here like you’d find in the traditional theatrical performance.
The performers at the Cabaret Voltaire would also get the audience involved, which was extremely unusual. Think about a traditional play. The action’s self-contained. The actors act as if there is no one watching, right? It’s like a world unto itself. Well, at the Cabaret Voltaire, audience members could get up on stage and dance, or chant, or shout and sing from their seats.
And every night would be different, because there would be a different audience and a different set of acts and displays.
So all these could get pretty chaotic. No barriers between the performers and the audience, and no barriers between kinds of art either. Think about it: poetry, paintings, music, dance…all on the same stage and often at the same time!
This is what the Dadaists had in mind. When they set out to make art that reflected their own idea of reality, it didn’t make sense. But why should it?!
Lecture2-Environmental Engineering (APS digestion)
Narrator
Listen to part of a lecture in an environmental engineering class.
Professor
At the end of yesterday’s class, we were discussing landfills and the hundreds of millions of tons of everyday garbage which are deposited into them each year in the United States. It’s a growing problem! Quite simply, we are running out of space to put our garbage. And this is especially true for solid organic waste: food scraps from home or food processing plants, waste from farms, that sort of thing. Did you know that two thirds of the waste sitting in our landfills is organic material? We have government recycling programs for materials like plastics, glass and metal, yet widespread solutions for organic waste materials haven’t really been addressed in the United States. I think this is just asking for trouble in the future.
So today I want to talk about a technology that offers a potential solution to the problem—Anaerobic Phased Solids digestion, or APS digestion.
First of all, what does anaerobic mean? Anyone?
Student
Without oxygen?
Professor
Correct! APS digestion uses anaerobic bacteria, ones that thrive in the absence of oxygen, to consume, to break down organic material.
Student
Excuse me. Professor. Um…those anaerobic bacteria you are talking about…well, aren’t anaerobic bacteria also used in waste water treatment plants?
Professor
Yes. They are. Would you like to explain this to the class?
Student
Sure! So when waste water is treated, one of the byproducts is a thick liquid called sludge. And aren’t anaerobic bacteria used to break down the sludge?
Professor
That’s right. Anaerobic bacteria have been used in waste water treatment for decades.
Student
So how is this technology different?
Professor
Good question. The anaerobic digestion systems used in waste water plants are designed to treat sludge, not solids. Now, in the past, researchers have attempted to treat solid organic waste with that same equipment.
But there was always a problem.
In order to process the solid waste, the kind we find in landfills, you had to pretreat the solids to turn them into sludge.
First, by breaking the material apart mechanically into small particles and then adding a lot of water until you got a kind of thick, soupy mix that the equipment could handle. But that extra step took time and required a lot of energy.
Student
That sounds like it would cost a lot.
Professor
That’s right. But APS digestion is designed specifically to handle solid waste. So it is much more cost-effective.
The new technology processes organic waste in two phases. Remember, APS stands for Anaerobic Phased Solids digestion.
First, the waste material is loaded into a large, closed container, along with different types of anaerobic bacteria. The bacteria break the solids down into acids and hydrogen gas. The hydrogen is extracted and the remaining acids are transferred into a different container for the second phase of the process. There another type of bacteria converts the acids into methane gas.
Student
Aren’t hydrogen and methane gas bad for the environment though?
Professor
The answer in this case is no, because they don’t escape into the atmosphere. The gases are captured and can be burned to produce electricity, which saves a lot of money and ultimately decreases our need for fuels like petroleum and coal, which are not only expensive but are also polluting.
Student
So organic waste from landfills could be processed this way?
Professor
It is certainly one possibility. And APS digestion systems are very versatile. They can be installed just about anywhere. See, anaerobic digestion systems used at waste water treatment plants are huge tanks that hold thousands of gallons of waste water. But the APS containers are small enough to be set up on site, where the waste is generated, like at food processing plants or on farms. So garbage doesn’t have to be transported long distances. As a matter of fact, a couple of universities successfully set up demonstration projects. They collected food scraps from dining halls and local restaurants and process them in APS facilities. Not only did the university save money, we are also learning even more about the APS process.
What is the next step forward?
Well, APS digestion uses several different types of anaerobic bacteria, right? So what are the most efficient bacteria in the process? If researchers can figure that out, the highest performing bacteria mix for a system could be determined. Ultimately the goal would be to grow enough of these particular bacteria to support large-scale commercial APS systems.
Conversation2
Narrator
Listen to a conversation between a student and her creative writing professor.
Student
Hello. Professor Thomson. Could I talk to you for a minute?
Professor
Oh. Hi. Laura. We missed you last class.
Student
Yeah. I was sick for a few days. Um…I was wondering...did I miss a lot of work?
Professor
Let’s see…well, we discussed the story that you have been assigned to read for class. A Memory by Eudora Welty. And then we listened to a recording of an interview with Welty. The recording is on reserve at the library. You’ll need to listen to it. So…did you have a chance to read the story?
Student
Yeah. I did.
Professor
What did you think?
Student
Well…I was a little surprised. I mean, the first time I read it anyway.
Professor
What surprised you?
Student
You know, it just seemed like there was nothing going on in the story. I mean, a girl is just sitting at the beach thinking about one of her memories. And at the same time, she is watching other bathers on the beach, and sort of just thinking about what they are doing too. And that’s all that happens! So at the end of the story, I thought, that’s it?!
Professor
I know what you mean. There’s no surprise ending like in O. Henry’s story The Gift of the Magi or some big adventure like in Faulkner’s The Bear.
So you didn’t like the story?
Student
Well, actually, while I was reading it the second time, I sort of realized that you don’t need surprises or excitement to have a great story. . The girl’s memory and the stuff she was thinking about while she was watching the other people on the beach were really interesting to read about. And you know, it made me think that when I write my story, the one we have to write for this class, I can maybe use my own memories to get me started.
Professor
Well, in fact, I’d hoped you’d see that. Of course, there are many levels to the story. But what I really wanted the class to take away from it was that you don’t need to write about the great exciting world when you write you stories. Even writing about a memory can work.
Student
Like I could write about one of the times I took a walk in the woods when I was a kid.
Professor
Exactly! You know, as the due day of your stories approaches, I am hearing from a lot of students that they are worried because they don’t have anything exciting enough to write about. But Welty said in the interview we listened to and in her autobiography that her worst stories were the ones where she tried to write about people or places that were unfamiliar to her. That’s why a lot of her stories are set in Mississippi, where she is from. Welty stressed that, for her anyway, familiarity with her subject matter was the key to a successful story.
Student
Familiarity. That makes sense. Thanks Professor Thomson.
Professor
No problem. Now, don’t forget to listen to that recording.
Lecture3-Botany (Plants and Pollinators)
Narrator
Listen to part of a lecture in a botany class.
Professor
When we talk about pollination ecology, we are talking about the relationship between a plant and its pollinator. From the plants’ perspective, the ideal pollinator is an animal that is under-fed, ready to eat and in a hurry. The pollinator, on the other hand, wants to remain well-fed with as little effort as possible. These factors help drive the evolution of plants and their pollinators, both of which depend on this balanced and delicate relationship. Sometimes only certain insects or birds can pollinate certain plant species. So to really understand pollination ecology, both the flower and its pollinators must be studied.
Let’s start with flowers.
There are several important factors associated with pollination: when and how often a plan flowers, how long the flowering cycle lasts, and the number of flowers that open at the same time. For example, flowering may coincide with the migration of a certain animal species that pollinates the plant, or producing many flowers at once may increase the number of pollinators a plant attracts.
Other characteristics of flowers are also important. Features such as color, scent and shape attract pollinators, as does the reward in the flower, the pollen or the nectar, that feeds the pollinator. For example, flowers that attract bats tend to be green or cream-colored, because visibility is important. Bats are practically blind, remember. And these flowers bloom at night when bats are active.
Now, there’s a flower in the Amazon rainforest called a royal water lily and the characteristics of its flowers change during the pollination process. The royal water lily uses color, temperature and scent to attract the beetles that pollinate it. When the flowers of the royal water lily first open up, when they first bloom, they are white. They also emit a strong odor and their temperature rises. Producing heat serves two purposes. It magnifies the scent of the flower and it helps the beetles maintain their body temperature. When a beetle arrives at the flower, the flower closes around it for about 24 hours so that the beetle becomes covered with pollen. Then when the flower opens, its color changes to red and it cools down. When the beetle flies out, it carries the pollen to a different, heated, white, fragrant flower.
As you can see, plants go to a lot of trouble to attract attention. So what kind of attention are they attracting? And why?
Well, sometimes flowers provide shelter for insects, a place to lay eggs for instance. But usually the attraction is food: nectar and pollen. Nectar is mainly a sugar solution, while pollen is a grain made up of part of the plant’s cell structure. In both nectar and pollen production, quality and quantity vary over time. But they are always related to the needs of the pollinator.
You can see that the relationship between pollinators and plants are delicate, so any number of factors can disturb them.
Human development is one. And agriculture is generally believed to be the most harmful. It can fragment habitats in a variety of ways, reducing the number of pollinators, which in turn may reduce the number or size of the flowers, which of course affects the animals that feed on them. Exotic plant species not native to the area can move in and compete. Even bees brought in to pollinate crops can alter natural pollen dispersal systems of rainforest plants.
On the other hand, recent studies have shown that the disruption of one aspect of the pollination cycle doesn’t usually lead to the extinction of other species. It turns out that plant-pollinator relationships are more adaptable to change than we thought. So really it is hard to know just how agriculture affects the pollination of plants.
Lecture4-Business Management (The Life Cycle of Innovation)
Narrator
Listen to part of a discussion in a business management class.
Professor
Last week we were talking about innovation in business. Remember the graph I showed you?
Student
The curve that looked sort of like the letter S?
Professor
Right. Cathy. Let’s take another look. Do you recall? Cathy. How this S-curve represents the life cycle of innovation?
Student
Sure. Starting on the left, the new innovation, let’s say it’s a new product. Almost nobody’s heard of it or at least nobody takes it seriously. Then its popularity increases, uh, slowly at first till sales really start accelerating quickly. They are where the line goes up steeply in the middle as more and more get excited about the product and they go out and buy it. But eventually, moving over to the right side there, interest begins to fade and the growth and sales levels off.
Professor
At which point the market has matured for that product. We can still sell it and even marginally improve it, but it’s not new anymore. It no longer offers exciting growth opportunities. So a business leader might face a choice: either stick with this old, safe, proven idea or move on to the next big idea, a fresh innovation. But innovations are risky. They may succeed or they may not.
OK. A case study.
George. I have heard your Thursday night program on the campus radio station. You like Jazz, right?
Student
Huh?! Uh…yeah…sure! But…what?!
Professor
OK. Stay with me here. On your program last week, I heard an old Miles Davis album. Tell us about that.
Student
Uh…Miles Davis. Trumpet. I played a CD of a Jazz classic he recorded in the 1950s called Kind of Blue. It’s my all-time favorite Jazz recording.
Professor
Mine too. Would you call that recording innovative for its time?
Student
Absolutely! Nothing at all like what he had recorded up till then. I mean, before that Miles Davis played things so complex that…well…nobody could touch him. But this was something totally new. Suddenly his playing sounded so amazingly simple.
Professor
And how did people react to this new sound of Miles Davis?
Student
Well…some were disappointed, even angry that he’d abandon his old style. But soon most of his fans came around and this new style appealed to a whole new group of jazz listeners.
Professor
I guess so. Kind of Blue became the most commercially successful album in the history of jazz! So is there a lesson here anyone? Think of that S-curve I showed you.
Student
Oh! So his old style of jazz was actually a kind of product, one that had been developed pretty thoroughly. And he’d taken it about as far as he could. So he decided to take a big risk and try something totally new.
Professor
Exactly! Something completely fresh and cool. And people couldn’t get enough of it. It was a brand new beginning that left lots of room for further development artistically. And as a market analyst, you could say that with Kind of Blue, he was jumping to the beginning of a brand new S-curve! With all that potential for profitable development still ahead of him.
But let me ask you something else. This isn’t just the music of a single performer, is it? George.
Student
Hardly. More like a group of all-stars. Along with Miles Davis on trumpet, there is Bill Evans on piano, John Coltrane on tenor saxophone…
Professor
Individually perhaps the best in the business. But thinking of Miles Davis as the leader of this group, how did he organize and manage all these incredible talent?
Student
Well, he’d lay out the general outline, the theme and then give each of these star performers, one by one, the creative freedom to really show what they could do with it on their own instrument, to improvise and add something new, but always within the same general theme.
Professor
So Miles Davis gets credit for recruiting the best jazz talent anywhere and getting them to collaborate on a fantastic musical product.
Everyone see the business parallels here?
And give each of these musicians credit for seizing this opportunity and creating great individual performances.
But good jazz is more than just individual performance, isn’t it?
Student
Definitely. Jazz musicians need to listen to each other and go with the flow. Like, one time somebody goofed and came in a little early, but everyone else adjusted and went right along with it, as if nothing were wrong. And this mistake came out like just another unexpected creative interpretation.
Professor
Thanks. George. Great insights, ones that would certainly apply to what we are studying here.
托福听力TPO34题目
TPO 34 Listening Questions
Conversation1
1. What is the conversation mainly about?
A) The library’s policies for its annual book sale
B) The man’s search for material for his research project
C) How the library attempts to preserve old books
D) How students can access library books in storage
2. What does the woman say about books in storage?
A) They will be put back on the shelves at some point in the future.
B) They are mostly older books that were donated to the library.
C) They can be checked out by written request.
D) They are not available for student use.
3. What are the criteria for deciding whether a book is put up for sale? [Choose two answers]
A) It contains outdated information.
B) The information in the book is available in other formats.
C) It has not been checked out for a number of years.
D) It has been in the collection for more than ten years.
4. Why does the woman mention that volunteer positions fill up quickly?
A) She is surprised that so many students are interested in volunteering.
B) She wants to emphasize that the sale will be held soon.
C) She wants to assure the man that there will be enough people working at the sale.
D) She thinks the man may want to apply for one of the positions.
5. What advice does the woman give to the man about the book he wants to buy?
A) He should try to buy it from an online bookseller.
B) He should find out if there is an electronic version of it.
C) He should inform the collection department of his interest in it.
D) He should look for it in a local bookstore.
Lecture1
6. What is the main purpose of the lecture?
A) To explain the historical conditions that inspired Dada artists
B) To discuss examples of Dada paintings and sculptures
C) To describe how Dada was presented theatrically
D) To show the influence of Dada on today’s performing artists
7. Why does the professor mention a stool with a bicycle wheel mounted on top?
A) To give an example of what Dadaists were reacting against
B) To show something that Dadaists would consider beautiful
C) To illustrate how Dadaists rejected the traditional definition of art
D) To explain the Dadaists’ practice of creating sculptures from everyday objects
8. According to the professor, why did some Dadaist write poetry by pulling words out of a hat?
A) To reflect the randomness they saw in the world
B) To illustrate the connection between poetry performances and magic shows
C) To indicate that Dada should not be taken too seriously
D) To demonstrate that Dadaists did not need much formal training
9. What does the professor identify as aspects of traditional play?
[Choose two answers]
A) Characters each have their own motivation.
B) A plot is developed.
C) The play consists of several acts.
D) Actors ignore the audience.
10. According to the professor, what contributed to the chaotic nature of the performances at the Cabaret Voltaire? [Choose two answers]
A) There were no professional actors.
B) The script was torn up and allowed to fall to the floor during the performance.
C) Different art forms shared the same stage.
D) The performances varied from night to night.
Listen again to part of the lecture. Then answer the question. Then answer the question.
11. Why does the professor say this?
A) He does not approve of all the aspects of the shows.
B) He does not think the events can be easily defined.
C) He does not consider the shows to be authentic Dada.
D) He does not know enough about the events to categorize them.
Lecture2
12. What is the lecture mainly about?
A) A new use for methane gas produced in landfills
B) Environmental regulations regarding the management of organic wastes
C) Removing bacteria from landfills and wastewater treatment plants
D) A potentially useful technology for managing organic wastes
13. What is the professor’s opinion about the use of landfills to manage solid organic waste?
A) Landfills should be expanded to accommodate more types of waste.
B) Landfills are not a suitable long-term solution for solid organic waste disposal.
C) Landfills should be built farther away from population centers.
D) Landfills would be an effective means of recycling solid organic waste from farms.
14. What does the professor imply about processing solid organic waste in equipment designed for processing wastewater?
A) It is an economical way to process solid waste.
B) It is practical only for treating large amounts of solid waste.
C) It is not an efficient way to process solid waste.
D) It could reduce the cost of treating wastewater.
15. What does the professor suggest about methane and hydrogen gas?
A) They have beneficial uses if harnessed and contained.
B) They are destroyed in a later stage of APS processing.
C) They are both extracted during the first phase of APS digestion.
D) They are necessary to activate the anaerobic digestion process.
16. According to the professor, what are two advantages of APS digestion systems? [Choose two answers]
A) They can eliminate the need to transport the waste material.
B) They can handle both organic and nonorganic waste.
C) They can turn waste into fuel for electrical power generation.
D) They can be monitored efficiently from one central location.
17. What does the professor say is a promising focus for future research into APS digestion systems?
A) Trying to find a way to reduce the size of the APS containers
B) Trying to set up a demonstration project with a university
C) Determining whether food scraps from restaurants can be used in the system
D) Determining the most efficient combination of anaerobic bacteria
Conversation2
1. What are the speakers mainly discussing?
A) A short story the woman has written
B) A short story that was discussed in class
C) The autobiography of Eudora Welty
D) Features of short stories written by famous authors
2. Why does the professor mention O. Henry’s story, “The Gift of the Magi,” and William Faulkner’s story, “The Bear”?
A) To suggest that the woman read these stories before writing her own story
B) To remind the woman to listen to recordings of these stories
C) To contrast Welty’s story with other types of stories
D) To point out that Welty particularly liked these stories
3. Why does the woman mention walking in the woods?
A) It is the possible topic of a story she will write.
B) It is what she does to get inspiration for writing.
C) It is an activity that she enjoys very much.
D) It is the setting of her favorite short story.
4. What point does the professor make when he mentions the interview with Welty and her autobiography?
A) Welty tells some stories in the interview that are confirmed in the autobiography.
B) Welty believed that the element of surprise was essential to a good story.
C) Welty’s best stories are set in Mississippi.
D) Welty thought life in Mississippi was not very exciting.
5. What was the student’s reaction to Welty’s story after first reading it?
A) She was surprised by some of the main character’s memories.
B) She was annoyed that the story was so short.
C) She found the thoughts of the main character to be uninteresting.
D) She had expected more action in the story.
Lecture3
6. What is the lecture mainly about?
A) The effect of agriculture on pollinators
B) Threats to the pollination cycle in tropical rain forests
C) The relationship between plants and their pollinators
D) Various plant species in tropical rain forests that attract pollinators
7. What does the professor say is the ideal pollinator for a plant?
A) A pollinator that pollinates the plant during the pollinator’s migration
B) A pollinator that is hungry and moves quickly
C) A pollinator that feeds on a variety of plants
D) A pollinator that moves slowly from flower to flower
8. According to the professor, what are some features of a flowering plant that can affect how attractive it is to pollinators? [Choose two answers]
A) The distance between the plants that have open flowers
B) The duration of the plant’s flowering cycle
C) The amount of water the plant recently received
D) The number of flowers that bloom at the same time
9. Why does the professor mention bats?
A) To emphasize that mammals can also be pollinators
B) To help explain the role of flower color in attracting pollinators
C) To suggest that bats are not efficient pollinators
D) To explain why some bats do not benefit from flowers that bloom only at night
10. According to the lecture, what can be inferred about a royal water lily whose flowers are red?
A) Its flowers have already been pollinated.
B) Beetles are trapped inside of its flowers.
C) Its flowers will soon increase in temperature.
D) Its flowers have just closed.
11. What is the professor’s opinion about the effect of agriculture on pollination ecology?
A) She fears the effect may be more widespread than previously believed.
B) She believes the effect will ultimately prove to be beneficial.
C) She thinks the harmfulness of agriculture may be overstated.
D) She is surprised there is so little research on the subject.
Lecture4
12. What are the main topics that the class discusses?
[Choose two answers]
A) New and innovative ways to market jazz recordings
B) The successful introduction of a major product change
C) An organizational model for managers to consider
D) Appropriate standards for evaluating a musical performance
13. What do the speakers indicate can be represented by the S-curve graph?
A) The typical pattern of sales for a product
B) The flow of a music composition
C) The general popularity of jazz in the 1950s
D) The recent increase in sales for a classic jazz album
14. How did jazz fans react to Miles Davis’ album Kind of Blue?
[Choose two answers]
A) Most did not notice that his style had changed.
B) Some were disappointed about how his style had changed.
C) Many were inspired to try to become jazz musicians.
D) Many bought the album, making it a huge commercial success.
15. Based on Miles Davis’ approach to recording Kind of Blue, what does the professor imply managers should do in running a business?
A) Master the complexities of each task before asking anyone else to perform it
B) Hire very capable people and give them the freedom to make their own decisions
C) Try to sense what the public is comfortable with and then provide it
D) Plan all details carefully and make sure that the plan is followed.
16. What lesson can be learned from the example about a mistake during a musical performance?
A) Performances of the highest quality require extensive practice.
B) Making mistakes hurts not just the individual, but the entire group.
C) When people work well together, mistakes can result in positive outcomes.
D) Leaders need to ensure that group members do not make mistakes.
Listen again to part of the lecture. Then answer the question.
17. What is the professor encouraging the student to do when she says this?
A) Continue the discussion with her after class
B) Remain seated in the front of the classroom
C) Wait patiently to see how the professor’s question relates to the lesson
D) Remain open-minded while listening to another point of view
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