TPO8 文本标注沉诗萌Word文档下载推荐.docx
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TPO8 文本标注沉诗萌Word文档下载推荐.docx
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Stu:
Hi,I’dliketodropoffmygraduationform;
Iunderstandyouneedthisinordertoprocessmydiploma.(Q1)
Pro:
Ok,Iwilltakethat.Beforeyouleave,let'
smecheckourcomputer.LookslikeyouareOKforgraduation,andactually,Iamgettingawarningflagonyouracademicrecordhere.
Really?
Yeah.Let'
sseewhat’swhat.Areyoufamiliarwithourgraduationrequirements?
Uh,Ithinkso
Well,thenyouknowyouneed48creditsinyourmajorfieldtograduateandatleast24creditsattheintermediatelevelorhigher.Also,afteryoursecondyear,youhavetomeetwithyourdepartmentchairtooutlineaplanfortherestofyourtimehere.(Q2)Inthepast,wealsoissuelettersbeforestudents’finalyearbegantoletthemknowwhattheyneededtotakeinthefinalyeartobeOK,butwedon'
tdothatanymore.
Idefinitelymetwithmychairperson2yearsago.HetoldmethatIneeded8morecoursesattheintermediatelevelorhigherinthelast2yearstobeOK.SoIamnotsurewhattheproblemis,ImakesureIgotthosecredits.
Unfortunately,thecomputerisusuallyprettyreliable.SoIamnotsurewhat’sgoingonhere.(Q5)
ItcouldbethatIhavetaken2basiccoursesbutcoupledbothofthemwith,uh,fieldexperiences.
Whatdoyoumean?
Well,Icouldonlytakeintrocoursesbecausetherewerenointermediatelevelcoursesavailableforthoseparticulartopics.MychairpersontoldmethatifIdidindependentfieldresearchinadditiontotheassignedworkineachcourse;
theywouldcountasintermediatelevelcourses.Myclassmates,um,someofmyclassmates,didthisforaneasywaytomeettheirintermediatecourserequirement,butIdidittogetthekindofdepthinthosetopicsIwasgoingfor.(Q3)AsitturnedoutIreallyenjoyedthefieldwork,itwasanicesupplementtojustsittingandlisteningtolectures
Iamsurethat’strue,butthecomputerisstillshowingthemasbasiclevelcoursesdespitethefieldwork.
Iamnotsurewhattodothen,Imean,shouldIcancelmygraduationparty?
No,noreasontogetworriedlikethat,justcontactyourchairpersonimmediately,ok,tellhimtocallmeassoonaspossiblesothatwecanverifyyourfieldworkarrangementandcertifythosecreditsrightaway.It’snotlikethereisanactualdeadlinetodateoranything.Butifmorethanafewweeksgoby,wemighthavearealproblemthatwouldverydifficulttofixintimeforyoutograduate.(Q4)Infact,thereprobablywouldbenothingwecoulddo.
Iwillgetonthat.
Passage2
Lecture1-AnimalBehavior(HabitatSelection)
OK.Well,lasttimewetalkedaboutpassivehabitatselection,likeplantsforexample,theydon'
tmakeactivechoicesaboutwheretogrow.Theyaredispersedbysomeotheragent,likethewind.Andiftheseedslandinasuitablehabitat,theydowellandreproduce.
Withactivehabitatselection,anorganismisabletophysicallyselectwheretoliveandbreed.Andbecauseananimal’sbreedinghabitatissoimportant,we’dexpectanimalspeciestohavedevelopedpreferencesforparticulartypesofhabitats,placeswheretheiroffspringhavethebestchanceofsurvival.Solet'
slookattheeffectthispreferencecanhavebylookingatsomeexamples.(Q6)
Butfirstlet’srecap.Whatdowemeanbyhabitat?
Frank?
Well,it’sbasicallytheplaceorenvironmentwhereanorganismnormallylivesandgrows.
Right,andaswe’vdiscussed,therearesomekeyelementsthatahabitatmustcontain,foodobviously,water,it’sgottohavetherightclimateandspacesforphysicalprotection.Andwesawhowimportanthabitatselectioniswhenwelookathabitatswheresomeofthesefactorsareremoved,perhapsthroughhabitatdestruction.Ijustreadaboutashorebird,theplover.
Theploverlivesbytheoceanandfeedsonsmallshellfish,insectsandplants.Itblendsinwiththesand,soit’swell-camouflagedfrompredatorbirdsabove.Butitlaysitseggsinshallowdepressionsinthesandwithverylittleprotectionaroundthem.Soiftherearepeopleordogsonthebeach,theeggsandfledglingsinthenestsarereallyvulnerable.OutinCaliforniawheretherehasbeenalotofhumandevelopmentbytheocean.Theploversarenowathreatenedspecies.(Q7)Soconservationiststriedtorecreateanewhabitatforthem.Theymadeartificialbeachesandsandbarsinareasinaccessibletopeopleanddogs.Andtheploverpopulationisupquiteabitinthoseplaces.
Ok.Thatisaninstancewhereahabitatismadelesssuitable.Butnow,whataboutcaseswhereananimalexhibitsaclearchoicebetweentwosuitablehabitats?
Incaseslikethat,doesthepreferencematter?
Well,Let'
slookatthebluewarbler.(Q11)
TheBluewarblerisasongbirdthatlivesinNorthAmerica.Theyclearlypreferhardwoodforestswithdenseshrubs,bushesunderneaththetrees.Theyactuallynestintheshrubs,notthetrees.Sothey’reprettyclosetotheground,butthesewarblersalsonestinforeststhathavelowshrubdensity.Itisusuallytheyoungerwarblersthatnestintheseareasbecausethepreferredspotswheretherearealotofshrubsaretakenbytheolder,moredominantbirds.
Andthechoiceofhabitatseemstoaffectreproductivesuccess.(Q8)Becausetheolder,moreexperiencedbirdswhonestinthehighdensityshrubareashavesignificantlymoreoffspringthanthoseinlowdensityareas,whichsuggeststhatthechoiceofwheretonestdoeshaveanimpactonthenumberofchickstheyhave.
Butapreferredenvironmentdoesn'
talwaysseemtocorrelatewithgreaterreproductivesuccess.Forexample,InEurope,studieshavebeendoneofblackcapwarblers.Wejustcallthemblackcaps.
TheBlackcapcanbefoundintwodifferentenvironments.Theirpreferredhabitatisforestsneartheedgeofstreams.However,blackcapsalsoliveinpinewoodsawayfromwater.Studieshavebeendoneonthereproductivesuccessratesforthebirdsinbothareas,andtheresultshowedsurprisinglythatthereproductivesuccesswasessentiallythesameinbothareas(Q9)---thepreferredandthesecondchoicehabitat.Well.Why?
Itturnedoutthattherewereactuallyfourtimesasmanybirdpairsorcoupleslivinginthestreamedgehabitatcomparedtotheareaawayfromthestream.Sothisstreamedgeareahadamuchdenserpopulation,whichmeantmoremembersofthesamespeciescompetingforresources,wantingtofeedonthesamethingsorbuildtheirnestsinthesameplaces,whichlowerthesuitabilityoftheprimehabitateventhoughit’stheirpreferredhabitat.Sotheresultsofthestudysuggestthatwhenthenumberofthecompetitorsintheprimehabitatreachesacertainpoint,thesecondrankhabitatbecomesjustassuccessfulastheprimehabitat,justbecausetherearefewermembersofthesamespecieslivingthere.Soitlookslikecompetitionforresourcesisanotherimportantfactorindeterminingifaparticularhabitatissuitable.(Q10)
Passage3
Lecture2-ArtHistory(WomenArtists)
We‘vebeentalkingabouttheartworldofthelate19thcenturyinParis.AndtodayI’dliketolookatthewomenwhowenttoParisatthattimetobecomeartists.(Q12)NowfromyourreadingwhatdoyouknowaboutParis,abouttheartworldofParisduringthelate19thcentury?
Peoplecametherefromallovertheworldtostudy.
Ithadalotofartschoolsandartistswhotaughtpainting.Therewere,ourbookmentionsclassesforwomenartists.Anditwasagoodplacetogotostudyart.
Ifyouwantedtobecomeanartist,Pariswasnotagoodplacetogo;
PariswasTHEplacetogo.Andwomencouldfindskilledinstructorsthere.(Q17)Beforethelate19thcentury.Iftheywomenwhowantedtobecomeartistshadtotakeprivatelessonsorlearnfromfamilymembers.Theyhadmorelimitedoptionsthanmendid.Butaround1870s,someartistsinParisbegantoofferclassesforfemalestudents.Theseclasseswereforwomenonly.Andbytheendofthe19thcentury,itbecamemuchmorecommonforwomenandmentostudytogetherinthesameclasses.(Q15A)Sowithinafewdecades,thingshadchangedsignificantly.(Q12)
OK.Let’sbackupagainandtalkaboutthetimeperiodfromthe1860stothe1880sandtalkmoreaboutwhathappenedinwomen’sartclasses.In1868,aprivateartacademyopenedinParis,andfordecadesitwasprobablythemostfamousprivateartschoolintheworld.ItsfounderRodolpheJulianwasacannybusinessman.Andquicklyestablishedhisschoolasapremierdestinationforwomenartists.Whathedidwas:
Afteraninitialtrailperiodofmixedclasses,hechangedtheschoolpolicy.Hecompletelyseparatedthemenandwomenstudents.
Anyreasonwhyhedidthat?
Well.LikeIsaidJulianwasabrilliantbusinessman,withprogressiveideas.(Q13)Hesawthatanothersmallprivateartschoolwhereallthestudentswerewomenwasverypopularatthattime.Andthat’sprobablywhyheadoptedthewomenonlyclasses.Hisclassesweretypicallyofferedby...byestablishedartistsandwereheldinthestudio,theplacewheretheypainted.Thiswasabigdealbecausefinallywomencouldstudyartinaformalsetting.Andtherewasanotherbenefittothegroupsettingoftheseclasses.Theclassesincludedweeklycriticism.Andtheteacherwouldranktheartofallthestudentsintheclassfrombesttoworst.HowwouldyoulikeitifIdidthatinthisclass?
Stu1:
Hah…Noway.
Stu2:
Butourtextbooksaidthatthecompetitive…thecompetitionwasgoodforwomen.Ithelpedthemseewheretheyneededtoimprove.
Isn’tthatinteresting?
Onewomanartist,hernamewasMarieBashkirtseff.Bashkirtseffoncewrotehowshefeltaboutaclassmate’swor
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