WEBVTT FILE

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[Music]

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you're about to take a complete practice

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test for the TOEFL IBT listening section

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my name is Josh I'm from TST prep and

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there are a couple of differences

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between this test and the actual TOEFL

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so the first difference is that on test

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day you're in control of your time so if

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you want to just take five seconds to

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answer a question or you want to take a

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minute to answer a question it's up to

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you but for this practice on YouTube

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each question has the same length of

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time for you to complete so keep that in

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mind the second thing is that there is a

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link in the description below to a PDF

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with explanations for all of the answers

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so if you need more explanation for why

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something is correct or incorrect

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definitely check that out also you'll

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see all the answers in the description

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so again answers are in the description

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and if you need more help with courses

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classes more practice questions check

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out tscprep.com use coupon code TSC prep

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Dash Josh for 10 off but that's it hope

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you guys find this helpful good luck

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test takers and I will see you at the

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end

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foreign

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to a conversation between a student and

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a professor

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good morning Professor Jacobs

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again

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hi Jane my weekend was great very

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relaxing how about yours I had a blast I

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went to an exhibition at a gallery in

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the city and one of the artists was

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there I got to meet him unfortunately I

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don't remember his name but he does drip

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art just like Jackson Pollock it was

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really cool and inspiring to meet

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someone who creates art for a living wow

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what an exciting weekend it sounds like

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you really have found some inspiration

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for your dripart project how's that

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coming along

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well that's kind of what I wanted to

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talk to you about I think drip art is

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really unique and interesting but I'm

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having trouble with the assignment what

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seems to be the problem I started

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working on the project right after going

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to the exhibit but I feel like I'm stuck

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and I'm worried I won't be able to

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create a piece that I'm comfortable

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handing in

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how so are you confused about the

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assignment

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I understand the assignment well but you

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know how you always tell us to express

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ourselves in our art that's why I feel

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frustrated with this project I feel like

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I'm forcing myself to create something

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and it just feels fake what would you do

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if you were in my shoes

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I completely understand your concern but

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that's the whole point of my class I

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want you to get out of your comfort zone

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let go and try something new

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okay I'll give it another shot today and

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I'll see if I can push past the feeling

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of being stuck that's a good idea and if

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you're still feeling uneasy I'm having a

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workshop this Saturday and you can join

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it if you like you can see some examples

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of drip art and watch the actual process

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that may be really helpful for you if

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you stay for a little while afterward we

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can discuss any further questions you

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may have

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that sounds great thank you so much I

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would love to attend the workshop I

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think that it's just what I need to help

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me finish this project you're welcome

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I'm glad you stopped by I'd rather you

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be confused and ask questions than say

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nothing and struggle with the project

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I'll see you on Saturday

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now answer the questions

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one

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why does the student want to talk to the

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professor

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two

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what does the student mean when she says

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the assignment feels fake

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three

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listen again to part of the passage why

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does the professor say this

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I completely understand your concern but

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that's the whole point of my class I

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want you to get out of your comfort zone

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let go and try something new

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four

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what suggestions does the professor make

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to the student select two

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five

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why does the professor suggest this

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student attend his Workshop

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now listen to part of a talk in an

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economics class

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today we're going to be discussing

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public goods so basically lots of

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individuals and businesses create new

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ideas and products every day and most

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expect to get some money from their

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Creations but what happens when you make

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something that has such a tremendous

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benefit to society that you can't expect

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to receive any money in return this kind

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of good is a public good can anyone

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think of examples of a public good

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well I'm not so sure but maybe some of

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the TV channels on basic cable I mean

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anyone with a TV and an antenna can get

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some channels to watch

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yes I didn't think of that before but

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you're right Sam basic cable channels

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are a public good another example might

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be a country's National Defense or

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military these exist purely to benefit

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the people

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Professor is there any way to kind of

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Judge whether a product is a public or

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private good I mean like those TV

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channels they might be free but you

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still need to buy a TV so I guess I'm

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just not sure how you can tell if

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something is a public good yes this idea

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can be a bit confusing I guess it's best

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to contrast it with a private good say a

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piece of pizza a piece of pizza can be

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bought and sold pretty easily and one of

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the reasons why is because it's so easy

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to separate I suppose one of the most

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defining characteristics of public goods

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is that they are almost impossible to

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separate TV Airways and the National

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Defense System are not things you can

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really break down into pieces it's the

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same with public Wi-Fi many cities are

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now offering free Wi-Fi to Residents

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Wi-Fi only exists in the air you can't

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hold Wi-Fi and separate it into pieces

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okay Professor I think I get it now but

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in the book they mentioned that terms

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non-excludable and non-rival risks when

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trying to explain public goods and I

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didn't really get it great I was just

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going to get to that so besides being

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hard to separate economists usually

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classify something as a public good if

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it is both non-excludable and non-rival

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risks now I know these terms are quite a

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mouthful but they are fairly simple

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ideas let's start with non-excludable

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non-excludable means that it is either

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expensive or nearly impossible to

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exclude someone from using the good

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let's say an individual who we will call

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Larry buys a private good like a piece

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of pizza then he can exclude others from

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eating that pizza however if National

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Defense is being provided then it

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includes everyone if you strongly

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disagree with your country's defense

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policies the National Defense still

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protects you you cannot choose to be

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unprotected and National Defense cannot

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protect everyone else and exclude you

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the second main characteristic of a

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public good is that it is non-rival

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risks which means that when one person

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uses the public good another can also

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use it with a private good like pizza if

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our subject Larry is eating the pizza

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then another person cannot eat it that

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is the two people are rivals in

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consumption with a public good like

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National Defense Larry's consumption of

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National Defense does not reduce the

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amount for others so they are

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non-rivalrous in this area

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a number of government services are also

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examples of public goods for instance it

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would not be easy to provide Fire and

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Police Service for some people in a

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given neighborhood but not everyone

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protecting some necessarily means

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protecting others too paying for public

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goods is always a challenging dilemma

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for both Business Leaders and

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politicians the key Insight in paying

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for public goods is to find a way of

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assuring that everyone will make a

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contribution for example if people come

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together through the political process

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and agree to pay taxes and make group

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decisions about the quantity of public

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goods then they can all feel like they

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are being treated equally because

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everyone contributes

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now answer the questions

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one

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what is the lecture mainly about

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two

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how is the lecture organized

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three based on the information from the

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listening indicate which characteristic

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on the left belongs to either

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non-excludable non-rival or neither this

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question is worth two points

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four what is an example of a public good

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select two

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five

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what is the professor implying when she

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says this

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so besides being hard to separate

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economists usually classify something as

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a public good if it is both

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non-excludable and non-rival risks now I

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know these terms are quite a mouthful

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but they are fairly simple ideas

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six

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why does the professor talk about pizza

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during the lecture

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[Music]

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now listen to part of a talk in a

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psychology class

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now that we're on the topic of memory

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it's a good time to talk about the case

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of Henry mullison okay so where to start

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well

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Henry mullison was better known as hm in

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the scientific Community you see he's

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probably no definitely the most

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important patient in the history of

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Neuroscience

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before his death in 2008 mullison was

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the subject of over 1200 research

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articles

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so what made hm so special well a little

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background about his life

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Mollison had epilepsy which is when you

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lose control of much of your body and

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start having seizures

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while by the age of 27 hm seizures were

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getting much worse in an attempt to

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control his seizures hm underwent brain

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surgery to remove very important pieces

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of his brain his hippocampus and his

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amygdala now put that on the board here

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so the doctor in charge of this

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procedure believed it would cure his

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epilepsy well he was right in that hm

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seizures almost completely stopped

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but there was an even more drastic and

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devastating consequence of this

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procedure

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mullison lost his ability to create new

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memories

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this is referred to in medical

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terminology as severe enterograde

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Amnesia and I'll put that on the board

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too

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you see Henry no longer had the ability

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to make conscious memories of specific

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facts like names dates and recent

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happenings so if you introduced yourself

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to Henry at any time after the surgery

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within 30 seconds of your introduction

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00:16:53.420 --> 00:16:56.639
he would completely forget ever meeting

283
00:16:56.639 --> 00:16:59.639
you hm would wake up every day in the

284
00:16:59.639 --> 00:17:01.860
same state of mind he had before the

285
00:17:01.860 --> 00:17:02.880
surgery

286
00:17:02.880 --> 00:17:06.720
he could not make any new conscious

287
00:17:06.720 --> 00:17:08.280
memories

288
00:17:08.280 --> 00:17:11.579
in 1962 about 10 years after his surgery

289
00:17:11.579 --> 00:17:14.760
a young surgeon named Suzanne corkin met

290
00:17:14.760 --> 00:17:17.699
hm and realized that while a tragedy in

291
00:17:17.699 --> 00:17:20.880
most respects hm's condition provided

292
00:17:20.880 --> 00:17:23.699
her with a unique opportunity to analyze

293
00:17:23.699 --> 00:17:26.459
the function of specific areas of the

294
00:17:26.459 --> 00:17:28.679
brain and how they relate to learning

295
00:17:28.679 --> 00:17:30.119
and memory

296
00:17:30.119 --> 00:17:32.220
even though he suffered from Amnesia

297
00:17:32.220 --> 00:17:34.679
much of Henry's brain function besides

298
00:17:34.679 --> 00:17:37.260
memory remained intact he was a friendly

299
00:17:37.260 --> 00:17:40.020
guy also since he had almost no

300
00:17:40.020 --> 00:17:42.359
short-term memory ability he would never

301
00:17:42.359 --> 00:17:44.580
get tired of the boring brain activities

302
00:17:44.580 --> 00:17:46.740
needed for the research

303
00:17:46.740 --> 00:17:49.500
studying hm's brain led to some

304
00:17:49.500 --> 00:17:51.660
fascinating discoveries in the field of

305
00:17:51.660 --> 00:17:54.240
Neuroscience up until the 20th century

306
00:17:54.240 --> 00:17:55.919
Neuroscience had very little

307
00:17:55.919 --> 00:17:58.700
understanding of how the brain worked

308
00:17:58.700 --> 00:18:02.039
hm's rewired brain quickly proved that

309
00:18:02.039 --> 00:18:04.380
memory was not spread throughout the

310
00:18:04.380 --> 00:18:07.500
brain Henry's acute anterograde Amnesia

311
00:18:07.500 --> 00:18:09.240
had little effect on his self-knowledge

312
00:18:09.240 --> 00:18:12.720
or intelligence prior to the age of 25.

313
00:18:12.720 --> 00:18:15.359
Henry's case and others like it soon

314
00:18:15.359 --> 00:18:17.580
revealed that declarative long-term

315
00:18:17.580 --> 00:18:20.039
memories are stored in the area of the

316
00:18:20.039 --> 00:18:23.100
brain known as the hippocampus

317
00:18:23.100 --> 00:18:26.220
through hm researchers discovered that

318
00:18:26.220 --> 00:18:28.679
the brain possesses multiple systems for

319
00:18:28.679 --> 00:18:30.960
storing and retrieving memories that are

320
00:18:30.960 --> 00:18:33.359
dispersed in different but specific

321
00:18:33.359 --> 00:18:37.200
locations in the brain hm could not form

322
00:18:37.200 --> 00:18:40.020
any new conscious memories after his

323
00:18:40.020 --> 00:18:42.960
surgery but he could improve on his

324
00:18:42.960 --> 00:18:45.539
ability to perform tasks

325
00:18:45.539 --> 00:18:47.880
it soon became clear that the brain had

326
00:18:47.880 --> 00:18:50.340
another type of memory system called

327
00:18:50.340 --> 00:18:53.580
muscle memory which did not rely on

328
00:18:53.580 --> 00:18:55.020
conscious memories

329
00:18:55.020 --> 00:18:57.780
in one of her experiments corkin would

330
00:18:57.780 --> 00:18:59.880
have hm sketch a figure through the

331
00:18:59.880 --> 00:19:02.160
reflection of a mirror this is a

332
00:19:02.160 --> 00:19:04.020
challenging task that takes time to

333
00:19:04.020 --> 00:19:05.820
practice and master

334
00:19:05.820 --> 00:19:08.359
mullison had developed a new skill

335
00:19:08.359 --> 00:19:11.580
subconsciously through repetition

336
00:19:11.580 --> 00:19:13.919
sometimes referred to as motor learning

337
00:19:13.919 --> 00:19:17.220
hm confirmed that new skills can be

338
00:19:17.220 --> 00:19:20.179
learned through repetition over time

339
00:19:20.179 --> 00:19:22.559
disassociated from conscious memories

340
00:19:22.559 --> 00:19:24.539
this doesn't mean that skills like

341
00:19:24.539 --> 00:19:26.700
playing the piano or drawing a face rely

342
00:19:26.700 --> 00:19:29.820
solely on muscle memory however it plays

343
00:19:29.820 --> 00:19:32.039
a much bigger role in our retention of

344
00:19:32.039 --> 00:19:35.520
skills than previously suspected while

345
00:19:35.520 --> 00:19:37.380
there were some benefits for research

346
00:19:37.380 --> 00:19:39.720
Henry's unique Amnesia made it almost

347
00:19:39.720 --> 00:19:42.359
impossible for him to remember any new

348
00:19:42.359 --> 00:19:45.720
events after the surgery for example the

349
00:19:45.720 --> 00:19:47.580
death of his parents occurred later in

350
00:19:47.580 --> 00:19:48.539
his life

351
00:19:48.539 --> 00:19:50.820
and he couldn't remember it

352
00:19:50.820 --> 00:19:52.799
whenever he was reminded of his parents

353
00:19:52.799 --> 00:19:55.980
demise the pain returned as if he were

354
00:19:55.980 --> 00:20:00.320
hearing it again for the first time

355
00:20:01.140 --> 00:20:03.780
now answer the questions

356
00:20:03.780 --> 00:20:05.039
one

357
00:20:05.039 --> 00:20:08.960
what is the lecture mainly about

358
00:20:39.059 --> 00:20:42.419
two how does the professor organize the

359
00:20:42.419 --> 00:20:44.840
lecture

360
00:21:13.799 --> 00:21:16.619
three what does the professor imply

361
00:21:16.619 --> 00:21:20.959
about Henry mollison's situation

362
00:21:50.159 --> 00:21:53.400
4. after his surgery why would Henry

363
00:21:53.400 --> 00:21:55.859
Mollison forget about meeting someone 30

364
00:21:55.859 --> 00:21:58.519
seconds later

365
00:22:27.659 --> 00:22:31.020
five how is Henry Mollison able to

366
00:22:31.020 --> 00:22:34.640
develop new skills

367
00:23:03.419 --> 00:23:07.500
six why does the professor say this

368
00:23:07.500 --> 00:23:11.100
in an attempt to control his seizures hm

369
00:23:11.100 --> 00:23:13.799
underwent brain surgery to remove very

370
00:23:13.799 --> 00:23:16.740
important pieces of his brain his

371
00:23:16.740 --> 00:23:19.619
hippocampus and his amygdala I'll put

372
00:23:19.619 --> 00:23:22.339
that on the board here

373
00:23:57.480 --> 00:24:00.840
now listen to a conversation between a

374
00:24:00.840 --> 00:24:04.580
student and an I.T worker

375
00:24:04.919 --> 00:24:07.500
hi I have a big problem that I need your

376
00:24:07.500 --> 00:24:10.559
help with what's going on well I was

377
00:24:10.559 --> 00:24:12.059
just at the library to print some stuff

378
00:24:12.059 --> 00:24:14.100
off for class and when I went to open my

379
00:24:14.100 --> 00:24:15.840
laptop and get started the screen went

380
00:24:15.840 --> 00:24:17.760
blank and all these funny symbols

381
00:24:17.760 --> 00:24:20.039
started showing up then my computer just

382
00:24:20.039 --> 00:24:22.380
turned off I don't know what to do my

383
00:24:22.380 --> 00:24:24.299
computer won't turn back on I'm scared

384
00:24:24.299 --> 00:24:26.220
that something bad happened like a virus

385
00:24:26.220 --> 00:24:29.580
or it crashed oh dear that sounds like a

386
00:24:29.580 --> 00:24:31.619
potential virus to me let me take a look

387
00:24:31.619 --> 00:24:33.359
at your computer so I can try and scan

388
00:24:33.359 --> 00:24:35.100
and find the problem did you back up

389
00:24:35.100 --> 00:24:37.380
your work you know what it's really

390
00:24:37.380 --> 00:24:39.780
weird but I actually just backed up

391
00:24:39.780 --> 00:24:41.760
everything this morning onto my external

392
00:24:41.760 --> 00:24:43.440
hard drive which I haven't done in a

393
00:24:43.440 --> 00:24:45.659
really long time it's like I just had a

394
00:24:45.659 --> 00:24:47.039
feeling something was going to happen

395
00:24:47.039 --> 00:24:48.960
and now I can't believe that something

396
00:24:48.960 --> 00:24:51.119
actually is wrong

397
00:24:51.119 --> 00:24:52.919
that's really lucky that you backed

398
00:24:52.919 --> 00:24:54.900
everything up because in this situation

399
00:24:54.900 --> 00:24:56.700
who knows if you'll be able to get

400
00:24:56.700 --> 00:24:59.039
everything back it will take time for me

401
00:24:59.039 --> 00:25:00.480
to scan it and see what's the problem

402
00:25:00.480 --> 00:25:03.119
hopefully I won't have to but I may need

403
00:25:03.119 --> 00:25:04.919
to clean the hard drive in which case

404
00:25:04.919 --> 00:25:06.960
you would lose any information on your

405
00:25:06.960 --> 00:25:09.359
computer if you prefer you can take it

406
00:25:09.359 --> 00:25:10.740
to the company where you bought your

407
00:25:10.740 --> 00:25:12.480
computer and have them take a look but

408
00:25:12.480 --> 00:25:14.100
that could cost you at least five

409
00:25:14.100 --> 00:25:17.520
hundred dollars that's crazy I trust you

410
00:25:17.520 --> 00:25:18.900
though and I think whatever you decide

411
00:25:18.900 --> 00:25:21.359
is best that's what I'll do I don't want

412
00:25:21.359 --> 00:25:22.980
to spend five hundred dollars if they're

413
00:25:22.980 --> 00:25:24.539
just going to tell me the same thing you

414
00:25:24.539 --> 00:25:27.539
would okay I'll go ahead and keep your

415
00:25:27.539 --> 00:25:29.220
computer here and I'll send you an email

416
00:25:29.220 --> 00:25:31.260
when the scan is done and I'll find out

417
00:25:31.260 --> 00:25:32.880
what's going on and what can be done to

418
00:25:32.880 --> 00:25:35.100
fix it do you know how long that's going

419
00:25:35.100 --> 00:25:37.140
to take I still need to print some files

420
00:25:37.140 --> 00:25:38.220
for class

421
00:25:38.220 --> 00:25:40.980
well I can't say for sure but I think

422
00:25:40.980 --> 00:25:42.600
you should take your external hard drive

423
00:25:42.600 --> 00:25:44.580
to the library and print your files off

424
00:25:44.580 --> 00:25:46.520
at the library computers in the meantime

425
00:25:46.520 --> 00:25:48.840
besides if I have to swipe your hard

426
00:25:48.840 --> 00:25:50.400
drive there won't be anything on your

427
00:25:50.400 --> 00:25:52.919
laptop to print that's true well at

428
00:25:52.919 --> 00:25:54.900
least that fires put out now I just have

429
00:25:54.900 --> 00:25:56.400
to worry about my computer getting back

430
00:25:56.400 --> 00:25:58.760
to normal

431
00:25:59.400 --> 00:26:02.100
now answer the questions

432
00:26:02.100 --> 00:26:07.220
one problem is the student having

433
00:26:36.779 --> 00:26:40.200
two what does the it worker imply when

434
00:26:40.200 --> 00:26:42.419
she tells the student he is lucky that

435
00:26:42.419 --> 00:26:45.559
he backed up his files

436
00:27:15.059 --> 00:27:17.700
three listen again to part of the

437
00:27:17.700 --> 00:27:18.659
passage

438
00:27:18.659 --> 00:27:21.119
what does the student mean when he says

439
00:27:21.119 --> 00:27:23.039
this

440
00:27:23.039 --> 00:27:25.260
that's true well at least that Fire's

441
00:27:25.260 --> 00:27:27.059
put out now I just have to worry about

442
00:27:27.059 --> 00:27:30.440
my computer getting back to normal

443
00:27:59.700 --> 00:28:03.480
four listen again to part of the passage

444
00:28:03.480 --> 00:28:06.000
what does the it worker imply when she

445
00:28:06.000 --> 00:28:08.658
says this

446
00:28:11.760 --> 00:28:14.820
have them take a look but

447
00:28:14.820 --> 00:28:17.539
dollars

448
00:28:46.320 --> 00:28:49.320
five when will the it worker be done

449
00:28:49.320 --> 00:28:52.880
fixing the student's computer

450
00:29:22.440 --> 00:29:25.159
foreign

451
00:29:27.539 --> 00:29:30.600
now listen it's a part of a talk in a

452
00:29:30.600 --> 00:29:33.379
Sociology class

453
00:29:34.440 --> 00:29:36.899
we are going to discuss marriage and

454
00:29:36.899 --> 00:29:39.059
more importantly we want to study how

455
00:29:39.059 --> 00:29:41.399
the idea of marriage interacts with a

456
00:29:41.399 --> 00:29:44.039
society as a whole in other words we

457
00:29:44.039 --> 00:29:46.140
want to know how observing marriages in

458
00:29:46.140 --> 00:29:48.360
different cultures can help us learn a

459
00:29:48.360 --> 00:29:50.880
bit more about the larger community

460
00:29:50.880 --> 00:29:54.179
so when we sociologists want to study

461
00:29:54.179 --> 00:29:56.220
families we must first have a

462
00:29:56.220 --> 00:29:59.039
perspective a kind of lens to look

463
00:29:59.039 --> 00:30:01.020
through you might remember from the

464
00:30:01.020 --> 00:30:03.720
reading the idea of functionalism in

465
00:30:03.720 --> 00:30:06.480
sociology functionalism is when you look

466
00:30:06.480 --> 00:30:08.940
at a society and individuals within a

467
00:30:08.940 --> 00:30:11.820
society as filling a role or a function

468
00:30:11.820 --> 00:30:14.640
they have to serve some purpose

469
00:30:14.640 --> 00:30:17.820
let's use this lens the perspective of

470
00:30:17.820 --> 00:30:21.059
functionalism to examine marriage when

471
00:30:21.059 --> 00:30:22.980
considering the role of families and

472
00:30:22.980 --> 00:30:25.440
societies functionalists believe that

473
00:30:25.440 --> 00:30:28.080
they play a key role in stabilizing the

474
00:30:28.080 --> 00:30:30.539
culture the family performs certain

475
00:30:30.539 --> 00:30:32.820
tasks that help a society grow and

476
00:30:32.820 --> 00:30:33.720
develop

477
00:30:33.720 --> 00:30:36.419
after a series of tests sociologist

478
00:30:36.419 --> 00:30:39.419
George Murdoch has determined that there

479
00:30:39.419 --> 00:30:41.279
are three Universal functions of the

480
00:30:41.279 --> 00:30:42.120
family

481
00:30:42.120 --> 00:30:45.720
sexual reproductive and educational

482
00:30:45.720 --> 00:30:48.600
according to Murdoch the family which

483
00:30:48.600 --> 00:30:50.659
for him includes the state of marriage

484
00:30:50.659 --> 00:30:53.100
regulates sexual relations between

485
00:30:53.100 --> 00:30:55.559
individuals he does not deny the

486
00:30:55.559 --> 00:30:58.140
existence of sex outside of marriage but

487
00:30:58.140 --> 00:31:00.240
states that the family offers a socially

488
00:31:00.240 --> 00:31:03.179
approved sexual outlet for adults this

489
00:31:03.179 --> 00:31:05.399
Outlet gives way to reproduction which

490
00:31:05.399 --> 00:31:07.500
is a necessary part of ensuring the

491
00:31:07.500 --> 00:31:10.320
survival of society once children are

492
00:31:10.320 --> 00:31:12.899
produced the family plays a vital role

493
00:31:12.899 --> 00:31:15.480
in training them for adult life the

494
00:31:15.480 --> 00:31:17.520
family teaches young children the ways

495
00:31:17.520 --> 00:31:19.740
of thinking and behaving that follows

496
00:31:19.740 --> 00:31:22.039
social and cultural values and beliefs

497
00:31:22.039 --> 00:31:24.779
basically parents teach their children

498
00:31:24.779 --> 00:31:27.179
how to be good citizens in a given

499
00:31:27.179 --> 00:31:29.700
culture but that's just the functional

500
00:31:29.700 --> 00:31:31.860
perspective there are other lenses to

501
00:31:31.860 --> 00:31:32.820
look through

502
00:31:32.820 --> 00:31:35.940
conflict theory looks at a society as a

503
00:31:35.940 --> 00:31:38.159
constant state of fighting since two

504
00:31:38.159 --> 00:31:41.100
individuals families governments and so

505
00:31:41.100 --> 00:31:43.380
on are competing for a limited number of

506
00:31:43.380 --> 00:31:46.320
resources conflict theorists are quick

507
00:31:46.320 --> 00:31:48.299
to point out that American families have

508
00:31:48.299 --> 00:31:50.580
a more individualistic style of thinking

509
00:31:50.580 --> 00:31:52.980
many Americans are resistant to

510
00:31:52.980 --> 00:31:54.500
government intervention in the family

511
00:31:54.500 --> 00:31:56.760
parents do not want the government to

512
00:31:56.760 --> 00:31:59.039
tell them how to raise their children or

513
00:31:59.039 --> 00:32:01.039
to become involved in domestic issues

514
00:32:01.039 --> 00:32:03.539
conflict theory highlights the role of

515
00:32:03.539 --> 00:32:05.520
power in family life and that

516
00:32:05.520 --> 00:32:07.440
individuals within families are

517
00:32:07.440 --> 00:32:09.720
constantly struggling for control

518
00:32:09.720 --> 00:32:11.580
let's look at the division of labor

519
00:32:11.580 --> 00:32:13.399
within the family home as an example

520
00:32:13.399 --> 00:32:16.260
most family members don't get paid for

521
00:32:16.260 --> 00:32:18.179
washing dishes and vacuuming carpets

522
00:32:18.179 --> 00:32:21.360
however studies indicate that when men

523
00:32:21.360 --> 00:32:24.120
do more housework women experience more

524
00:32:24.120 --> 00:32:26.580
satisfaction in their marriages reducing

525
00:32:26.580 --> 00:32:28.860
the incidence of conflict and increasing

526
00:32:28.860 --> 00:32:31.559
the Woman's power in general conflict

527
00:32:31.559 --> 00:32:33.779
theorists tend to study areas of

528
00:32:33.779 --> 00:32:35.220
marriage and life that involve

529
00:32:35.220 --> 00:32:38.159
inequalities in power and authority as

530
00:32:38.159 --> 00:32:40.020
they are reflective of the larger social

531
00:32:40.020 --> 00:32:42.960
structure now there is one more popular

532
00:32:42.960 --> 00:32:45.360
lens that many sociologists look through

533
00:32:45.360 --> 00:32:48.620
and that symbolic interactionism

534
00:32:48.620 --> 00:32:51.240
interactionists view the world in terms

535
00:32:51.240 --> 00:32:53.159
of symbols and the meanings assigned to

536
00:32:53.159 --> 00:32:56.399
them the Family itself is a symbol just

537
00:32:56.399 --> 00:32:58.799
some it is a father mother and children

538
00:32:58.799 --> 00:33:01.740
to others it's any Union that involves

539
00:33:01.740 --> 00:33:03.620
respect and compassion

540
00:33:03.620 --> 00:33:06.179
interactionists stress that family is a

541
00:33:06.179 --> 00:33:08.039
social phenomenon that changes meaning

542
00:33:08.039 --> 00:33:11.100
based on the time place and culture

543
00:33:11.100 --> 00:33:13.500
consider what it means to be a father or

544
00:33:13.500 --> 00:33:16.380
a mother at one time it was a symbol of

545
00:33:16.380 --> 00:33:19.260
biological connection to a child however

546
00:33:19.260 --> 00:33:22.019
many children now are no longer raised

547
00:33:22.019 --> 00:33:24.120
by their biological parents but still

548
00:33:24.120 --> 00:33:26.179
call them mother and father

549
00:33:26.179 --> 00:33:28.679
interactionists also realize how the

550
00:33:28.679 --> 00:33:30.600
roles within families are socially

551
00:33:30.600 --> 00:33:31.820
constructed

552
00:33:31.820 --> 00:33:34.140
interactionists view the family as a

553
00:33:34.140 --> 00:33:36.960
group of role players or actors that

554
00:33:36.960 --> 00:33:39.000
come together to act out their parts in

555
00:33:39.000 --> 00:33:41.760
an effort to construct a family these

556
00:33:41.760 --> 00:33:44.279
roles are up for interpretation

557
00:33:44.279 --> 00:33:47.159
now just to recap if we view the family

558
00:33:47.159 --> 00:33:49.140
through a functional lens then we see

559
00:33:49.140 --> 00:33:51.419
actions based on how it contributes to a

560
00:33:51.419 --> 00:33:54.059
society as a whole if we look through a

561
00:33:54.059 --> 00:33:56.460
conflict theory lens then we see family

562
00:33:56.460 --> 00:33:58.440
interactions as a power struggle between

563
00:33:58.440 --> 00:34:00.899
individuals and if we look through the

564
00:34:00.899 --> 00:34:03.360
symbolic interactionist lens then we

565
00:34:03.360 --> 00:34:05.519
view the actions of families as filling

566
00:34:05.519 --> 00:34:07.740
a role they are expected to play and

567
00:34:07.740 --> 00:34:09.960
that role can change over time

568
00:34:09.960 --> 00:34:12.239
which one do you think is the most

569
00:34:12.239 --> 00:34:14.159
useful perspective to have on

570
00:34:14.159 --> 00:34:16.980
Contemporary American marriages now

571
00:34:16.980 --> 00:34:18.899
answer the questions

572
00:34:18.899 --> 00:34:20.159
one

573
00:34:20.159 --> 00:34:24.200
what is the lecture mainly about

574
00:34:53.339 --> 00:34:54.599
two

575
00:34:54.599 --> 00:34:56.760
why does the professor discuss

576
00:34:56.760 --> 00:35:01.440
sociologist George Murdoch

577
00:35:30.839 --> 00:35:35.900
three how is the lecture organized

578
00:36:04.700 --> 00:36:07.680
4. the professor discusses several

579
00:36:07.680 --> 00:36:10.560
perspectives on marriage and family unit

580
00:36:10.560 --> 00:36:13.380
indicate which information matches each

581
00:36:13.380 --> 00:36:15.960
type of perspective this question is

582
00:36:15.960 --> 00:36:19.098
worth two points

583
00:36:48.719 --> 00:36:49.859
five

584
00:36:49.859 --> 00:36:52.680
according to sociologist George Murdoch

585
00:36:52.680 --> 00:36:54.960
what are the three Universal functions

586
00:36:54.960 --> 00:36:57.680
of the family

587
00:37:27.239 --> 00:37:31.200
six why does the professor say this

588
00:37:31.200 --> 00:37:33.540
which one do you think is the most

589
00:37:33.540 --> 00:37:35.460
useful perspective to have on

590
00:37:35.460 --> 00:37:39.140
Contemporary American marriages

591
00:38:07.820 --> 00:38:10.380
all right congratulations you've made it

592
00:38:10.380 --> 00:38:12.960
to the end good job this TOEFL stuff is

593
00:38:12.960 --> 00:38:15.060
hard a million other things you could be

594
00:38:15.060 --> 00:38:17.940
doing so be proud of yourself and we

595
00:38:17.940 --> 00:38:19.680
have to keep going though so you're only

596
00:38:19.680 --> 00:38:22.079
halfway done there's another section the

597
00:38:22.079 --> 00:38:23.640
speaking section which I'll link to

598
00:38:23.640 --> 00:38:25.980
right here be sure to check that out if

599
00:38:25.980 --> 00:38:28.200
you need more help check out tstprep.com

600
00:38:28.200 --> 00:38:30.660
for teachers courses classes and

601
00:38:30.660 --> 00:38:32.940
practice all right good luck everybody

602
00:38:32.940 --> 00:38:34.739
thank you for watching and I will see

603
00:38:34.739 --> 00:38:37.440
you in the next one

604
00:38:37.440 --> 00:38:39.619
foreign