barron6个test的听力原文

barron6个test的听力原文内容摘要：

, is still important even in modern times, when photography 托福机经 免费资料 冲刺范围 北美机经 托福机经 免费资料 冲刺范围 北美机经 isn39。 t possible, for example, when judges won39。 t permit cameras in the courtroom. Okay, to review, we39。 ve talked about three functions for drawing?as a visual aid for the artist to plete a future work, as a method of education for aspiring artists or even practiced artists, and as a way to report an event. But the sketchbook has . . . other possibilities. Sometimes a drawing is the final execution of the art. Picasso produced hundreds of drawings in, well, every conceivable medium, but especially in pencil and crayon. I find it very interesting that Picasso did so much of this kind of work . . . drawing, I mean, in his last years. Some critics have argued that he was just laughing at the art world, which was willing to pay outrageous sums for anything with his name on it, and clearly, a drawing can be executed in a short period of time. But others, other critics, they feel as I do that Picasso was drawing because it was so basic, and because it was so spontaneous and so much fun. And also, think about how difficult it really is to produce a quick drawing with a few lines and, uh, no opportunity to . . . to recreate the original , either by painting it out or remodeling the clay or changing the building materials, or . . . or any of the other methods for revision of a finished artistic work that artists have at their disposal. So, what I39。 m saying is that drawing when it39。 s elevated to a finished piece, it must be done with confidence and it must show a high degree of creativity and mastery of the art form. In a way, it harkens back to the beginnings of art itself, when some unknown artist must have stuck a finger in the earth to draw an image or . . . maybe he picked up a stone and made a drawing on the wall of a cave. Okay, so, as a first assignment, I want you to make a couple of sketches yourself. I39。 m not going to grade them. This isn39。 t a studio art class. I just want you to use a few basic strokes to capture an image. You can do the first one in pencil, crayon, ink, chalk, or even charcoal . . . whatever you like. Then, I want you to sketch the same image in a different medium. So, if you do a face in pencil, I want you to do the same face but in chalk or crayon. Bring them to class next week and we39。 ll continue our discussion of drawing, but we39。 ll talk more about the materials artists use to produce drawings, and, uh, we39。 ll refer to your sketches as examples. Paragraph 4 Student: Thanks for seeing me, Professor Williams. Professor: Glad to, Alice . What do you have on your mind? Student : Well, I got a little mixed up when I started to go over my notes from the last class, so I had a few questions. Professor: Shoot. Student: Okay. I understand the three basic sources of personnel for multinational panies. That39。 s fairly selfexplanatory. Professor: Host country, home country, and third country. Student: Right. But then you started talking about staffing patterns that . . . let me see . . . okay . . . you said, staffing patterns may vary depending on the length of time that the multinational pany has been operating, and you gave some examples, but I got confused and now I can39。 t read my notes. Professor: Okay. Well, one pattern is to rely on home country managers to staff the key positions when the pany opens, but gradually moving more host country nationals into upper management as the pany grows. Student: So, for example, if a French pany opened a factory in Canada , then French management would gradually replace themselves with Canadian managers. Is that what you mean? Professor: Right. I think I used that very example in class. So do you want to try to explain the second 托福机经 免费资料 冲刺范围 北美机经 托福机经 免费资料 冲刺范围 北美机经 pattern to me? Student: Sure. I think it39。 s the one where home country nationals are put in charge of the pany if it39。 s located in a developed country, but in a developing country, then home country nationals manage the pany sort of indefinitely. Professor: Right again. And an example of that would be . . . Student: . . . maybe using German management for a Swiss pany in Germany , but, uh, they might send Swiss management to provide leadership for a Swiss pany in . . . in . . . Professor: How about Zimbabwe ? Student: This is one of the confusing parts. Zimbabwe has a very old and highly developed culture, so. . . Professor: . . . but it39。 s still defined as a developing country because of the economic base?which is being developed now. Student: Oh, okay. I guess that makes sense. Then the example of the American pany with British management . . . when the pany is in India . . . that would be a thirdcountry pattern. Professor: Yes. In fact, this pattern is fairly prevalent among multinational panies in the United States . Many Scottish or English managers have been hired for top management positions at United States subsidiaries in the former British colonies India , Jamaica , the West Indies, some parts of Africa . . . Student: Okay. So I39。 ve got all the examples right now. Professor: Anything else? Student: Just one thing. There were some typical patterns for certain countries. Professor: Like the last example. Student: No. This came later in the lecture. Something about Japan and Europe . Professor: Oh. Right. I probably said that both Japanese multinational panies and European panies tend to assign seniorlevel home country managers to overseas locations for their entire careers, whereas multinational panies in the United States view overseas assignments as temporary , so they may actually find themselves reporting to a senior。