大连海事大学研究生英语听力文本

1、unit onelife of aspirationpart onewarm-up listeningchoose optimismtask oneif you expect something to turn out badly, it probably will. pessimism is seldom disappointed. but the same principle also works in reverse. if you expect good things to happen, they usually do! there seems to be a natural cau

2、se-and-effect relationship between optimism and success.optimism and pessimism are both powerful forces, and each of us must choose which we want to shape our outlook and our expectations. there is enough good and bad in everyones life-ample sorrow and happiness, sufficient joy and pain-to find a ra

3、tional basis for either optimism or pessimism. we can choose to laugh or cry, bless or curse, and its our decision.i choose to highlight the positive and slip right over the negative. i am an optimist by choice as much as by nature. sure, i know that sorrow exists. i am in my 70s now, and ive lived

4、through more than one crisis. but when all is said and done, i find that the good in life far outweighs the bad.an optimistic attitude is not a luxury; its a necessity. the way you look at life will determine how you feel, how you perform, and how well you will get along with other people. conversel

5、y, negative thoughts, attitudes, and expectations feed on themselves; they become a self-fulfilling prophecy. pessimism creates a dismal place where no one wants to live.optimism doesnt need to be naive. we can be an optimist and still recognize that problems exist and that some of them are not deal

6、t with easily. but what a difference optimism makes is the attitude of the problem solver! when youre an optimist, youre more concerned with problem-solving than with useless carping about issues. its your choice. part twofocus-listeninga great communicator in all circumstancestask one1. many americ

7、an presidents are skilled at communicating with others, and they are great communicators, such as john f. kennedy, franklin d. roosevelt, and abraham lincoln.2. ronald reagan is the great communicator.3. reagan was one of the best-known announcers in a radio station in his early twenties. he display

8、ed an uncommon ability to connect and communicate with people. his vision for presidential campaign was clear and simple, and he was able to communicate with maximum effectiveness.4. because he possessed a clear vision, made decisions easily, and delegated very effectively.task two in his early twen

9、tiesreagan became one of the best-known announcers in the midwest.in 1980while announcing his run for the presidency in 1980, reagan said the main message should be family, work, neighborhood, freedom and peace.during presidential campaignreagan appeared as a relaxed, likable, competent middle ameri

10、can. being in hospitalreagan said to the surgeonsplease assure me that you are all republicans.”becoming presidentreagan was supported by people for they knew who he was, where he stood, and what he wanted a great communicator in all circumstances many american presidents have made an impact on our

11、country as great communicators. john f. kennedy, franklin d. roosevelt, and abraham lincoln come to mind as outstanding examples. but only one president in our lifetime was called the great communicator, and that was ronald reagan. flashes of reagans talent for communication revealed themselves earl

12、y in his career. he started out in radio. in his early twenties, reagan quickly became one of the best-known announcers in the midwest. throughout his career, reagan displayed an uncommon ability to connect and communicate with people. nowhere was that more evident than during his time leading up to

13、 and in the white house. while announcing his run for the presidency in 1980, he cast the vision for his campaign clearly and simply, saying, “at the heart of our message should be five simple familiar words. no big economic theories. no sermons on political philosophy. just five short words: family

14、, work, neighborhood, freedom, peace.” during his campaign, reagan successfully debated incumbent jimmy carter. the former california governor came across as a relaxed, likable, competent middle american. he won easily. afterward when asked if he had been nervous debating the president, reagan answe

15、red, “no, not at all. ive been on the same stage with john wayne.” whether he was speaking to a group, looking into a camera, or connecting with someone one-on-one, reagan was able to communicate with maximum effectiveness. even when he was being wheeled into the operating room, his goal was to put

16、others at ease. his comment to the surgeons was, “please assure me that you are all republicans.” reagan was a good executive because he possessed a clear vision, made decisions easily, and delegated very effectively. but he was a great leader because of his uncanny ability to communicate. when it c

17、ame to leading the country, people knew who he was, where he stood, and what he wanted, and they couldnt wait to get on board with him. communication made him the kind of leader that people wanted to follow.part threehome listeningdream vs. goaltask onewhy we need dreams: dreams give us a vision of

18、a better future. they nourish our spirit; they represent possibility even when we are dragged down by reality. they keep us going. dreams are where we want to end up.interpretation of goals: goals are concrete objectives. goals are our day-by-day plans that provide achievable targets for increasing

19、improvement. goals provide our daily routine. they show us where to start and they establish our priorities. they make us organized and create the discipline in our lives. goals are how we get there.example of climbing the corporate ladder: your dream is to get the promotion in a large company, but

20、there seems to be too many people competing for too few positions at the top. what you have to do is to break down the dream into components and study the dream position, and you make sure that they want a hardworking, driven person who can manage a team and improve productivity. so your goals becom

21、e perfecting each of these characteristics. then find opportunities to show your boss you are the right person.dream vs. goal we all want to believe that we are capable of great feats, of reaching our fullest potential. we need dreams. they give us a vision of a better future. they nourish our spiri

22、t; they represent possibility even when we are dragged down by reality. they keep us going. most successful people are dreamers, ordinary people who are not afraid to think big and dare to be great. dreamers are not content with being merely mediocre, because no one ever dreams of going halfway. in

23、order to make real steps toward fulfilling our ultimate, big, splashy dreams, we have to start with concrete objectives. these are our goals. dreams are where we want to end up. goals are how we get there. dreams are our visions of where we are after our struggle, the prize at the end of the journey

24、. goals are the individual steps we take to ultimately deserve the prize. our dreams are our master plan. goals are our day-by-day blueprints that provide achievable targets for incremental improvement, but dreams and goals are interrelated. goals provide our daily routine. they show us where to sta

25、rt and they establish our priorities. they make us organized and create the discipline in our lives. getting yourself to establish your goals is paramount, one of the key building blocks in achieving success. lets say youre trying to climb the corporate ladder in a large company, and you are not opt

26、imistic about your chances because there seems to be too many people competing for too few jobs at the top. your dreams are that promotion. what you have to do is to break down the dream into components you can work on individually and then make a list. after studying the “dream” position, you deter

27、mine that what theyre looking for is a hardworking, driven person who can manage a team well and improve productivity. perfecting each of these characteristics then becomes goals you can shoot for. the first thing you do is show your boss that you are eager to work hard, begin to seek out more long-

28、term projects to show you can maintain a certain energy level over a period of time. then you have to show our boss that youre a team player, that you take the time to pitch in for the group and that youre the kind of person who makes the people around you perform better. the point is that you must

29、establish specific goals and clearly define them. goals are not merely fuzzy wishes, or hastily made new years resolutions. they are tangible action items to be written down and followed.unit twoeducationpart one warm-up listening coming to america as a fulbrightertask onethe fulbright program gives

30、 an american a chance to study, teach or do research in other countries. and it gives people in other countries a chance to do the same in america. fulbright grants are given to graduate students, scholars and professionals. there is also a fulbright exchange program just for teachers and administra

31、tors. each year, about 6000 people receive fulbright grants. the united states pays most of the costs. foreign governments and schools help by sharing costs and providing other support.the fulbright program operates in about 150 countries. around 270,000 fulbrighters have taken part over the years.

32、legislation by senator william fulbright established the program in 1946. he saw educational exchange as a way to help people understand other ideas and ways of life. senator fulbright also believed the program could educate future world leader.in 1968, the foreign language teaching assistant progra

33、m began. this fulbright program brings foreign teachers to the united states to work with high school or college students. two other fulbright programs that offer ways to come to the united states are the foreign student and visiting scholar programs. the foreign student program brings graduate stud

34、ents to study and do research at a college or university. the visiting scholar program brings foreign experts to speak and do research for up to a year. the list of countries in the fulbright program changes each year. and the requirements may differ from country to country.part twofocus listeningde

35、veloping creativitytask one1. one of the most exciting findings about creativity is that it may be picked up at almost any stage of the life cycle and developed.2. creative behaviors such as curiosity may actually be evident early during infancy and increase during the “magic years” of early childho

36、od. unfortunately, during middle and late childhood there may be a decrease in creativity as children become more conforming and inhibited as well as liable to fall into sex-role stereotypes. with care, creativity can be sustained throughout childhood and adulthood.3. the characteristics include int

37、ense absorption, curiosity, ability to put together seemingly unrelated things or ideas, sense of humor, unusual vocabulary, eagerness to share new discoveries, spontaneity, and willingness to consider new ideas.4. creativity thrives in an environment that allows questions, exploring, observing, ski

38、ll-building, communicating, and self-expression. to develop creativity, the home or classroom environment should contain a variety of materials and encourage lots of different experiences.5. because developing a childhood interestbeing “in love” with something and sticking with it for some timeis re

39、lated significantly to adult creative achievement.6. self-expression, the zest of discovery, the pleasure of creating something, and freedom to try new things are all aspects of the creative process.task twoa. ongoing experiments and need time to pursue ideas in depth / they may jump from idea to id

40、ea very quicklyb. fluency and flexibility in their thinkingc. surprising questionsd. independent than others in their approach to doing thingse. new solutions and ideasf. entertain ideas, prepare materials, and let their ideas simmer for awhileg. privacy and tolerance / ambiguityh. try things out in

41、 different ways until they are satisfied with their own worki. select and discard efforts of their choosingpressure to produce may stifle their creative effortsdeveloping creativityone of the most exciting findings about creativity is that it may be picked up at almost any stage of the life cycle an

42、d developed. many programs that work with elderly or retired people have known this for a long time. researchers are continually trying to understand what creativity is and how it can be nurtured throughout childhood and adulthood. it is thought that developmental characteristics of creative aspects

43、 vary to the extreme; some things may show up early, other aspects later on in life. creative behaviors such as curiosity may actually be evident early during infancy and increase during the “magic years” of early childhood. unfortunately, during middle and late childhood there may be a decrease in

44、creativity as children become more conforming and inhibited as well as liable to fall into sex-role stereotypes. with care, creativity can be sustained throughout childhood and adulthood. following are highlights of several characteristics of creative people and suggested ways to develop creativity.

45、characteristics that signal creativity include intense absorption, curiosity, ability to put together seemingly unrelated things or ideas, sense of humor, unusual vocabulary, eagerness to share new discoveries, spontaneity, and willingness to consider new ideas. creative people are often either inte

46、rested in ongoing experiments and need time to pursue ideas in depth, or they may jump from idea to idea very quickly. they may show fluency and flexibility in their thinking. they may ask surprising questions. they may be more independent than others in their approach to doing things. they get exci

47、ted about new solutions and ideas. creative people need time to entertain ideas, prepare materials, and let their ideas simmer for a while. they need privacy and tolerance for ambiguity. they need to be allowed to try things out in different ways until they are satisfied with their own work. they al

48、so need to be able to select and discard efforts of their choosingpressure to produce may stifle their creative efforts. creativity thrives in an environment that allows questions, exploring, observing, skill-building, communicating, and self-expression. to develop creativity, the home or classroom

49、environment should contain a variety of materials and encourage lots of different experiences.developing a childhood interestbeing “in love” with something and sticking with it for some timeis related significantly to adult creative achievement. building anticipation before a trip or lesson, digging

50、 deeply into material during the lesson, and keeping the ideas alive for some time after the lesson are also ways to keep the creative processes going. children and adults need to be introduced to examples of creative excellence. their own work should be recognized and truly appreciated. if possible

51、, creative efforts should be put to work and not simply acknowledged and then shelved.adults who experience creativity programs tend to experience dramatic improvements in the quality of their lives. self-expression, the zest of discovery, the pleasure of creating something, and freedom to try new t

52、hings are all aspects of the creative process. children can be encouraged to grow creatively, and this does not interfere with other kinds of educational achievement. we can all grow with the further development of creativity.part threehome listening the university of the futuretask oneone question:

53、 one question is the relevance of the department-based structure to the way scientific research is done. many argue that in a host of research areas, much of the most important research is now interdisciplinary in nature. however, the department-based structure of the university is essentially at od

54、ds with the interdisciplinary collaboration.a second set of issues: a second set of issues surrounds the almost static nature of the departmental system. nowadays most things are highly fluid, but the fields covered by departments and the pecking order between them, have remained largely unchanged f

55、or many years.another issue: another issue concerns the relevance of the modern research university to the community it serves.the university of the future the american research university is a remarkable institution, long a source of admiration and wonder. the wooded campuses, the diversity and ene

56、rgy of the student populations, and, most of all, the sheer volume of public and private resources available to run them, have made them the envy of the world. seen from the inside, however, everything is not quite so encouraging. setting aside the habitual complexity of medical schools, which have

57、separate healthcare and finance issues, the structure of these institutions is straightforward and consistent. the bedrock of each university is a system of discipline-specific departments. the strength of these departments determines the success and prestige of the institution as a whole. this stru

58、cture raises a few obvious questions. one is the relevance of the department-based structure to the way scientific research is done. many argue that in a host of areasranging from computational biology and materials science to pharmacology and climate sciencemuch of the most important research is no

59、w interdisciplinary in nature. and there is a sense that, notwithstanding years of efforts to adapt to this change by encouraging interdisciplinary collaboration, the department-based structure of the university is essentially at odds with such collaboration. a second set of issues surrounds the almost static nature of the