{{B}}Set 4 Conversation Oral Report{{/B}}

SanFrancisco:ItsContemporaryIssuesFamousforitsbeautifulsetting,SanFranciscoisbuiltonaseriesofsteephillslocatedonthenortherntipofapeninsulaattheentrancetoSanFranciscoBay.Thebayanditsextensions,whichincludeSanPabloBayandSuisunBay,constituteoneofthegreatnaturalharborsoftheworld,embracingnearly1,200sqkm(morethan450sqmi)ofwater.Becauseofthis,SanFranciscowasoncethemajorPacificCoastseaportoftheUnitedStates.Todaythecityisanimportantcenterforfinance,technology,tourism,andculture.ThecitywasnamedafterSanFranciscoBay,whichinturnwasnamedforSaintFrancisofAssisibyearlySpanishexplorers.ThepeopleofSanFranciscocantakeprideintheircity'saccomplishments.SanFranciscans,andinsomecasestheircounterpartsintheBayArea,havesuccessfullyundertakenmammothconstructionprojectssuchastheSanFrancisco-OaklandBayBridge,theGoldenGateBridge,andtheBayAreaRapidTransitsystem.Sinceatleastthe1950s,SanFranciscanshavealsoearnedareputationfortoleranceofandrespectfordiversity.Duringthelate1990sthegreatestprobleminSanFrancisco'sinfrastructurewastheMunicipalRailway.ProportionatelymoreSanFranciscansrelyonpublictransportationthandothepeopleinanyotherCaliforniacity,butriderscomplainedofseriousdelaysandovercrowding.Someimprovementswereunderwayby1999,andinthatyearcityvotersalsoapprovedmajorchangesintheorganizationalstructureofthecity'stransportationdepartments.ThemostserioussocialproblemsfacingthecityarenotuniquetoSanFrancisco,butsomehavetakenongreaterdimensionsinthecitythantheyhaveelsewhere.Onesuchproblemishomelessness.DuringtheadministrationofMayorArtAgnosfrom1988to1992,theplazainfrontofcityhallbecameanencampmentforhomelesspeople,renderingotheruseimpossibleandraisingpublichealthconcerns.Agnos'spoliticalopponentsdubbedit"CampAgnos"andthesituationcontributedtoAgnos'sdefeatin1991.Theproblemofhomelessnesspersistsdespitetheeffortsofcityagenciesandprivatecharitiestoprovideshelter,healthcare,anddrug,alcohol,andmentalhealthtreatment.Inthemidandlate1990smayorsFrankJordanandWillieBrownbothsoughttodiscouragehomelesspeoplefromlivinginpublicspaceinthedowntownareaand,inBrown'scase,inGoldenGatePark.However,residentsofotherareascomplainedthatbecauseoftheseprojects,thedisplacedhomelesshadmovedintotheirneighborhoods.Inotherareasthecityhasmadesomeprogresstowardaddressingsocialproblems.Aswastrueacrossmuchofthenation,thecrimerateinSanFranciscodroppedinthe1990s,asdidtherateofdrug-relatedviolence.Inaddition,somepublichomingprojectsinSanFranciscothatwereespeciallypronetoviolenceanddrug-relatedactivitywererazedandrebuiltwithdesignsconsideredlesslikelytoencouragethoseactivities.Otherpublichomingprojectsreceivedsteppedupsecuritypatrols.SomesocialcriticshavepointedtoanincreasingeconomicandsocialpolarizationofSanFrancisco'spopulation.Thosewhoworkinfinanceorhigh-techfieldsareincreasinglyaffluent,pushingrentsandhomepricestoamongthehighestlevelsinthenation.Atthesametime,peoplewholaborintheservicesectoroftenworkfortheminimumwage,cannotsharetheaffluentlifestylesaroundthem,andarehard-pressedtoaffordrisingrents.Thedisappearanceofmanyunionizedjobsinmanufacturingandonthewaterfrontmayhavecontributedtoareductioninopportunitiesforwell-payingjobsforthosewithoutcollegedegrees.Thiseconomicpolarizationcoincidesinpartwithethnicandeducationalpatterns.Workersinthelow-wageendoftheservicesector(includingmanyhotelandrestaurantworkersandmanybusinessserviceworkers)arelikelytohavelimitedEnglishproficiencyandahigh-schooleducationorless;manyworkersinthoseareasarealsodisproportionatelyAfricanAmericanandHispanic.Bycontrast,thosepeoplewhoworkinthefinanceandhigh-techsectorsaremorelikelytobewhiteorAsianAmericanandtohaveoneormorecollegedegrees.Glossary:Hispanic:oforrelatingtoSpainorSpanish-speakingLatinAmerica

CLOUD CLASSIFICATION 1 Clouds occur in a wide variety of forms because they are shaped by many processes operating in the atmosphere. The basic requirements for cloud formation are moist air and a lifting process. When humid air is lifted by rising currents, the water vapor eventually reaches its dew point, the temperature at which it condenses into a collection of water droplets. From the ground, we see these tiny particles as a cloud. If the droplets continue to acquire moisture and grow large enough, they fall from the cloud as rain or snow. 2 Clouds are classified according to their form, shape, and altitude, and by whether or not they produce precipitation. Based on form and shape, the simplest distinction is between clouds that have a heaped or a layered look. Based on altitude, the most common clouds are grouped into four families: low clouds, middle clouds, high clouds, and clouds exhibiting vertical development. Low, middle, and high clouds are produced by gentle uplift of air over broad areas. In contrast, those with vertical development generally cover smaller areas and are associated with much more vigorous uplift. 3 Among the first scientists to identify the importance of clouds in meteorology was British naturalist Luke Howard, who was also the first to devise a system for grouping clouds. Howard classified clouds by their appearance—heaped or layered—and named the three principal categories of clouds cumulus, stratus, and cirrus. He also described several intermediate and compound modifications in order to accommodate the transitions occurring between the forms. Developed in 1803, the essentials of Howard"s classification scheme are still in use today. Contemporary weather forecasters continue to divide clouds into two main groups: heaped clouds, resulting from rising unstable air currents; and layered clouds, resulting from stable air currents. 4 Most heaped clouds are cumulus: puffy white clouds capped with a cauliflower-like dome created by convection, the transfer of heat by moving air. Cumulus clouds form at low or middle altitudes, with bases ranging from 1,000 to 10,000 feet (303 to 3,033 meters) above the earth. Low-level cumulus clouds are detached from one another and generally have well-defined bases. Their outlines are sharp, and they often develop vertically in the form of rising puffs, mounds, domes, or towers. The sunlit parts are brilliant white; the base is relatively dark and roughly horizontal. Cumulus clouds are commonly known as fair-weather clouds because they usually do not produce precipitation. However, a variation known as cumulonimbus can reach great heights and have dense, glaciated tops that cause heavy rain, hail, or thunderstorms. 5 Stratus, or layered, clouds appear as large sheets, or strata, with minimal vertical and extended horizontal dimensions. The air around them is stable, with little or no convection present. Stratus clouds spread laterally to form layers that sometimes cover the entire sky, to the horizon and beyond, like a formless blanket. Stratus clouds have a relatively low base. They can be a uniform gray sheet, or a layer of patchy, shapeless, low gray clouds. The layer may be thin enough for the sun to shine through, but stratus clouds may also carry drizzle or snow, in which case they are called nimbostratus. 6 While cumulus and stratus clouds generally form at low or middle altitudes, cirrus clouds form at high altitudes. Cirrus clouds are detached clouds that take the form of delicate white filaments, strands, or hooks. These clouds can be seen at close hand from the window of a jet plane flying above 25,000 feet (7,600 meters). When viewed from the ground, bands of threadlike cirrus clouds often seem to emerge from a single point on the western horizon and spread across the entire sky. Cirrus clouds are composed almost exclusively of ice crystals. Their fibrous appearance results from the wind "stretching" streamers of falling ice particles into feathery strands called "mares" tails." Snow crystals may fall from thicker, darker cirrus clouds, but they usually evaporate in the drier air below the cloud. 7 Among the several compound cloud types described by Luke Howard are cirrocumulus and cirrostratus clouds. Cirrocumulus clouds appear as small, well-defined white flakes or cotton patches in close horizontal arrangement. Cirrostratus clouds are a thin, white layer resembling a veil. Because of their ice content, cirrostratus clouds are associated with the halos appearing around the sun or moon.

{{B}}Set 5{{/B}} THE DOMESTICATION OF ANIMALS1 The domestication of wild species led directly to denser human populations by yielding more food than the hunter-gatherer lifestyle could provide. In societies that possessed domestic animals, livestock helped to feed more people by providing meat, milk, and fertilizer, and by pulling plows. Large domestic animals became the societies' main source of animal protein, replacing wild game, and they also {{U}}furnished{{/U}} wool, leather, and land transport. Humans have domesticated only a few species of large animals, with "large" defined as those weighing over 100 pounds (45 kilograms). Fourteen such species were domesticated before the twentieth century, all of them terrestrial mammals and herbivores. The five most important of these are sheep, goats, pigs, horses, and cattle or oxen. 2 Small animals such as ducks, geese, rabbits, dogs, cats, mink, bees, and silkworms have also been domesticated. Many of these small animals provided food, clothing, or warmth. However, none of them pulled plows or wagons, none carried riders, and none except dogs pulled sleds. Furthermore, no small domestic animals have been as important for food as have large domestic animals. 3 Early herding societies quickly domesticated all large mammal species that were suitable for domestication. There is archaeological evidence that these species were domesticated between 10,000 and 4,500 years ago, within the first few thousand years of the origins of farming-herding societies after the last Ice Age. The continent of Eurasia has been the primary site of large mammal domestication. Having the most species of wild mammals to begin with, and losing the fewest to extinction in the last 40,000 years, Eurasia has generated the most candidates for domestication. 4 Domestication involves transforming wild animals into something more useful to humans. Truly domesticated animals differ in many ways from their wild ancestors. These differences result from two processes: human selection of individual animals that are more useful to humans than other individuals of the same species, and evolutionary responses of animals to the forces of natural selection operating in human environments rather than in wild environments. 5 To be domesticated, a wild species must possess several characteristics. {{U}}A candidate for domestication must be primarily a herbivore because it takes less plant biomass to feed a plant eater than it does to feed a carnivore that consumes plant eaters{{/U}}. No carnivorous mammal has ever been domesticated for food simply because it would be too costly. A candidate must not only weigh an average of over 100 pounds but also grow quickly. That eliminates {{U}}gorillas and elephants{{/U}}, even though they are herbivores. Moreover, candidates for domestication must be able to breed successfully in captivity. 6 Since almost any sufficiently large mammal species is capable of killing a human, certain qualities {{U}}disqualify{{/U}} a wild animal for domestication. The animal cannot have a disposition that is nasty, dangerous, or unpredictable—characteristics that eliminate bears, African buffaloes, and some species of wild horses. The animal cannot be so nervous that it {{U}}panics{{/U}} around humans. Large herbivorous mammal species react to danger from predators or humans in different ways. Some species are nervous, fast, and programmed for instant flight when they perceive danger. Others are less nervous, seek protection in herds, and do not run until necessary. Most species of deer and antelope are of the former type, while sheep and goats are of the latter. 7 Almost all domesticated large mammals are species whose wild ancestors share three social characteristics: living in a herd, maintaining a dominance hierarchy in the herd, and having herds that occupy overlapping home ranges instead of mutually exclusive territories. Humans have taken advantage of these characteristics in keeping domestic animals together with others of their species and in close proximity to other species of domestic animals. Glossary: terrestrial: living on land rather than in water herbivores: animals that feed mainly on plants

Scholarship Clerk: Good Morning. I am Jeanette. Student: Good morning. I am Don Balducci. I have been ______ a freshman next year in the Faculty of Arts and I would like information on what scholarships are available to first year students. Clerk: There are many scholarships available to first year students. Some are only for one year and others are for the full four years of the degree ______. Student: ______ do you need to apply for the scholarships? Clerk: Well, the top 2 percent of ______ are invited by the Faculty Committee on Honors, Awards and Prizes to compete for the David White scholarship. This is a scholarship of $10,000 a year. ______? Student: I have a 92% average from my school, but I have not yet received the marks from my government exams. Clerk: Well, if you get 95% or better on your government exams, you could definitely ______ the David White Scholarship. The government exam is weighted 50% and your local school marks are weighted 50%. Most students in the past who have received this award had an average of over 93% ______. Student: Hmm. If I don"t get 95%, ______? Clerk: Well, it certainly ______ this scholarship, but there is nothing preventing you from applying. There are generally about 400 applicants a year. Student: Does the David White award guarantee me housing in the university residence? Clerk: Yes, it guarantees housing in residence for all four years ______. Another bonus, if you have a car, is parking privileges at the residence. Student: If I am not in the top 2 percent of entering freshmen, what other scholarships can I apply for? Clerk: You could go to our website. The Faculty Committee selects students ______ of each student. Different awards have different criteria. Some scholarships and awards require you to write an essay ______, life hardships, distinctive personal achievement or letters of recommendation. ______. Student: How many scholarships are there in all to apply for? Clerk: There are ______, however, filling out scholarship applications is a time-consuming job so I would recommend you ______. Student: Do most scholarships apply to all four years? Clerk: No, most are ______. The ones that are for the full four years, providing that you maintain your eligibility ______, also usually give the additional privilege of ______. This has the advantage of giving you first crack at registering for the courses of your choice. Student: Are all scholarships determined by the same committee? Clerk: All full scholarships are. By the way, do you have a website address? Student: Yes, I have it here on your card. I picked your card up when I was at the Open House in the spring. Clerk: Good, well then I would suggest you go to the website now. If you have further questions, you could ______. Student: Okay. Thanks for your help. Clerk: You"re welcome. Student: Good Bye. Clerk: Good Bye.

Listentopartofalectureinabiologyclass.Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.

WHITE--COLLAR CRIME 1 A variety of illegal acts committed by people in the course of their employment, for their own personal gain, are collectively known as white-collar crime. Embezzlement, theft, and trading securities on the basis of insider information are common forms of white-collar crime. The majority of cases involve low-level employees who steal because they are under temporary financial stress. Many plan to put the money back as soon as possible but may never do so. Their crimes are usually never discovered because the amounts of money are small, no one notices the loss, and law enforcement agencies have few resources for investigating this type of crime. 2 However, there are some very large cases of white-collar crime, such as multimillion- dollar stock market or banking scams that take years to discover and are extremely difficult and expensive to prosecute. In the 1980s, hundreds of executives of American savings and loan associations took advantage of a change in the law that allowed them to make unsecured loans to friends and relatives--which they then did, in the amount of $500 billion in unpaid debt. Only a few of those executives were prosecuted, and little of the money was recovered. American taxpayers ultimately covered the amount at a cost of about $4,000 per person. 3 White-collar crime is not confined to the business sector. Government employment, especially at the city level, also provides opportunities to line one's pockets. For example, building inspectors accept bribes and kickbacks, auctioneers rig sales of seized property, and full-time employees receive welfare payments. 4 Although white-collar crime is less violent than street crime, it involves far more money and harm to the public than crimes committed by street criminals. It is likely that there are more criminals in the office suites than in the streets, yet the nature of white- collar crime makes it difficult to uncover the offenses and pursue the offenders. As the economy shifts from manufacturing to services and electronic commerce, opportunities for white-collar crime will multiply, while the technology needed to stop such crimes will lag behind.

1 Both the Greeks and the Romans minted coins. The Romans called the place where coins were made and stored by the Latin word moneta, the ancestor of the English word money. Even after coins were developed, however, the world was still a long way away from our current system of money. Each city made its own coins, with no common way of exchanging one type for another. Gradually, traders worked out different rates of exchange. 2 Another complication lay in the fact that for thousands of years, most people did not use money for important purchases. Although the wealthier classes used money for major transactions, ordinary people continued to barter for most things in their daily lives. For example, workers would be paid in food, clothing, and shelter, rather than in money. Farmers would grow food and make items for themselves, trading the tiny surplus for whatever they could not make or grow. 3 Paper money had a lot of advantages: it was lighter and easier to carry. It was also a lot cheaper to make. The development of paper money meant that people had grasped the difference between money as a symbol and money as something that was worth only the actual cost of the paper and ink in making a bill. The first known use of paper money was in China, around the year 1300. The first use of paper money in Europe was in Sweden in the 1600s, a time of extensive international trade and exploration. Because paper money made trade easier and more efficient, its use quickly caught on throughout the world.

The Concept of Style Style may be defined as the characteristic manner of presentation of any art form. We distinguish between the style of a novel and that of an essay, between the style of a cathedral and that of a palace. The word may also indicate the creator's personal manner of expression—the distinctive flavor that sets one artist apart from all others. Thus we speak of the literary style of Dickens or Shakespeare, the painting style of Picasso or Michelangelo, the musical style of Bach or Mozart. We often identify style with nationality, as when we refer to French, Italian, or German style; or with an entire culture, as when we contrast a Western musical style with one of China, India, or some other region. It is the difference in the treatment of the elements of music that makes one musical work sound similar to or different from another. We have seen that western music is largely a melody-oriented art based on a particular musical system from {{U}}which{{/U}} the underlying harmonies are also built. Relatively speaking, rhythm and meter in western music are based on simpler principles than are melody and harmony. Music of other cultures may sound foreign to our ears and sometimes out of tune because they are based on entirely different musical systems from which they derive their melodic material and many do not involve harmony to any great extent. One important factor in these differing languages of music is the way in which the octave is divided and scales are produced. Complex rhythmic procedures and textures set some world music apart from western styles, while basic formal considerations—such as repetition, contrast, and variation—bring music of {{U}}disparate{{/U}} cultures closer. In short, a style is made up of all the factors relating to pitch, time, timbre, and expression, creating a sound that each culture recognizes as its own. Since all art changes from one age to the next, one very important use of the word "style" is in connecting the various historical periods. The music of each world culture has its own style periods. Focusing on the development of western music we will find that the concept of style enables us to draw connections between musicians and their time, so that the musical work is placed in its socio-historical frame. No matter how greatly the artists, writers, and composers of a particular era may vary in personality and outlook, when seen in the perspective of time, they turn out to have certain qualities in common. Because of this, we can tell at once that a work of art—whether music, poetry, painting, sculpture, or architecture—dates from the Middle Ages or the Renaissance, from the eighteenth century or the nineteenth. {{U}}The style of a period, then, is the total art language of all its artists as they react to the artistic, political, economic, religious, and philosophical forces that shape their environment.{{/U}}A.[■] Scholars will always disagree as to precisely when one style period ends and the next begins.B.[■] Each period leads by {{U}}imperceptible{{/U}} degrees into the following one, dates and labels being merely convenient signposts.C.[■] The following outline shows the generally accepted style periods in the history of western music.D.[■] Each represents a concept of form and technique, an ideal of beauty, a manner of expression and performance attuned to the cultural climate of the period—in a word, a style! 350～600: Period of the Church Fathers 600～850: Early Middle Ages—Gregorian chant 850～1150: Romanesque period—development of the staff in musical notation, about 1000 1150～1450: Late Middle Ages (Gothic period. 1450～1600: Renaissance period 1600～1750: Baroque period 1725～1775: Rococo period 1750～1825: Classical period 1820～1900: Romantic period 1890～1915: Post-Romantic and Impressionist period 1910～20th century:

Reading2"LookingatTheatreHistory"→OneoftheprimarywaysofapproachingtheGreektheatreisthrougharcheology,thesystematicstudyofmaterialremainssuchasarchitecture,inscriptions,sculpture,vasepainting,andotherformsofdecorativeart.Seriouson-siteexcavationsbeganinGreecearound1870,butW.DrpfelddidnotbeginthefirstextensivestudyoftheTheatreofDionysusuntil1886.Sincethattime,morethan167otherGreektheatreshavebeenidentifiedandmanyofthemhavebeenexcavated.[]Nevertheless,theystilldonotpermitustodescribethepreciseappearanceoftheskene(illustrationsprintedinbooksareconjecturalreconstructions),sincemanypiecesareirrevocablylostbecausethebuildingsinlaterperiodsbecamesourcesofstoneforotherprojectsandwhatremainsisusuallybrokenandscattered.Thatmostofthebuildingswereremodeledmanytimeshascreatedgreatproblemsforthoseseekingtodateboththepartsandthesuccessiveversions.Despitethesedrawbacks,archeologyprovidesthemostconcreteevidencewehaveaboutthetheatrestructuresofancientGreece.But,iftheyhavetoldusmuch,archeologistshavenotcompletedtheirwork,andmanysiteshavescarcelybeentouched.→Perhapsthemostcontroversialuseofarcheologicalevidenceintheatrehistoryisvasepaintings,thousandsofwhichhavesurvivedfromancientGreece.(MostofthoseusedbytheatrescholarsarereproducedinMargareteBieber'sTheHistoryoftheGreekandRomanTheatre.)Depictingscenesfrommythologyanddailylife,thevasesarethemostgraphicpictorialevidencewehave.Buttheyarealsoeasytomisinterpret.Somescholarshaveconsideredanyvasethatdepictsasubjecttreatedinasurvivingdramaoranysceneshowingmasks,fluteplayers,orceremonialstobevalidevidenceoftheatricalpractice.Thisisahighlyquestionableassumption,sincetheGreeksmadewidespreaduseofmasks,dances,andmusicoutsidethetheatreandsincethemythsonwhichdramatistsdrewwereknowntoeveryone,includingvasepainters,whomightwelldepictthesamesubjectsasdramatistswithoutbeingindebtedtothem.Thosevasesshowingscenesunquestionablytheatricalarefewinnumber.→WrittenevidenceaboutancientGreektheatreisoftentreatedaslessreliablethanarcheologicalevidencebecausemostwrittenaccountsareseparatedsofarintimefromtheeventstheydescribeandbecausetheyprovidenoinformationabouttheirownsources.Ofthewrittenevidence,thesurvivingplaysareusuallytreatedasthemostreliable.ButtheoldestsurvivingmanuscriptsofGreekplaysdatefromaroundthetenthcentury,C.E.,some1500yearsaftertheywerefirstperformed.Sinceprintingdidnotexistduringthistimespan,copiesofplayshadtobemadebyhand,andthereforethepossibilityoftextualerrorscreepinginwasmagnified.Nevertheless,thescriptsofferusourreadiestaccesstotheculturalandtheatricalconditionsoutofwhichtheycame.Butthesescripts,likeotherkindsofevidence,aresubjecttovaryinginterpretations.Certainlyperformancesembodiedamaleperspective,forexample,sincetheplayswerewritten,selected,staged,andactedbymen.Yettheexistingplaysfeaturenumerouschorusesofwomenandmanyfeaturestrongfemalecharacters.Becausethesecharactersoftenseemvictimsoftheirownpowerlessnessandappeartobegoverned,especiallyinthecomedies,bysexualdesire,somecriticshaveseentheseplaysasrationalizationsbythemale-dominatedcultureforkeepingwomensegregatedandcloistered.Othercritics,however,haveseeninthesesameplaysanattemptbymaleauthorstoforcetheirmaleaudiencestoexamineandcallintoquestionthissegregationandcloisteringofAthenianwomen.→ByfarthemajorityofwrittenreferencestoGreektheatredatefromseveralhundredyearsaftertheeventstheyreport.Thewritersseldommentiontheirsourcesofevidence,andthuswedonotknowwhatcredencetogivethem.Intheabsenceofmaterialnearerintimetotheevents,however,historianshaveusedtheaccountsandhavebeengratefultohavethem.Overall,historicaltreatmentoftheGreektheatreissomethinglikeassemblingajigsawpuzzlefromwhichmanypiecesaremissing:historiansarrangewhattheyhaveandimagine(withtheaidoftheremainingevidenceandlogic)whathasbeenlost.Asaresult,thoughthebroadoutlinesofGreektheatrehistoryarereasonablyclear,manyofthedetailsremainopentodoubt.Glossaryskene:astagebuildingwhereactorsstoretheirmasksandchangetheircostumes

{{B}}Listening Comprehension Section Directions{{/B}} This section measures your ability to understand conversations and lectures in English. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers. You may take notes while you listen. You may use your notes to help you answer the questions. Your notes will not be scored. If you need to change the volume while you listen, click on the Volume icon at the top of the screen. In some questions, you will see this icon:. This means that you will hear, but not see part of the question. Some of the questions have special directions. These directions appear in a gray box on the screen. Most questions are worth one point. If a question is worth more than one point, it will have special directions that indicate how many points you can receive. You must answer each question. After you answer, click on Next. Then click on OK to confirm your answer and go on to the next question. After you click on OK, you cannot return to previous questions. You will have 20 minutes to answer the questions in this section. A clock at the top of the screen will show you how much time is remaining. The clock will not count down while you are listening to test material.{{B}}Changing the Volume{{/B}} To change the volume, click on the Volume icon at the top of the screen. The volume control will appear. Move the volume indicator to the left or to the right to change the volume. To close the volume control, move the mouse pointer to another part of the screen. You will be able to change the volume during the test if you need to.{{B}}Set 1 Conversation:Problem with Assignment{{/B}}{{B}}Narrator{{/B}} Listen to a part of a conversation between a student and a professor.

THE TRIANGLE FACTORY FIRE 1 The fire at the Triangle Waist Company in New York City was one of the worst workplace disasters in the history of labor. The incident highlighted the inhumane working conditions faced by many industrial workers, including low wages, excessively long hours, and an unsanitary and dangerous work environment. The Triangle Waist Company, a shirt factory, was a typical sweatshop in the heart of New York"s garment district. Most of the workers were women, some as young as 15 years old, mostly recent Italian and European Jewish immigrants who had come to the United States with their families to seek a better life. Already struggling with a new language and culture, these workers could not speak out about working conditions for fear of losing their desperately needed jobs, and this forced them to endure exploitation by the factory owners. 2 On March 25, 1911, one of the five hundred employees of the Triangle Waist factory noticed that a rag bin near her eighth-floor workstation was on fire. She and her co-workers immediately tried to extinguish the flames, but their efforts proved futile, and piles of fabric ignited all over the eighth floor. The factory manager ordered his employees to unroll the fire extinguisher hose, but they found it rotted and useless. Panic erupted as the fire spread. 3 The shirt factory occupied the top three floors of the ten-story Asch Building. The seventy employees who worked on the tenth floor escaped the fire by way of the staircases or by climbing onto the roof, where students from New York University, located across the street, stretched ladders over to the Asch Building. The 260 workers on the ninth floor had the worst luck of all. Although the eighth-floor workers tried to warn them by telephone, the call did not reach them, and by the time the ninth-floor workers learned about the fire, their routes of escape were mostly blocked. When they found many of the exit doors locked, some managed to climb down the cables of the freight elevator. Others crammed into one narrow stairway. Still others climbed onto the single, inadequately constructed fire escape. However, the fire escape led nowhere, and it bent under the weight of hundreds of workers trying to escape. The spindly structure separated from the wall, falling to the ground and carrying many people with it. 4 To combat the disaster, the New York Fire Department sent thirty-five pieces of equipment, including a hook and ladder. The young women trapped on the ninth floor waited on the window ledges to be rescued, only to discover that the ladder, fully raised, stopped far below them at the sixth floor. Water from the hoses could not reach the top floors, and many workers chose to jump to their deaths rather than to burn alive. Within minutes, the factory was consumed by flame, killing 146 workers, mostly immigrant women. City officials set up a temporary morgue in a building on 26th Street, and over the next few days streams of survivors filed through the building to identify the dead. 5 The ten-story Asch Building was a firetrap typical of the working conditions of the period, and the Triangle fire tragically illustrated that fire inspections and safety precautions were very inadequate. The victims of the fire were trapped by the lack of fire escapes and by management"s practice of locking the exit doors during work hours. The incident had a profound impact on women"s unionism and job safety, affecting local and national politics in the process. An era of progressive reform began to sweep the nation, as people decided that government had a responsibility to ensure that private industry protected the welfare of workers. There was a public outcry for laws to regulate workplace safety. The New York Factory Investigating Commission was formed to examine the conditions in factories throughout the state, and their report led to many new regulations in the years following the fire. 6 The fire at the Triangle Waist Company highlighted the excesses of industrialism. The tragedy remains in the collective memory of the labor movement, and the victims of the tragedy are still honored as martyrs at the hands of industrial greed.

Directions:Readthepassage.Thenanswerthequestions.Giveyourself20minutestocompletethispracticeset.AMODELOFURBANEXPANSIONIntheearlytwentiethcentury,thescienceofsociologyfoundsupportersintheUnitedStatesandCanadapartlybecausethecitiesthereweregrowingsorapidly.ItoftenappearedthatNorthAmericancitieswouldbeunabletoabsorballthenewcomersarrivinginsuchlargenumbers.PresociologicalthinkerslikeFrederickLawOlmsted,thefounderofthemovementtobuildparksandrecreationareasincities,andJacobRiis,anadvocateofslumreform,urgedthenation'sleaderstoinvestinimprovingtheurbanenvironment,buildingparksandbeaches,andmakingbetterhousingavailabletoall.Thesereformeffortsweregreatlyaidedbysociologistswhoconductedempiricalresearchonthesocialconditionsincities.Intheearlytwentiethcentury,manysociologistslivedincitieslikeChicagothatwerecharacterizedbyrapidpopulationgrowthandserioussocialproblems.Itseemedlogicaltouseempiricalresearchtoconstructtheoriesabouthowcitiesgrowandchangeinresponsetomajorsocialforcesaswellasmorecontrolledurbanplanning.ThefoundersoftheChicagoschoolofsociology,RobertParkandErnestBurgess,attemptedtodevelopadynamicmodelofthecity,onethatwouldaccountnotonlyfortheexpansionofcitiesintermsofpopulationandterritorybutalsoforthepatternsofsettlementandlandusewithincities.Theyidentifiedseveralfactorsthatinfluencethephysicalformofcities.AsParkstated,amongthemare"transportationandcommunication,tramwaysandtelephones,newspapersandadvertising,steelconstructionandelevators—allthings,infact,whichtendtobringaboutatonceagreatermobilityandagreaterconcentrationoftheurbanpopulations."ParkandBurgessbasedtheirmodelofurbangrowthontheconceptof"naturalareas"—thatis,areassuchasoccupationalsuburbsorresidentialenclavesinwhichthepopulationisrelativelyhomogeneousandlandisusedinsimilarwayswithoutdeliberateplanning.ParkandBurgesssawurbanexpansionasoccurringthroughaseriesof"invasions"ofsuccessivezonesorareassurroundingthecenterofthecity.Forexample,peoplefromruralareasandothersocieties"invaded"areaswherehousingwasinexpensive.Thoseareastendedtobeclosetotheplaceswheretheyworked.Inturn,peoplewhocouldaffordbetterhousingandthecostofcommuting"invaded"areasfartherfromthebusinessdistrict.ParkandBurgess'smodelhascometobeknownasthe"concentric-zonemodel'(representedbythefigure).BecausethemodelwasoriginallybasedonstudiesofChicago,itscenterislabeled"Loop,"thetermcommonlyappliedtothatcity'scentralcommercialzone.Surroundingthecentralzoneisa"zoneintransition,"anareathatisbeinginvadedbybusinessandlightmanufacturing.Thethirdzoneisinhabitedbyworkerswhodonotwanttoliveinthefactoryorbusinessdistrictbutatthesametimeneedtolivereasonablyclosetowheretheywork.Thefourthorresidentialzoneconsistsofupscaleapartmentbuildingsandsingle-familyhomes.Andtheoutermostring,outsidethecitylimits,isthesuburbanorcommuters'zone;itsresidentslivewithina30-to60-minuterideofthecentralbusinessdistrict.StudiesbyPark,Burgess,andotherChicago-schoolsociologistsshowedhownewgroupsofimmigrantstendedtobeconcentratedinseparateareaswithininner-cityzones,wheretheysometimesexperiencedtensionwithotherethnicgroupsthathadarrivedearlier.Overtime,however,eachgroupwasabletoadjusttolifeinthecityandtofindaplaceforitselfintheurbaneconomy.Eventuallymanyoftheimmigrantsmovedtounsegregatedareasinouterzones;theareastheyleftbehindwerepromptlyoccupiedbynewwavesofimmigrants.TheParkandBurgessmodelofgrowthinzonesandnaturalareasofthecitycanstillbeusedtodescribepatternsofgrowthincitiesthatwerebuiltaroundacentralbusinessdistrictandthatcontinuetoattractlargenumbersofimmigrants.ButthismodelisbiasedtowardthecommercialandindustrialcitiesofNorthAmerica,whichhavetendedtoformaroundbusinesscentersratherthanaroundpalacesorcathedrals,asisoftenthecaseinsomeotherpartsoftheworld.Moreover,itfailstoaccountforotherpatternsofurbanization,suchastherapidurbanizationthatoccursalongcommercialtransportationcorridorsandtheriseofnearbysatellitecities.

Listentopartofalectureinageographyclass.Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.