新世纪大学英语(第二版)学术英语视听说教程 第2册 Unit3_听力原文.doc

Whether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most of them put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are really asking, “What is your job or profession?” Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, um, we’re going to take a look at work in the United States today in three different ways. First, we’ll take a historical look at work in America. Uh, we’ll do that by looking at how things changed for the American worker from the year 1900 to the year of the latest statistics, 2010. That is, from the beginning of the twentieth century to recent times. Then we’ll look at how U.S. workers are doing today. And after that, we’ll take a look at some possible reasons for the current economic situation. And finally, we’ll look at what people are saying about what the government should and should not do in order to improve the country’s economy.

As we look at the changes over the last century or so, we’re going to use a lot of statistics to describe these changes. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, in 1900, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms, and by 2010, only about 1 percent worked in agriculture. There was also a large decrease in the number of people working in industry, that is, in making, or manufacturing, things in factories. The number of workers in industry is down from over 30 percent in 1900 to just over 22 percent in 2010.

While the number of people in agriculture and manufacturing industries went down, the number of people in the services went up. As you may know, services, rather than goods or products, provide other less concrete things that people need. A few examples include education, health care, transportation, tourism, banking, advertising, and legal services. Cafes, restaurants, and fast-food outlets like McDonald’s are part of the service sector, as are retail sales jobs, driving taxis, and pumping gas. The services workforce jumped from 31 percent of the workforce in 1900 to 77 percent in 2010.

Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in industry; and 31 percent in services. In 2010, about 1 percent in agriculture; 22 percent in industry; and 77 percent in services.

To put things into perspect ive, let’s compare the United States today to China, where the picture is very different. From your experience, would you expect China to have more workers in agriculture or in industry? Well, it may or may not surprise you, but in China, agriculture takes up only 10 percent of the workforce, industry a huge 47 percent, and services 43 percent. Figures for the entire world are somewhere between China’s and the United States’ figures: 6 percent, 31 percent, and 63 percent for agriculture, industry, and servi ces, respectively. Let’s get back to the changes in the U.S. workforce in the last century or so.

There are just two more points I wanted to bring up. First, child labor was not unusual at the beginning of the twentieth century. In 1900, there were 1,750,000 children aged 10 to 15 working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under 16 to work full-time in any of the 50 states. Second, while the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 2010, almost 73 percent of women were holding down jobs.

OK, now let’s take a look at how the U.S. workforce is doing today. First, let me say that for much of the twentieth century, U.S. workers saw rising wages, increased benefits like Social Security and health insurance, and better working conditions. However, things are not so rosy for today’s workers. First, let’s look at wages. The U.S. workforce is still considered extremely productive among the industrialized nations of the world, but while its productivity has continued to increase since the 1970s, wages for the working class have not increased. Also the number of the unemployed has been high for some of the past few years.

Let me give you some statistics that may help you understand the impact of stagnant wages and high unemployment. Shortly after World War II, a child born in poverty, that is, to a poor family, had a 50 percent chance of being in the middle class as an adult. But by 1980, a person born in poverty had a 40 percent chance. In 2012, economists told us that his or her chance of entering the middle class was only 33 percent.

Finally, let’s take a look at some of the possible reasons for the current situation. First of all, agriculture in the United States has become much more mechanized and more efficient, so fewer people are needed to grow crops and raise animals. Most people agree that outsourcing, that is, sending some U.S. manufacturing and service work overseas to countries like China and India that have lower wages, is one reason. At the same time, these countries manufacture products that they can export to the United States and other countries more cheaply than U.S. companies can manufacture them. Also we should keep in mind that some advances in technology have eliminated a lot of the jobs that required workers in the past. I’m thinking of robots in the auto industry and bank ATM machines, for example. In addition to outsourcing and advances in technology, unions, which protect workers’ rights, have become weaker in the past decades. The result is lower wages and even loss of jobs for people from factory workers to teachers. Some economists point out that the American consumer has benefited from outsourcing and technology in that many products are much cheaper. That is cold comfort to millions of workers who have lost their jobs, of course. Let’s look at some more reasons.

Other possible causes for the economic problems may be government policies and legislation, among them tax cuts and lack of regulation of businesses, especially large corporations and financial institutions such as banks, mortgage companies, and investment firms. Tax cuts mean the government has less money to provide programs to help people in difficulty or to invest in education and research. Lack of regulation of financial institutions has led to their making very risky investments, risky investments that have led to loss of jobs, lost pensions, and loss of homes. It’s important to note, however, that many people believe that high taxes and too

much regulation pull down the economy.

These issues are very difficult ones, and discussions about how to fix the economy can get very heated. Liberals and conservatives blame each other, and the political process seems more polarized than ever before. However, let’s not forget that the United States has survived many economic downturns in the pa st and “cautious optimism” about the U.S. economy seems to be the watchword of the day in newspapers and magazine articles about the economy at this time. Even the prestigious World Economic Forum, which met in Davos, Switzerland, in late January of 2012, expressed optimism and caution, in other words, “cautious optimism.”

赠送以下资料

考试知识点技巧大全

一、考试中途应饮葡萄糖水

大脑是记忆的场所，脑中有数亿个神经细胞在不停地进行着繁重的活动,大脑细胞活动需要大量能量。科学研究证实,虽然大脑的重量只占人体重量的2%-3%,但大脑消耗的能量却占食物所产生的总能量的20%,它的能量来源靠葡萄糖氧化过程产生。

据医学文献记载,一个健康的青少年学生30分钟用脑,血糖浓度在120毫克/100毫升,大脑反应快,记忆力强；90分钟用脑，血糖浓度降至80毫克/100毫升，大脑功能尚正常；连续120分钟用脑，血糖浓度降至60毫克/100毫升，大脑反应迟钝，思维能力较差。

我们中考、高考每一科考试时间都在2小时或2小时以上且用脑强度大，这样可引起低血糖并造成大脑疲劳，从而影响大脑的正常发挥，

对考试成绩产生重大影响。因此建议考生，在用脑60分钟时，开始补饮25%浓度的葡萄糖水100毫升左右，为一个高效果的考试加油。

二、考场记忆“短路”怎么办呢？

对于考生来说，掌握有效的应试技巧比再做题突击更为有效。

1.草稿纸也要逐题顺序写草稿要整洁，草稿纸使用要便于检查。不要在一大张纸上乱写乱画，东写一些，西写一些。打草稿也要像解题一样，一题一题顺着序号往下写。最好在草稿纸题号前注上符号，以确定检查侧重点。为了便于做完试卷后的复查，草稿纸一般可以折成

4-8块的小方格，标注题号以便核查，保留清晰的分析和计算过程。

2.答题要按先易后难顺序不要考虑考试难度与结果，可以先用5分钟熟悉试卷，合理安排考试进度，先易后难，先熟后生，排除干扰。考试中很可能遇到一些没有见过或复习过的难题，不要蒙了。一般中考试卷的题型难度分布基本上是从易到难排列的，或者交替排列。

3.遇到容易试题不能浮躁遇到容易题，审题要细致。圈点关键字词，边审题边画草图，明确解题思路。有些考生一旦遇到容易的题目，便觉得心应手、兴奋异常，往往情绪激动，甚至得意忘形。要避免急于求成、粗枝大叶，防止受熟题答案与解题过程的定式思维影响，避免

漏题，错题，丢掉不该丢的分。

4. 答题不要犹豫不决选择题做出选择时要慎重，要关注题干中的否定用词，对比筛选四个选项的差异和联系，特别注意保留计算型选择题的解答过程。当试题出现几种疑惑不决的答案时，考生一定要有主见，有自信心，即使不能确定答案，也不能长时间犹豫，浪费时间，最终也应把认为正确程度最高的答案写到试卷上，不要在答案处留白或开天窗。

5.试卷检查要细心有序应答要准确。一般答题时，语言表达要尽量简明扼要，填涂答题纸绝不能错位。答完试题，如果时间允许，一般都要进行试卷答题的复查。复查要谨慎，可以利用逆向思维，反向推理论证，联系生活实际，评估结果的合理性，选择特殊取值，多次归纳总结。

另外，对不同题型可采用不同的检查方法。选择题可采用例证法，举出一两例来能分别证明其他选项不对便可安心。对填空题，则一要检查审题;二要检查思路是否完整;三要检查数据代入是否正确;四要检查计算过程;五要看答案是否合题意;六要检查步骤是否齐全，符号是否规范。还要复查一些客观题的答案有无遗漏，答案错位填涂，并复核你心存疑虑的项目。若没有充分的理由，一般不要改变你依据第一感觉做出的选择。

6、万一记忆短路可慢呼吸考试中，有些考生因为怯场，导致无法集中精神，甚至大脑忽然一片空白，发生记忆堵塞。此时不要紧张，不妨尝试如下方式：

首先是稳定心态，保持镇静，并注意调节自己的呼吸率。先慢吸气，当对自己说放松时缓慢呼气，再考虑你正在努力回忆的问题，如果你仍不能回想起来，就暂时搁下这道题，开始选做其他会的试题，过段时间再回过头来做这道题。

第二，积极联想。你不妨回忆老师在讲课时的情景或自己的复习笔记，并努力回忆与发生记忆堵塞问题有关的论据和概念，把回忆起的内容迅速记下来，然后，看能否从中挑出一些有用的材料或线索。

第三，进行一分钟自我暗示。即根据自己的实际，选择能激励自己，使自己能心情平静和增强信心的话，在心中默念3至5遍。比如：我已平静下来，我能够考好、我有信心，一定能考出理想的成绩等等。

第四，分析内容，查找相关要点。借助试卷上其它试题，也许会给考生提供某些线索。因此不要轻易放弃，查看试题中的相关要点，看看是否能给考生提供线索或启发。