【正文】 gn in to reserve an open room and sign out the video you need, just start with the first one in the series, each video have an hour long. Student: So, it is a video library, basically? Manager: Yes, but unlike the library, you can39。 many troubadours were able to make a living being full time poets which should tell you something about the value of that profession during the medieval times. TPO 13 – Lecture 4 Narrator: Listen to part of a lecture in an astronomy class. Professor: OK, I wanna go over the different types of meteoroids, and what we39。s orbit, temperatures are low enough to permit ices to form out of water and…and out of gases like methane and carbon dioxide. Loose collections of these ices and small rocky particles form into ets. So ets are similar in position to the gas giants. Both ets and asteroids are...typically are smaller than plas. And even smaller type of interplaary debris is the meteoroid. And it39。re trying to find metal? Student: Oh! Metal detectors! Professor: Right, thank you. At least that39。re iron meteorites, or the stony iron kind, even though they only make up about 5 percents of the meteorite material on the ground. 。s rare to ever find one. I mean, it39。ll just cover some basic info about them. OK, ets and asteroids. It might help if you think of...remember we talked about the two classes of plas in our solar system? And how they differ in position? The terrestrial plaslike Mars and Earthposed largely of rocks and metals, and the large gas giants, like Jupiter. Well, the solar system also has two analogous classes of objects, smaller than plasnamely, asteroids and ets. Relatively near the sun and inner solar system, between Jupiter and Mars to be precise, we’ve got the asteroid belt, which contains about 90 percents of all asteroids orbiting the sun. These asteroids are…uh…like the terrestrial plas, and they39。 these were more like long stories. I mean one of them must all about love, but the other one the Chan…Chan…whatever it called, the other one。m taking the first year Spanish this semester. Our professor says that we need to e here to view a series of videos. I think it is called Spanish Working onYourAccident. Manager: Yes, we have that. Err...They are on the wall behind you. Student: So, I can just take....err.....Can I take the whole series home? I think there are three of them. Manager: I guess you haven39。t there? Student: You just have a regular running stream, because there is no dam, so the ecosystem would be pletely different, there would be fewer wetlands. Professor: Exactly, so, now let39。t necessarily inc lude things like sculptures or decorative walkways or… or even eye catching window displays, you know art. Although I bet the first to admen those things are ascetically appealing, however, visually pleasing sights, while there are not a part of pedestrian malls design that matter than most. The key consideration is a pact and convenient layout. One which allows pedestrians to walk from one end of the mall to the other in just a few minutes, so you can get the major stores, restraints and other central places without having to take more than one or two turns. Now, this takes a careful uncreative planning. But now what if one ingredient to this planning recipe is missing? There could quite be possibly long lasting effects. And I think a good example is pedestrian mall in the Louisville Kentucky for instance. Now when the Louisville mall was built, it has lots of visual appeal, it was attractively designed, right in the small part of downtown and it pretty much possessed other design elements for success. But now, here is my point about location es into play. There wasn39。 TPO 13 – Listening Part Part 1 Script: TPO 13 – Conversation 1 Professor: Good afternoon, Alex, can I help you with something? Student: Well, I want to talk with you about the research project you have assigned today. I um…I hop e you could clarify a few things for me. Professor: I’ll certainly try. Student: Ok, all we have to do is do two observations and take notes on them, right? Professor: Ur, that’s the start, but you need to do some research, too. Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read. Student: Ok….And what about the children I am suppose to observe? Professor: Not children, a single child observed twice. Student: Oh…Ok, so I should choose a child with a permission of a child’s parents of course and then observed that child a couple of times and take good notes, then? Professor: Actually after your first observation, you go back and look through your textbook or go to a library and find a few sources concerning the stage of development, the particular child is in. Then, with that knowledge, you will make the second observat