Good morning class. I'm sure most of you have already had your breakfast this morning and are looking forward to lunch later today. It's possible that you don't always eat the food you like best, but at least you won't starve. By "starve," um, I mean not having food for days, weeks or even die for lack of eating food. In some countries, people need to go into fields or forests to find food to eat. Some children even have to share a bowl of rice with their brothers or sisters once a day. In our global world system, there are – ah... surprisingly, 1 billion people who are undernourished.
After the second half of the 20th century, the majority of the severest food crises were caused by several factors... um actually a combination of these factors. One of the most common was drought...or water shortages and other extreme weather conditions...they resulted in poor harvests, even failed harvests, which resulted in food scarcity and high prices of available food. Over pumping of irrigation water in China and India, in order to produce grain, has resulted in the depletion of water sources. Saudi Arabia has already been out of the wheat production business due to over pumping of available water.
Livestock diseases in cattle were also another common cause of food insecurity as well as agricultural problems such as erosion, and soil infertility. China faces a severe drought, which will cause the heightening of the cost of wheat production. In countries across southeast Asia, floods have washed away crops.
Well, another factor causing a severe food crisis is fertilizer costs. Farmers in the poorest nations can't afford fertilizer for their crops. Um...their land is so depleted of nutrients that they can't effectively raise food without it. The prices of fertilizer is rising because synthetic fertilizer is produced using oil-based energy sources.
We're seeing a rise in food prices now, that has not been anticipated – um, it's largely because of demand – population growth. Secondly, we have around 3 billion people in the world who are consuming more grain and soybeans, and third, the United States is converting massive quantities of grain into fuel for cars. These are the three main sources of growth in demand that we see now.
If this demand continues, the amount of stress on the low-income people will become a serious issue, since rising food prices will go up and up over time. There is a mismatch of supply an demand and part of this mismatch is linked to a very poor organization of the food system, which lots of waste, particularly due to lack of storage facilities and adequate means of transport of food, um – much of which rots before it even reaches the consumer.
In addition, some countries may have enormous food reserves and the minute there's any trouble elsewhere in the world, those stocks aren't available any longer to the global food market – ahh, these countries tend to hold on to them and so, you get these accelerated price movements at exactly those times of panic. It's unfortunate to see that coffee prices are at a 18-year high and sugar prices are at a 36-year high.
We're in a situation where we need to deal with the causes and not the symptoms of food shortages. The main causes, again, as I said earlier, are... population growth (or demand), climate change and over pumping of groundwater. Unless we address these factors, things are going to continue to get worse. Climate change is probably the single, most important threat to food security in the future, however. Industrial types of agriculture have been a large contributing factor to the problems of climate change.
Water is even more important than food. It's essential for life. Have you ever thought what it would be like to have to drink water from a dirty river or ponds? In America, we take fresh food and water for granted...and we know that it's safe to eat and drink. Help to unfortunate people in the developing world comes from charities, sure...but not only charities help. You can also help. I know, you're probably thinking, "But how? Let me tell you, there is something you can do. Teachers and parents can organize sales, raffles and school drives to raise money for these charities. There are all kinds of ways to raise money for these charities. All you need to do is – get together with your classmates and decide what you're going to do. You'll see that it can be quite rewarding to help organize these food drives – although this type of help is not really a long-term solution. This may be a humanitarian part of the solution, but it's merely a substitute for action on the deep causes of hunger and malnutrition – to, a...kind of "throw" food aid at countries and to subsidize products on their markets in order to alleviate their immediate needs; that's not sufficient. There's now a realization that countries need to be given the ability to feed themselves. They must be less dependent on food aid and also on imports, in order to feed themselves.

Now answer the following questions. You may use your notes to help you.
1. What is the lecture mainly about? A. Plants and irrigation problems B. Malnutrition in growing children C. Global food crisis
2. What is shared between children of a poor family? A. A pair of shoes B. A bowl of food C. Cattle
3. What do some countries tend to hold on to before times of panic? A. Food reserves B. Accelerated prices C. Fertilizer
4. The depletion of water sources is the result of what factor? A. Drinking too much water B. Dirty water C. Over pumping of available water
5. What's the single most important threat to food security in the future? A. Storage facilities B. Climate change C. Transport of food
6. What is the best way countries can be helped to feed themselves long-term? A. They must be less dependent on outside help and more self-sufficient B. They should receive financial aid C. Use more pumping of water for crops

Answers: 1. C 2. B 3. A 4. C 5. B 6. A
Explanation:
Question 1: A. This answer is wrong. It discusses irrigation, whereas the lecture mentions over-pumping of irrigation water regarding the production of grain as an example of the result in the depletion of water sources. It's not the main subject of the lecture. B. This is also the wrong answer. The introduction of his lecture spoke about ways in which people in some countries need to find food to eat and how they need to share even as much as a bowl of food to survive. It was setting the tone for the main subject of the lecture. C. This is the correct answer. After setting the tone in the introduction of his lecture, the lecturer goes on to state the reason for his introduction, which is, the majority of the severest food crises and their causes.
Question 2: A. This answer is wrong. An example of sharing was not shoes. It was "a bowl of food." B. This answer is correct. The lecturer is using the example of families having to share food in order to show the extent and severity of the food crisis. C. This answer is wrong. Cattle diseases were mentioned as one type of livestock which causes food insecurity.
Question 3: A. This is the correct answer. Some countries hold on to their food reserves in times of panic when there's trouble in the world and their stocks aren't available on the global market. B. This answer is incorrect. Accelerated prices are the result of holding on to these food reserves. C. This answer is wrong. Many farmers in poor nations don't even have fertilizer, to begin with. The lecture discusses fertilizer costs as being the main factor for a severe food crisis.
Question 4: A. This answer is not correct. The lecture talks about drought and water shortages. Drinking too much water would not be possible in these conditions. B. This answer is wrong. Dirty water was not mentioned in the lecture until the subject of drinking water was talked about. C. This is the correct answer. Over pumping of irrigation water in order to produce grain is what resulted in the depletion of water sources. "Available water" in the question section, refers to irrigation water in the lecture.
Question 5: A. This answer is wrong. A lack of storage facilities was mentioned as being a mismatch of supply and demand, not having storage facilities. B. This is correct. It was clearly stated as the most important factor in climate change that needs to be addressed. Other factors were also mentioned as a threat, but climate change was stated as the most important threat. C. This answer is incorrect. The transfer of food was mentioned as being the cause of poor organization of the food system resulting in the rotting of food.
Question 6: A. This answer is correct. The other ways suggested are not as good as the countries being self-sufficient. "Outside help" was used in the answer for the term "imports" in the lecture. B. This answer is incorrect. The lecturer states that it's rewarding to help organize food drives, but that it's not a long-term solution. C. This answer is incorrect. It was already discussed earlier in the lecture that the over-pumping of irrigation water results in the depletion of water sources. This would not be a good solution to helping countries feed themselves because it would stop food production.

Positive and negative reinforcement. We've all heard of this term before, right? It's when our minds are triggered by something and then we're rewarded for it. A piece of cake, for example, and our brain says, "Calories! Survival...."So, we taste the food, it tastes good, so we eat the food and, especially with sugar, our bodies send a message to our brain to remember what we're eating and where we've found it. We lay down this content memory and learn to repeat the process for the next time. See food...eat food...feel good...repeat. Trigger...behavior...reward. Simple, right? Eventually, our brain starts to realize that we can use this same reward mechanism when we're feeling bad, something to help lift our mood. The same process, but just with a different trigger, so instead of this hunger signal coming from our stomach, this emotional signal (feeling sad) triggers that urge. So, we quickly learn that if we quickly eat sugar or something delicious, we feel better.
Maybe in our teen years, we thought that smoking was cool. We saw ads, like those Marlboro ads, that showed us how smoking was cool. "See cool...smoke to be cool...feel good...repeat."Each time we do these sorts of things, we repeat the process and it becomes what we know as a habit.
Later in life, as we feel stressed out, we've already developed this habit of reward by smoking a cigarette or eating something sweet or tasty. So...what's happened here in reality? We've actually gone from learning to survive to literally killing ourselves with these habits. Smoking and obesity are among the leading causes of death in the world.
So, based on this reward-based learning process we used to create this habit, what if we learned to actually tap into this process? You can try to force yourself to quit smoking or try to go on a diet, but the majority of people fail. What if, instead, we try to focus on our curiosity when we're actually in the process of following through without bad habits? Maybe we could get a new perspective on what this bad habit actually feels like. Umm...we would probably get a bad taste in our mouth after had our cigarette.
The prefrontal cortex of our brain understands on an intellectual level that we should change or habitual behavior...such as to help us to stop smoking or to help us to stop eating that second or third cookie. Using the prefrontal cortex is called cognitive control, but, unfortunately, it's the first part of our brain that doesn't connect when we get stressed out. Yeah, we can all relate to this! We can't help ourselves to yell at others when we're stressed out. We need to actually see what we're getting from our bad behavior in order to get less interested in doing these bad habits in the first place. When we become disenchanted from these habits, it helps us to let go as well. Quitting these bad habits may not stop overnight, but they will, after seeing the results of our actions over time, and we'll let go of these old habits and form new ones. The secret to getting curious is actually stepping into our inner being. Instead of compulsively reacting to our urges, we can: 1) Notice the urge; 2) Get curious; 3) Feel the joy of letting go, and 4) Repeat. So, we can tap into our inherent capacity, to be curiously aware right when that urge to smoke or stress eat or whatever arises.

Now answer the following questions. You may use your notes to help you.
1. What is the lecture mainly about? A. The negative effects on sugar B. Impulsive behavior C. Quitting bad habits
2. When we're feeling sad, what kind of reward mechanism does our brain use? A. Emotional signal B. Content memory C. Positive reinforcement
3. What type of wording is used to define a "habit?" A. ...feel good...repeat B. Triggers our urge C. A hunger signal
4. We have actually gone from learning to survive... A. to learning how to stress ourselves B. to literally killing ourselves C. to avoiding smoking and obesity
5. What's the outcome when people try to force themselves to break a bad habit? A. They usually quit their habit B. heir habit becomes worse C. The majority of people fail
6. Which part of the brain understands the world on an intellectual level? A. The cerebral cortex B. The temporal lobe C. The prefrontal cortex

Answers: 1. C 2. C 3. A 4. B 5. C 6. C
Explanation:
Question 1: A. This answer is wrong. Sugar is mentioned as a trigger to our brains which sends a message to our brain to remember what we're eating and where we've found it. B. This is the wrong answer. The lecture talks about a repeated process in which our brain eventually realizes it can use a reward mechanism in relation to our moods. Impulsive behavior comes to us in an instant and is not a repeated process. C. This is the correct answer. The lecture gives examples of how a bad habit begins, defines what a habit is an then discusses the secrets of quitting.
Question 2: A. This is not the correct answer. This emotional signal (feeling sad) triggers that urge. B. This answer is wrong. Content memory is used when we want to repeat the process we obtain from our brain's messages for the next time. C. This answer is correct. We use positive and negative reinforcement as a result of a trigger in our brain which helps us feel better when we're feeling bad or sad.
Question 3: A. This is the correct answer. The lecturer gives the example of smoking, how it makes us feel good and we do it again, hence, becoming a habit. B. This answer is wrong. The feelings that we have, for example, feeling sad, can trigger our urge to do something, but the words "trigger our urge" are not the actual habit, they're the reason behind the habit. C. This answer is correct. The emotional signal triggers the urge to use our reward mechanism instead of our hunger signal.
Question 4: A. This is the wrong answer. The lecturer spoke about stress as a reason we yell at others and needing to see what we get out of this bad behavior. B. This is the correct answer. The term "literally killing ourselves" refers to having fatal results from smoking and obesity. C. This answer is incorrect. Smoking and obesity are the opposite of survival, they mentioned in the lecture as the leading causes of death.
Question 5: A. This is a wrong answer. The opposite of quitting is mentioned in the lecture. It says the majority of people fail when they try to force themselves. B. This answer is wrong. Nothing is mentioned about their habit becoming worse. C. This answer is correct. The lecture speaks about an alternative way to break a bad habit.
Question 6: A. This answer is wrong. The cerebral cortex of the brain was not mentioned. B. This answer is incorrect. The temporal lobe was not mentioned in the lecture. C. This is the correct answer. Using this area of the brain (the prefrontal cortex) is called cognitive control, which does not help us quit bad habits, but is used for intellectual thinking.

Education or training courses that take place wholly or partly within the firm reflect to some extent the purposes and values that are attached to education in the wider society. Such courses, including the system of apprenticeship together with the effect of a better educated labour force on the composition and distribution of manpower resources constitute the chief influences of education on the industrial world.
The system of apprenticeship has changed little since the Middle Ages, when as a paternalistic relationship between the craftsman and the trainee; it formed an integral part of the guild system. Today, paternalism has largely vanished but many of the associated customs remain. Apprenticeships are served mostly for periods of four or five years, from about the ages of fifteen or sixteen. During that period, the youth has a mixture of on-the-job and back-to-school training for which there are no universal standards laid down and no terminal tests or examinations of competence required. Some employers train their apprentices well while others do not. Some firms impose stringent intelligence and adaptability tests; while others take on a few lads because they have always had apprentices around the workshop.
Although now a few decades old, the findings of an inquiry by Williams (1957) are still largely relevant today. Apprentices were rarely, if ever, actually taught their trade. The system relies on skilled men to teach them and many are not good teachers. Williams, among others, advocates admission to the ranks of skilled workers as a result of a test of competence rather than the passage of time. Another problem is that although apprentices theoretically emerge as skilled craftsmen, much of the work they are put to would be regarded objectively as semi-skilled, because of the fragmentation of many industrial processes. Since the great need of the industry is for semi-skilled technicians, the apprenticeship system encourages unrealistic and rigid job definitions. A more recent study by Ethel Venables (1974) concentrated on the work experiences subsequent to an apprenticeship. She conducted a follow-up inquiry among 2000 men who were over 21 in 1966. She concluded that her results provide some evidence of the human and social costs of part-time further education and of the feelings engendered among those who were offered an educational experience which is now being openly admitted to be worse than and cheaper than that which was offered to their more privileged contemporaries.
Off-the-job training, including the academic side of apprenticeship consists of such arrangements as day-release to technical colleges and sandwich courses. Both serve the function of filling in the gaps that most on-the-job training leaves. Day-release means that young workers are given time off from work, usually one day a week to attend courses of study at technical colleges of various types. There are three main levels leading to the professional, technician and skilled craftsman occupations. The purpose of the course largely determines its length, varying from three to five years at the technician and skilled craftsman level up to seven years or more for professional qualifications. The professional courses usually includes one or two evenings or Saturday morning attendance each week. Day-release is generally assumed to be a privilege conferred on young employees, usual apprentices at the discretion of their employer. But engineering craft apprentices in federated firms have the right to day-release for technical training up to 18, normally one day a week, payment to be made at the time-rate of wages. Release from engineering and shipbuilding and electrical-goods industries account for more than one-third of all release. Industries that give relatively little day-release are generally either those that require little training of their workers or which provide on-the-job training.
Sandwich courses are so-called because of layers of full-time college study and industrial experience alternate over a period of years. For example, six months in industry succeeding six months in college for three or four years. Sandwich courses present many administrative difficulties on both the industrial and educational side and have been slow to develop. As compared with day-release, sandwich courses give better opportunities for integrating academic study with industrial practice, which is especially important in training for management. A study by Cotgrove and Fuller (1972) suggests that the influence of sandwich courses on occupational socialization and choice is minimal. However, the strength of these courses may be the extent to which they provide a more relevant educational experience and contribute to motivation and achievement and to the maturation of the student.
Up to the First World War, there were 3 main groups in industry corresponding to various phases in technical development: unskilled manual, skilled manual and commercial and clerical personnel. In recent years, machines have taken over much clerical work and the unskilled manual occupations now contain a relatively smaller proportion of the labor force. The distinction between manual and nonmanual which rests on the older and somewhat false distinction between workers ‘by hand or by the brain,’ is becoming blurred. We are moving towards having a labour force containing a broad stratum of semi-skilled workers doing varied work and trained technical employees. Accordingly, it is claimed that vocational training for the mass of workers will have to be increasingly on the model of the semi-skilled technician (Schelsky, 1961). Abstract and human relations qualities will be more often than not required to organise and supervise the work. The increasing displacement and occupational mobility of labor brought about by the introduction of new machines and techniques have special consequences for the education of employees. To invest too heavily in a specialism may give a person capabilities that are so specific to one job that he or she is unable to undertake another job without retraining.
Another link between industry and education is the tendency for large companies to encourage their senior employees to send their children to public schools. Some firms have established insurance schemes to help pay school fees while others provide closed scholarships for employees' children. Still, others make substantial contributions to the finances of public schools. Not only are private firms helping to subsidize the public schools but they are also encouraging the science side to be developed. The industry has also given similar help to universities, with the emphasis less on social status and more on technical and managerial education.

Now answer the following questions. You may use your notes to help you.
1. Suggest a suitable topic for the lecture? A. The system of apprenticeship as a tool for learning B. The influence of education on industry C. The importance of sandwich courses for workers D. Industrialization and the part-time worker
2. What is the difference between day-release and sandwich courses? A. Day-release is a part-time study at least once a week while sandwich courses are full-time study courses in technical colleges for workers. B. Day-release is mainly for apprentices while sandwich courses if strictly for managers C. Day-release releases workers to study daily while sandwich courses release workers to study twice a week. D. Day-release releases workers to study at least once a week while sandwich courses release workers to study twice a week.
3. What is the main function of off-the-job training for employees? A. It makes employees study in a strict working environment. B. Serves the function of filling in the gaps that most on-the-job training leaves. C. It helps to build apprentices into managers in a short period. D. It takes into consideration those older workers who are not able to work full-time anymore.
4. How does Williams view apprenticeship? A. He feels that all employers never allow their apprentices to have formal training in schools B. All skilled men always teach their apprentices well. C. Apprenticeships were served from between ages fifteen and sixteen for a period of about four or five years. D. He feels that it is not how long a person learns his trade that matters but how well he learns it which can be evaluated through competence tests.
5. Large companies encourage their senior employees to send their children to public schools through the following ways except. A. By establishing insurance schemes for them B. By providing closed scholarships for employees children C. By paying them salaries in advance D. By paying part of their children’s school fees
6. What does the speaker mean when he says this? “Abstract and human relations qualities will be more often than not required to organize and supervise the work.” A. Human relations is needed to supervise abstract job specifications B. Qualities such as abstract and human relations will be frequently needed to organize and supervise work. C. Work supervision is frequently needed to keep human relations going. D. Abstract and human relations are needed less than half the time to organize and supervise work.

Answers: 1. B 2. A 3. B 4. D 5. C 6. B
Explanation:
Question 1: When taking a listening test, it is important that we try to get the main idea of the lecture because the “main idea question” is almost always part of the evaluation questions you will come across afterward. In this case, the speaker never really mentions in clear terms what the topic of the lecture could be. But by listening carefully, we should be able to grasp what he is talking about formal employee education. He talks about day-release and sandwich courses for employees and apprentices which are off-the-job training in technical colleges. Towards the end of the lecture, the speaker gives a good hint of what the main idea of the lecture should be when he says, “Another link between industry and education is the tendency for large companies to encourage their senior employees to send their children to public schools.” This should tell us that the main idea of the lecture should be about how education affects the industrial world or vice versa. If you look at the options given, you should choose an option that cites education and industry together.
A. This option is not correct because it only reflects a short part of the lecture in which the speaker discussed the apprenticeship and education of apprentices. The main idea or suitable topic of a lecture should reflect the whole of the lecture and not just part of it. B. This option gives a holistic view of what the speaker was talking about during the lecture. It is short and precise, capturing the main idea of the lecture. C. Again, just like in option (A), this option just reflects a part of the lecture and not the whole of the lecture. It is the wrong answer. D. This option is quite close and could sway some candidates but it is not the most suitable topic present in the options given. It just talks about industrialization and the part-time worker but does not mention education which is a very important aspect of the lecture.
Question 2: This question requires that we distinguish between two forms of off-the-job training mentioned during the lecture. Listening carefully to all the different parts of the lecture will help us get the right answer. The speaker mentioned these differences as can be seen in two of his statements: “Day-release means that young workers are given time off from work, usually one day a week to attend courses of study at technical colleges of various types” and “Sandwich courses are so-called because layers of full-time college study and industrial experience alternate over a period of years.” From these statements, we can see that a correct answer is an option (A).
A. As can be obtained from the lecture, this is the correct answer. While day-release is a part-time study, sandwich courses are a full-time study for workers. B. The speaker did not distinguish the categories of workers that can undergo day-release or sandwich courses during the lecture. This is the wrong answer. C. This is the wrong answer because the time limit for workers to study for both day-release and sandwich courses is wrong. D. Although the time limit for workers to study for day-release is correct, that for sandwich courses is wrong. This answer is also wrong.
Question 3: This question like question two can also be fished out directly from the passage. If we listen carefully and take down notes as the lecture progresses, this question should be easy to answer. From the lecture, the speaker makes this statement, “. Both serve the function of filling in the gaps that most on-the-job training leaves.” If we see any option that captures what the speaker is saying here, then it is the correct answer.
A. There is nowhere during the lecture that the speaker mentioned or insinuated that employees are being made to study in a strict working environment. This answer is wrong. B. This option reflects the view of the speaker as regards off-the-job training in absolute terms. It is the correct answer. C. Although off-the-job training may help to build apprentices into managers eventually, there is no mention of this during the lecture and no time frame mentioned in this respect. D. This answer is also wrong. The speaker does not mention considerations given to older workers or workers who are not able to work full time during the lecture.
Question 4: Questions like this that seek to obtain the speaker's view on a subject or on the main idea of the lecture are very tricky to answer and should be considered carefully. From the lecture, we can see that Williams after carrying out some research on apprentices is of the view that apprentices are rarely taught their trade because most skilled men required to teach them are not really good teachers. He then advocates that apprentices should pass through competence tests to move to the rank of skilled workers rather than made to learn the trade for a certain period of time before being confirmed skilled worker status. This is his view on apprenticeship and should be conveyed in the correct answer given in one of the options.
A. This is not the view of Williams an obtained from the lecture, so it is the wrong answer. B. This option is in direct contrast to the view of Williams as he maintains that many skilled men are not good teachers. C. The speaker mentions that apprenticeships are mostly served from between ages fifteen and sixteen for a period of four or five years but this was not the view of Williams. So this answer is wrong. D. This option best captures the view of Williams on apprenticeships and is the correct answer.
Question 5: This is an elimination type question where we have to eliminate the answer that is not in the same category as all the rest given in the options. From the later part of the lecture, we can observe that the speaker gave about four ways in which large companies encourage their children to go to school. From the options, it is clear that option (C) is not given among these methods employed by large companies. There is no mention of salary advance being paid to employees in order to encourage them to send their children to school. Option (C) is the odd one out and therefore the correct answer.
Question 6: In examining the statement, we notice that there is an idiomatic phrase embedded within. This idiomatic expression is, “more often than not.” It means frequently or more than half the time. This idiom separates two other parts of the statement that need to be examined. This first part reads thus, “Abstract and human relations qualities” and the last part reads thus, “Required to organize and supervise the work.” The complete statement could, therefore, mean that qualities such as abstract and human relations will be frequently required to organize and supervise work.
A. This is a wrong interpretation of the statement that does not even consider the idiomatic expression in the sentence. It is the wrong answer. B. This option interprets the statement in the correct way, with the idiomatic expression correctly used. This is the correct answer. C. This option interprets the statement the other way round by using work supervision as the subject and human relations as the object. It is the wrong answer. D. This option is quite close to the correct answer but interprets the idiomatic expression wrongly. Less than half the time is opposite to more than half the time, so it is also the wrong answer.

A systematic approach to the problem of management is of increasing importance in the complex environment of modern business. One of the principal functions of management is to make decisions; marketing decisions are particularly difficult to make and their effects are felt throughout the business. With the growing emphasis on supplying the individual needs of particular kinds of customers, wherever they may be, it is essential that some organized research should be undertaken to identify market opportunities. The competitive conditions of trading which characterize practically every market today, both nationally and internationally demands a flow of reliable marketing intelligence. It is more difficult for management to make the right decisions and marketing decisions go to the heart of the business. Good information is the raw material used by management in deciding a company’s policy and day to day operations.
Before the growth of large-scale industrialization and mass production techniques, local craftsmen and small manufacturers were closely in touch with their customers and knew their needs personally. Products could be supplied which met individual preferences and demands could be reasonably forecast. This intimate knowledge of market needs declined with the development of large producers who looked far beyond their local markets for customers to buy their products. Inevitably, the gap between producer and final consumer widened, causing some firms to lose touch with the actual needs of those who eventually used the types of products which they made. While products were in short supply and what we call a “sellers’ market” existed as experienced in the immediate post-war years between 1945 and 1951, market ignorance was largely hidden because satisfactory sales figures could not be achieved fairly easily. With the re-emergence of a “buyers’ market” (this is when customers were once again able to exercise personal preferences in the selection of products), it became evident that producers would have to study their markets and make sure that their products satisfied the specific needs of customers. The artificial restrictions on trading such as furniture coupons, clothing coupons and shortage of raw materials were no longer operative and buying behavior became more critical.
Marketing as a separate, identifiable management function evolved from the business philosophy which was beginning to influence companies all over the world. The importance of the customer was being recognized to be successful in the new competitive atmosphere; the needs of the customer had to be satisfied. The reorientation of business activities demanded a more analytical and systematic approach, founded on the assessment of customer requirements with the objectives of maximizing net profits by providing customers with products that really fulfilled their particular needs. Identification of customer needs err…entail some systematic investigation into markets, either those being currently supplied or new market areas of potential interest. This is the role of marketing research which is the foundation of sound marketing policy. Without reliable data, management cannot be expected to plan and execute all the many activities necessary for the production and distribution of a range of products involving, perhaps, many months or even years of expensive development. Marketing research is not a substitute for management decision; it is an aid to making better decisions by providing additional information relative to specific marketing problems.
Managerial experience and judgment are of course important ingredients of decision making but they should be reinforced and expanded by objective data from systematic field investigations. Marketing research implies a disciplined approach to marketing problems of various kinds. With the development of sophisticated business organizations and behavior, these problems tend to become more complex and err…decisions taken to solve them have far-reaching effects. It is a sound business practice that marketing policies should be founded on carefully planned research; this is possible only by applying the systematic approach of research methodology used in other areas of investigation. Today, management decisions frequently carry considerable risks and it is prudent for management to do everything possible to minimize these. Marketing research is a fact-finding process, logical and essential for successful marketing and adaptable to the requirements of firms operating in markets of all kinds.
Managers should not, however, expect too much from marketing research; the data collected may be of exceptional quality but the wrong decisions may be taken, perhaps because the data have been misinterpreted and/or wrong prognoses have been made. The fact that techniques such as marketing research may reduce the extent of risk in management decisions does not absolve managers from exercising skill, judgment, and initiative. Often, in fact, there is no shortage of information in organizations. The trouble is that it is frequently the wrong kind of information; excessive, irrelevant, incompatible and also outdated. Relatively simple but up-to-date market information is more useful to management than sophisticated analyses which have lost most of their value because of excessive delay in collection and presentation. Discrimination should be exercised in the selection of data; sheer abundance leads merely to computerized confusion. Before seeking information marketing, management should discipline their search be defined with care, the nature of the problem facing them. Too frequently, managers appear to be trying to solve problems that they have not sufficiently identified.

Now answer the following questions. You may use your notes to help you.
1. Suggest a suitable topic for the lecture? A. Managers and marketing research principles B. Marketing research as a viable tool for various organs of government C. The importance of marketing research in business organizations D. Marketing research in the sugar industry
2. Why does the speaker think that marketing research is important for a business? A. Specific needs and complaints of the customers can be obtained and the product or services offered can be improved. B. Marketing research helps to make sure that products are sold at a very fast rate regardless of the needs of customers C. Managers can do their jobs more effectively by storing a lot of data and using them as they like. D. Marketing research gives plenty of room for learning managerial skills
3. What systematic approach in marketing research can be used to solve complex marketing problems of more sophisticated business organizations? A. Analytical research B. Input and output methodology C. Scientific analysis D. Research methodology
4. What does the speaker mean when he says this? – “Good information is the raw material used by management in deciding a company’s policy and day to day operations.” A. Good information is like raw material used for marketing decisions. B. Management utilizes good information in deciding a company’s policy and daily operations. C. Raw materials can be used in deciding a company’s policy and day to day operations. D. Using good information as a raw material to run daily operations is good practice
5. Why should managers not expect too much from marketing research? A. Because research skills are outdated. B. Wrong decisions may be taken due to misinterpreting data from marketing research. C. Marketing research decreases the extent of risk in management. D. Managers are prone to using marketing research to increase productivity.
6. Click this link to listen again to part of the lecture. Why does the speaker say this? – “Often, in fact, there is no shortage of information in organizations. The trouble is that it is frequently the wrong kind of information; excessive, irrelevant, incompatible and also outdated.” A. To warn organizations to always sort out useful information from excessive and irrelevant data obtained. B. To caution organizations on the shortage of information on a daily basis. C. To encourage organizations to use lots of data obtained rather than have a shortage of information that will not be useful. D. To help managers guide against shortage of information in an organisation.

Answers: 1. C 2. A 3. D 4. B 5. B 6. A
Explanation:
Question 1: The speaker does not really say in clear terms what the topic of the lecture is all through the lecture but it is possible to get the main idea of the lecture. We will notice that the speaker mentions marketing research a lot of times during the lecture, so the topic will revolve around marketing research. We should also note that she kept on talking about business organizations, management, and managerial skills all through the lecture. Thus, the main idea or topic of the lecture should be about the role of marketing research in businesses or companies.
A. This option is close because the lecture actually talks about managers and marketing research but she does not really go into marketing research principles proper. So it is not the most suitable title for the lecture. B. This option is not correct because the speaker does not examine marketing research as a viable tool for various arms of government. She examines marketing research as a viable tool for businesses. C. This option best describes a suitable title for the lecture because it takes into consideration the main idea the speaker was trying to pass on to her audience. This was represented all through the lecture from start to finish. D. This is not the correct answer because it just takes into consideration a type of business and not all businesses in general. The sugar industry was not highlighted in any part of the lecture.
Question 2: This question asks us to decipher the speakers’ view of the main idea of the lecture. It is not an easy question to answer because we cannot just pick the answer from a part of the lecture. We have to get a complete interpretation of the importance of marketing research from the lecture. In the course of the lecture, we will notice that the speaker always refers to the customers of a business and obtaining data that can be used for marketing research. These data are obtained from outside any business and the main provider of such data is the customer. So marketing research of a business revolves around the customer and how to improve products and services rendered. If this idea is captured in any of the options, that is most likely the correct answer.
A. This is the correct answer because it talks about the needs and complaints of customers in an effort to improve on products and services offered. B. This is the wrong answer because it does not take into consideration the needs of customers but just suggests that marketing research helps to sell products faster. C. This option talks about the managers in business organizations doing their business more effectively with the use of marketing research tools and data. It does not highlight the importance of marketing research to a business or organization. D. The learning of managerial skills is not particularly a comprehensive effect or importance of marketing research to business. This option is also wrong.
Question 3: The answer to this question is quite straightforward as it can be picked directly from a statement the speaker made during the lecture. It is quite difficult to get the correct answer though as you may not have picked up it up while listening. But a good listener who can jot down key details as a lecture is played will not miss this key part of the lecture. The answer can be obtained in the statement by the speaker, “It is sound business practice that marketing policies should be founded on carefully planned research; this is possible only by applying the systematic approach of research methodology used in other areas of investigation.” As we can deduce from this statement, the correct answer should be “research methodology” which is captured in option (D).
Question 4: This statement has a metaphor embedded in it –“Good information in the raw material.” A metaphor is a figure of speech that compares two things that are unrelated but share common characteristics. It is usually employed to give effect or lay emphasis on a particular phrase or sentence. In this statement, it is used to good effect in comparing good information to a raw material that is used by management to decide a company’s policy or daily operations. Here, good information and raw material can be used in the same context. The remaining part of the sentence can be broken into two parts which must be captured in any correct answer, “used by management” and “company policy and daily operations.”
A. First of all, this option compares “good information” and “raw material” in a simile, not a metaphor by using “like” for comparison. Secondly, the statement says good information is used to decide a company’s policy and daily operations not marketing decisions as was given in this option. B. This is the correct answer which clearly defines the statement. C. This option uses raw materials in a strict sense rather than in the metaphorical context to which it was used. So it interprets the statement wrongly. D. This option is close to the correct answer and very tricky. But like in option (A) it also compares “good information” and “raw material” in a simile by using “as.” Also, the statement in the question does not say anything about good practice. Hence, this option is also wrong.
Question 5: The answer to this question can be obtained towards the end of the lecture when the speaker says, “Managers should not, however, expect too much from marketing research.” This is a lead statement in which the reason for the statement would be revealed in perhaps the next statement. This is surely the case here and the speaker goes on to say that wrong decision may be taken by managers because of misinterpretation of data and/or wrong prognoses being made. This should be captured in the correct answer.
A. This option is not captured in any of the reasons given by the speaker as to why managers should not expect too much from marketing research. It is the wrong answer. B. This option reflects the reason given by the speaker during the lecture as to why managers should not expect too much from marketing research. It is the correct answer. C. This is not part of the reason why managers should not expect too much from marketing research. Although marketing research decreases the extent of risk, this is not the answer to this particular question. D. Indeed managers use marketing research to increase productivity, but like in option (C), it does not answer the question. This answer is also wrong.
Question 6: We can break this statement into two major parts that help to analyze the message the speaker is trying to pass across, “there is no shortage of information” and “it is frequently the wrong kind of information.” The speaker is saying that organisations usually have no shortage of information but gather the wrong kind of information. We should also note the emphasis she has laid in the statement by using “often, in fact” and “the trouble is.” She is trying to make sure her audience knows how important this statement is, especially in stating that the trouble is that the wrong information is gathered. Outdated, irrelevant, incompatible and excessive data are usually gathered as there is no shortage of information. What we can deduce from the statement is that organizations should carefully sort out useful data from the excessive data available to them.
A. This is actually what the speaker is trying to warn organizations about. It portrays the viewpoint of the speaker very well, so it is the correct answer. B. This option is actually the opposite of what the speaker is saying. The speaker says there is no shortage of information, so this option is wrong. C. This option is quite tricky because it takes into consideration the fact that there is no shortage of information. But it does not explain the real meaning of the sentence or capture the message the speaker is trying to pass across. D. This option is wrong because the speaker clearly states that there is often no shortage of information in organizations.

The essential elements of the nursing process in providing patient care may be derived from various stages of health services. The nursing process forms the framework through which the nurse functions to meet specific responsibilities in the provision of patient care. There are variations in outlining the nursing process and err… in the terminology appearing in different literature. However, the phases of the nursing process I am giving here are intended to be a beginning application of the problem-solving steps in working through the nursing process. These elements include: assessing the needs of patients who have potential and/or actual health problems and identifying the related nursing problems; collecting information about the patient’s identified problems which the nurse uses in stating the objectives to be achieved; developing an appropriate nursing care plan in terms of data collected and the relevant nursing principles; exercising judgment in implementing the nursing care plan to provide optimum quality of nursing care; evaluating the success of the nursing care plan in meeting patients individual needs, adjusting the care plan accordingly where necessary.
The nurse must be aware of the patient’s medical problems and therapy when defining the nursing problems, formulating the objectives of nursing care and evaluating the success of the plan of care. It is also important to remember that while for the purposes of this lecture and general study the steps in the nursing process appear to be entirely separate and discrete actions; in reality, they are interrelated and ongoing. Assessment and evaluation are constantly in progress in order that the plan of care may be promptly adjusted and improved according to changes occurring in the patient’s status. According to Orem in “Nursing: Concepts of practice,” the need for nursing care exists when the individual is unable to engage in the amount and quality of self-care necessary in maintaining “life and health, in recovering from diseases or injury or in coping with their effects.” An implication that may be inferred from this statement is that one of the major goals of patient care is to develop the patient’s fullest potential for independent functioning for self-care. The individual nurse contributes to this goal in conjunction with other members of the health care team. Today’s nurse must be prepared to assume responsibilities and functions concerned with the health problems of individuals, sick or well and provide a range of services that patients cannot provide for themselves.
Over the past few decades, nursing literature has contained many descriptions and arguments about the expanded nursing role; primary care; extended practice; and pediatric, family, geriatric and independent nurse practitioners. There has been a considerable divergence of opinion about nurses taking on these expanded roles as the profession attempted to help meet the pressing health needs of our society. Most of the prevailing differences of opinion about nursing can be related to the rapid change and uncertainty that seem to characterize modern society. Much of the confusion seems to stem from the strain on existing traditionalism still found in some places and practices relative to the medical and nursing professions and the confusion is a reflection of the turbulence in our transitional society. In the formative education period of the student’s professional life, it may be found that concentration on acquisition and application of basic principles in approaching the study of nursing will be a means of preparing for whatever demands society makes on the nurse practitioner for better quality nursing care.
A study of history reveals how world events and discoveries have influenced the development of nursing, its achievements through the years, what is being done now and what may be done in the future. At any point in time, the history of nursing reflects the conditions and developments of society within which it existed and it can, therefore, be viewed as a product of growth and change throughout recorded history. Perhaps the changes occurring in society from one decade to the next and the resulting effect on the profession partially account for the continued delay in formulating a definition of nursing and a statement of its functions that will be satisfying to all. Some understanding of the important historical developments that have been influential in molding our present-day concepts of nursing will enable students to appreciate more fully the nature of the long struggle for professional advancement that has led to the current critical issues in the profession. It may also bring a deeper appreciation of our heritage in nursing and inspire more through the pursuit of learning and the achievement of excellence in the care of patients. Perhaps the student will be stimulated to gain a more complete understanding of contemporary nursing through the study of its colorful and often dramatic history.

Now answer the following questions. You may use your notes to help you.
1. What is the main idea of the lecture? A. Historical aspects of the nursing profession B. The impact of medical history on the nursing profession C. The pursuit of nursing excellence D. Elements of the nursing process
2. According to Orem, one of the major goals of patient care is? A. To prepare the patient for long term suffering from illnesses B. To restore confidence in the patient. C. To help the patient build self-esteem and pride. D. To help restore the full potential for independent functioning for self-care in the patient.
3. How many elements of the nursing process did the speaker outline? A. Six elements. B. Five elements. C. Four elements. D. Three elements.
4. According to the speaker, how has history affected the nursing profession? A. History has hardly had any effect on the tenets of the nursing profession because nursing just involves patients care. B. History has had a profound effect on the nursing profession as seen in various societal developments that have brought about constant change and growth. C. All through recorded history, the nursing profession has not grown or developed much. D. There has been a considerable impact on the nursing profession by other medical professions throughout recorded history.
5. What general message does the speaker pass on to prospective nursing students? A. That nursing is seen as a substitute to the medical profession. B. That nursing is a tedious profession that is difficult to study. C. That nursing has evolved over the years to a respectable profession that students should appreciate. D. That nurses as compared to doctors cannot cure diseases.
6. Click this link to listen again to part of the lecture. Then answer the question. Why does the professor say this? – “It is also important to remember that while for the purposes of this lecture and general study the steps in the nursing process appear to be entirely separate and discrete actions; in reality, they are interrelated and ongoing.” A. To clarify the fact that the real-life practice of the nursing elements is dynamic and ongoing as opposed to the static nature of lecture notes. B. To dispute the notion that nursing is a dynamic profession. C. To warn against the adoption of lecture notes for the purpose of practical nursing. D. To caution nursing students that lecture notes should be used for examination purposes only.

Answers: 1. D 2. D 3. B 4. B 5. C 6. A
Explanation:
Question 1: The main idea question is a question often asked in listening exercises. It gauges your ability to grasp the main message the speaker is trying to pass across. Here the main idea of the lecture is actually mentioned in the first statement made by the speaker. This actually makes it quite difficult to get the main idea directly from the lecture as you may completely ignore this statement. But the speaker also mentions the main idea again as the lecture progressed, so that makes it easier to obtain. We see that the speaker was speaking on the nursing profession with emphasis on the elements of the nursing process. She mentioned a few keys elements of the nursing process at the beginning of the lecture and builds up the remaining part of the lecture from these key elements. So the main idea of the lecture should revolve around the key elements of the nursing process.
A. This option is quite close because the speaker mentioned how history has affected nursing but this does not reflect the main idea of the lecture, only a part of it. Also she did not mention any particular historical event that has shaped the nursing profession. This is the wrong answer. B. This lecture is not about the medical profession but the nursing profession. Thus, it does not highlight any impacts the medical profession has on the nursing profession. This answer is wrong. C. Thought catchy, this option is a very broad topic that does not capture the main idea of the lecture. It is the wrong answer. D. This is the best answer to this question amongst the options as it captures the main idea from which the lecture was formed and delivered. It is the correct answer.
Question 2: The speaker mentioned a statement made by Orem in a book; “Nursing: concepts of practice” on the need for nursing care as existing when the patient is not able to adequately cater for himself so as to properly recover from or cope with ailments. This informed Orem’s view that one of the major goals of patient care is to help restore full potential for independent functioning for self-care in the patient. This is the correct answer to the question.
A. This is the wrong answer because the patient is not to be prepared for long term suffering but to be helped to overcome or avoid long term suffering through illness. B. Restoring confidence in the patient is just a step in helping the patient overcome his illness. It is not one of the major goals of patient care proposed by Orem. This is the wrong answer. C. This option like in option (B) is not one of the major goals of patient care proposed by Orem. It is also wrong. D. This is the correct answer to the question as explained above.
Question 3: This question seeks to gauge the extent to which the listener was following the lecture. It is not a technical question but one that seeks to test the concentration and retention span of the candidate. From the lecture, the speaker has outlined 5 elements of the nursing process which become the foundation of the entire lecture. Option (B) is the correct answer.
Question 4: The speaker in the latter part of the lecture talked about the nursing profession and how history has affected and shaped it. Form the lecture we can deduce that the speaker is of the opinion that events and happenings in the society have influenced the nursing profession. One of the statements by the speaker that puts this view into perspective is, “At any point in time, the history of nursing reflects the conditions and developments of society within which it existed and it can, therefore, be viewed as a product of growth and change throughout recorded history.” Also, we should note that this question needs us to mention to what degree the nursing profession has been affected by history.
A. This option states that nursing has not really been affected by history because it only involves patients care. This does not reflect the view of the speaker, so it is the wrong answer. B. This option states to what degree and how the nursing profession has been affected. A profound effect means a great effect and this captures the view of the speaker correctly. This is the correct answer. C. This option does not reflect the view of the speaker as she feels that the nursing profession has developed and evolved with history. This answer is also wrong. D. The speaker did not mention the impact other medical professions have had on nursing, so this is the wrong answer.
Question 5: In the last part of the lecture, the Professor goes on to explain that history has affected the nursing profession and opened different and often debated concepts that have arisen in the nursing profession. She then encourages students and prospective students of nursing not to be deterred by present circumstances that have arisen due to societal issues but to learn from them and appreciate them. This is represented in her last statement, “Perhaps the student will be stimulated to gain a more complete understanding of contemporary nursing through the study of its colorful and often dramatic history.” This is her general message to prospective nursing students.
A. The speaker did not compare nursing to the medical profession all through the lecture, so this option is wrong. B. The speaker does not discourage prospective students from studying nursing by insinuating that nursing is a tedious profession but just warns that there are some debatable issues with the nursing profession. C. This option captures the view of the speaker as explained above and is the correct answer. D. Again, like in option (A), the speaker did not compare nursing and the medical profession, especially not in the terms of curing diseases.
Question 6: This statement was made just after the speaker finished outlining the elements of the nursing process. She was drawing the audience's attention to the separate elements she had mentioned which followed a step by step process. We can see that she started the statement with, “it is important to remember.” This tells us that she wanted her students to think in a certain way and remember this statement because it was very important. She then goes on to say that she had separated the elements of the nursing process for easy study during the course of the lecture but in real-life practice, they were all related and ongoing. She had distinguished practical nursing as dynamic rather than static as the lecture notes denote.
A. This is the major reason why the Professor mentioned this statement because there is a difference between static lecture notes and dynamic nursing practice as related to the elements of nursing mentioned in the lecture. This is the correct answer. B. This is actually a contrary reason as to why the speaker made the statement. It is the wrong answer. C. The speaker did not warn against the use of lecture notes but gave a distinction between lecture notes and the elements of nursing practice mentioned in the lecture. This answer is also wrong. D. This answer is also wrong. The Professor did not say that lecture notes should be used for examination purposes only.

Health can be conceived of as the well-being of individuals and groups as well as those factors which enhance or diminish this well-being. Generally, the following components are associated with the concept of health: physical status and functioning; emotional, intellectual and spiritual status and functioning; socio-cultural and economic factors; and environmental factors. Care, in this connotation, may be defined as a concerned service. Planning is seen as an active decision-making process in which consideration of the relationships between goals, actions, and consequences precedes taking action. Health care planners may range from the individual who plans for his own or his family’s health to health workers who plan on a one-on-one basis with clientele, up to those planning at national and international levels.
One of the many complexities of health care is the reality that each person or group of persons involved in the health problem has a plan and an area of planning. The individual who decides to seek help for a health problem comes with a plan already partially implemented. Those he consults very quickly become involved in planning, be it a doctor, nurse, neighbor or government agency. Each one assesses diagnoses, prescribes and evaluates on the basis of his expertise and role. The consumer who is the client or patient has a health care plan. His area of expertise is his experience with health problems, earlier coping mechanisms, and knowledge of the resources available to him. Normally, he seeks outside assistance in his planning when he desires validation of his own health care plan or when his plan is no longer adequate to deal with the problems he is facing.
Health care professionals plan for the health of individuals and groups with varying frames of reference. The nutritionist diagnoses problems of nutritional inadequacy and the barriers of restoring balances and then uses knowledge and experience to try to bring about positive change. The physical therapist deals with problems of musculoskeletal immobility or weakness, the social worker with socio-economic, environmental and often emotional factors in health, etc. But what are the role of the two major long term health care providers and their areas of contribution – doctors and nurses? For so long, nurses saw their contribution to the client's health as being given through the auspices of the doctor; the nurse facilitated the doctor's medical therapy. With newer role shifts, how do the planning functions differ?
Viewing physicians in terms of their education, their areas of specialization, their publications, the content of their conversations about clients and the actions and priorities they prescribe as they plan for medical care, it can be seen that their operationally defined service primarily focuses on the pathophysiology or pathophysiology. They plan for the activities needed to diagnose these conditions with precision. Their treatment plans predominantly involve medications and/or surgical intervention. In practice, they primarily but not exclusively plan for the diagnosis, treatment and prevention pathology. In situations where nurses actually are planning for nursing care, not merely carrying out a prescribed medical treatment, the nurse’s primary focus is to help the client to participate in living as effectively as possible. A pain medication given is not just a shot or a pill correctly administered but a means of helping the person to become more comfortable so as to enhance coping with living in the face of suffering. For the nurse, plans are primarily but not exclusively involved with the client’s coping behavior and resources as well as those of persons who are important to him.
It is unfortunate that the legal and professional mandate for planning nursing care preceded the nurses’ vision of significance. Little wonder that capable, hard-working nurses saw planning as paperwork to be done when and if there was time. Nurses at workshops have frankly stated that this was their feeling and Kardexes abound with evidence as the space for nursing care plans has remained blank or reiterated the medical diagnoses and treatment plans. As the complementarity of nursing’s functions to other disciplines becomes clearer, the areas of nursing accountability come into increasingly sharp focus. Professional autonomy is more clearly reasonable and realistic.

Now answer the following questions. You may use your notes to help you.
1. What is the main idea of the lecture? A. Care of the adult patient. B. Medical diagnoses of pathopsychological disorders. C. The concept of health care planning. D. Nursing care plan for individuals.
2. What is the speaker’s general view about the main idea of the lecture? A. She reckons that each person involved in the planning has a vital role to play, including the patient. B. She sees doctors and nurses as the last people to be involved in health care planning. C. She does not see the individual patient as one who has a role to play in health care planning. D. She is of the opinion that health care planning is not really important for people with health issues.
3. How does the speaker define health care planning? A. The process of diagnosing illness for a patient. B. The decision-making process designed by medical practitioners to prevent illnesses. C. Concerned care of the wellbeing of an individual or group. D. An active decision-making process in the concerned service of an individual’s well-being or that of a group.
4. What is the primary role of physicians in planning for the health of individuals? A. They help the nurse to draw out a health care plan for the patient. B. They are the superiors in health care planning and only undertake a supervisory role. C. They settle disputes between the patient and the nurse. D. They plan for the activities needed to diagnose, treat and prevent health conditions with precision.
5. Click this link to listen again to part of the lecture. Then answer the question. What does the professor mean when she says this? “Little wonder that capable, hard-working nurses saw planning as paperwork to be done when and if there was time.” A. It is not surprising that nurses only saw planning as mere paperwork to be done at their convenience. B. It is not surprising that nurses carried out health care planning as paperwork. C. That is was not surprising to see nurses doing paperwork at their own convenient time. D. That nurses were wrong to do paperwork instead of taking time to care for the patient.
6. Click this link to listen again to part of the lecture. Then answer the question. Why does the professor say this? “Health care professionals plan for the health of individuals and groups with varying frames of reference.” A. To caution against the use of the same reference plan for different patients. B. To emphasize that there is no overlapping of professional expertise in health care planning. C. To warn health care professional to always plan adequately and on time for patients' illnesses. D. To emphasize the need for professional expertise in handling health issues.

Answers: 1. C 2. A 3. D 4. D 5. A 6. B
Explanation:
Question 1: The speaker started the lecture by defining health, care, and planning in separate sentences. She then went on to outline the role of individuals in planning for their health needs and involving other professionals. Furthermore, she went on to outline the role of different health care professionals in the provision of health care to individuals. We can observe that from the beginning to the end of the lecture, the speaker focuses on the subject of health care planning. This gives us a strong hint that the main topic or idea of the lecture will center on health care planning.
A. This option goes close to the main idea but is not quite acceptable because it does not cover the main idea completely. In health care planning, we consider care of the adult patient, so this is just as an aspect of health care planning and does not fully represent the main idea. It is the wrong answer. B. This option just states part of the role of doctors in the health care planning process. It, therefore, does not represent completely the main idea of the lecture. It is the wrong answer. C. This option gives a complete title or main idea of the lecture, the speaker talks about the health care planning process and the role of different professionals involved. It is the correct answer. D. Again, the nursing care plan for individuals covers part of the role of nurses in the process of health care planning, it does not represent a holistic view of what the speaker was talking about during the lecture. It is the wrong answer.
Question 2: This question about the speaker's view on the main idea of the topic is a difficult one because you cannot just pick the answer directly from the lecture. You have to understand what the speaker is talking about during the lecture to get her point of view. Also, if you get the answer to question 1 wrongly, you might also fail to get this answer right. This is because knowing the main idea of the lecture goes a long way to helping you get her point of view. In this lecture, the speaker really dwells on the role of everyone involved in health care planning, especially the medical practitioners. She believes everyone has a role to play in the planning process from the individual affected to social workers, nutritionists, physical therapists, etc. this is her general view on the topic.
A. This is the general option of the speaker as the lecture progresses. It is the correct answer. B. The speaker did not differentiate those professionals who are first involved with those who are involved later on during the health care planning process. This answer is wrong. C. This is actually a contrary view from that of the speaker because she categorically states that the individual has a role to play in health care planning. D. This is also a contrary view from that of the speaker. Her general tone implies that health care planning is a vital issue in the wellbeing of individuals and groups.
Question 3: The speaker did not distinctly define health care planning during the lecture. At the beginning of the lecture, she defines health, care, and planning separately. So we have the task of merging these separate definitions into a single definition of health care planning. The speaker defines health as, “Health can be conceived of as the well-being of individuals and groups as well as those factors which enhance or diminish this well-being.” She goes on to define care simply as, “concerned service.” Lastly, she defines planning as, “. Planning is seen as an active decision-making process in which consideration of the relationships between goals, actions, and consequences precedes taking action.” Infusing these three definitions together, we can come up with a definition of health care planning that goes like this, “The active decision-making process in the concerned service of an individual’s wellbeing or that of a group.” So if we see an option that has a definition close to this, it is most likely the right answer. There can be different variations of the definition of health care planning coined from these three definitions but it should adequately represent each of the definitions to be correct. A. This is the role of doctors in health care planning and not the definition of health care planning. It is the wrong answer. B. This option is quite close but incomplete. Like option (A), it only covers the role of medical practitioners in health care planning. It is the wrong answer. C. This is a tricky option but it is also wrong. This option defines health care and not health care planning. D. This is the correct definition of health care planning as coined from the lecture. It is the correct answer.
Question 4: This question is addressed in a part of the lecture when the speaker talked about the role of physicians in health care planning. It can be noticed that when the speaker was highlighting the role of physicians, she said this, “In practice, they primarily but not exclusively plan for the diagnosis, treatment and prevention pathology.” This statement captures the primary role of physicians in health care planning.
A. Although doctors may help nurses prepare a care plan, this is not their primary role in health care planning. This can be described as a secondary role. This answer is not correct. B. The speaker did not place doctors in a superior or supervisory role in the health care planning process but their role may be described as very important. Though they may supervise other professionals, especially nurses in health care planning, their primary role remains to diagnose, treat and prevent diseases. This answer is also wrong. C. Settling disputes is not the primary role of doctors in health care planning. D. This is the primary role of doctors in health care planning as obtained from the lecture. This the wrong answer.
Question 5: From this statement, we can see that there is an idiomatic phrase at the beginning of the sentence: “little wonder.” This means, “it is not at all surprising.” So what is not at all surprising? It is clear that the speaker was referring to a situation in the previous statement made. From the section of the lecture that was replayed, the first statement was, “It is unfortunate that the legal and professional mandate for planning nursing care preceded the nurses’ vision of significance.” This means that, unfortunately, the average nurse did not see the significance of preparing a nursing care plan. If we interpret the remaining part of the statement in this question correctly, we can infer that nurses saw the nursing care plan as paperwork to be done if and when time allows. The Professor means that generally, nurses see their primary obligation in health care planning as the physical care of the patient without tagging much significance to providing a proper written down care plan of how to go about it or how much progress the patient is making.
A. This is the correct answer as it adequately captures the speaker’s view as explained above. B. This does not explain the statement correctly or capture the speaker’s point of view. Though health care plans can be captured on paperwork, this statement does not go on to explain the full meaning of the statement. This answer is wrong. C. This statement is quite close to the correct answer but it does not mention how nurses viewed planning and so is not correct. D. This is the answer is not also correct. There was no mention of caring for the patient as an option to planning in the statement.
Question 6: If we listen to the part of the lecture replayed, we will notice that this is the first statement made in that section. This is in fact a leading statement and the explanation lies in the remaining part of the section replayed. We can notice that after the statement in the question, the speaker then goes on to define the roles of some professionals in health care planning according to their field of expertise. This means that different professionals, based on their expertise undertake specific roles in the health care planning process. The Professor is trying to let her audience know that there is no overlapping of professional expertise in health each planning. That is the reason for the statement.
A. The use of the same reference plan for different patients was not mentioned in the statement. This is the wrong answer. B. This option explains that each professional involved in health care planning has a specialized role to play based on his expertise. This is the correct answer. C. There is no warning to health care professionals on how and when to plan for a patient’s illness. This is the wrong answer. D. The need for professional expertise in handling health issues is not the case in question here. The statement just tries to distinguish each health care professional as having to plan for a patient’s health based on his expertise. This answer is also wrong.

Oil and gas production have often become national issues – we need only think of nationalization of the industry in Mexico, Iran, Algeria, Libya, Saudi Arabia, Venezuela, etc. – to buttress this fact. National governments have generally err…taken a different line in regards to gas transmission. In this area, foreign participation would often have been welcome; but for obvious reasons, oil companies have been loath to invest in transmission as such. One particular aspect of gas transmission – private pipelines versus common carriers – has affected attitudes in more than one country. Common carriage of gas which involves the transmission of different gases from different points via one particular pipeline was seldom in use. At first sight, it would seem logical that common carriage of gas must result in the greatest economies for the owners and users of a gas line. However, pipelines especially subsea lines, represent very large up-front investments and owners are anxious to use them at least initially, exclusively for their own gas. There are also problems with gas quality and combining different gases can be risky. Lastly, ownership of a line confers the power to serve a particular area and such a monopoly may be worth a good deal of money.
Clearly no such controls apply to the movement of Liquefied Natural Gas (LNG). The seas being free, it would be difficult to enforce carriage of LNG on behalf of a third party and since almost all LNG trade is based on negotiated long-term supply contracts, there were until quite recently, not even any spot sales of LNG on world markets. Furthermore, the availability of spare gas tanker tonnage meant that most suppliers who have an excess product and could find a buyer would not have much difficulty in finding a ship. Transport of LNG is thus largely in the hands of affiliates formed by producers – owners of liquefaction plants and purchasers, for the most part, Japanese and other Pacific Rim gas utilities. While ownership tends to be weighted in the case of ships, towards the gas distributors, the liquefaction plants themselves are generally built by gas producers. Thus, for example, the LNG facilities in Western Australia are largely owned by the oil company consortium (83 percent shared between BHP, Woodside, BP, Chevron, and Shell). But only half the ships are operated by the oil companies, the rest belonging to a consortium of Japanese buyers of the LNG.
This leaves us with the question of the ownership of the natural gas distribution systems of the world. And here we find again that oil company participation is very much the exception. In very many instances, history has resulted in some form of public ownership: this means that either national bodies such as Gaz de France or Depa would operate all-natural gas facilities in a country or area or that the old municipal gas distributor would have expanded and become a regional distributor as many German gas works have done. There are some instances of denationalization such as that of British Gas, a former national and now private monopoly gas supplier with its own transmission system and some largely offshore gas production. There are countries such as Germany, Holland, and Italy where gas distribution is owned locally, largely by public bodies but some with private shareholdings and where large transmission companies such as umm…Ruhrgas, SNAM, and Gasunie yield considerable power. Further complications arise where these transmission companies enter the distribution market. In particular, since they largely deal with the high-pressure gas, they tend to sell directly to industry instead of passing through local distributors. In the three countries mentioned, they are also the main importers and international traders in natural gas and since such long term supply contracts exert large effects on international trade and trade balances, governments will wish to know them or worse, to influence their terms. What better way of doing this than to own all or part of the shares of the transmission company. This is the case in many European countries such as France, Italy, Spain, Holland, Belgium, Denmark and Greece amongst others.

Now answer the following questions. You may use your notes to help you.
1. Suggest a suitable title for the lecture A. Natural gas as a viable alternative energy source. B. Liquefied natural gas as an alternative to pipeline gas. C. Worldwide natural gas transmission and distribution monopolies. D. Natural gas companies in the world.
2. What is the common carriage of gas? A. Carriage of natural gas through a common steel pipeline. B. Gas carriage through small underground pipes. C. Carriage of natural gas to different countries from one source. D. Gas transmission of different gases from different points through one particular gas pipeline.
3. Which country would likely take the longest to introduce common carrier gas and why? A. Germany because common carrier gas legislation is seen as anti-people. B. USA because of the autonomy of different individual states. C. Germany because of the difficulty in breaking down the monopoly of Rhurgas. D. UK because the North Sea gas transmission cuts across different countries.
4. What is the instrument used to resolve most gas transmission problems in Europe? A. Price embargo. B. Negotiation contracts. C. Legislation. D. Distribution barriers.
5. Why do national governments, especially in Europe seek to own all or part of the shares of gas transmission companies? A. Because their business influences international trade and trade balances. B. There is pride in owning gas companies. C. Gas transmission companies do not have complex organizational structures. D. It is easy to run gas transmission companies than gas production companies.
6. Why does controlled tariff not apply to LNG carriage? A. Because LNG is liquefied for easier use. B. Because LNG is transported faster than piped gas. C. Because it is difficult to regasify LNG for usage. D. Because the seas are largely free to use and LNG trade is based on negotiated long term contracts.

Answers: 1. C 2. D 3. C 4. B 5. A 6. D
Explanation:
Question 1: Suggesting a suitable title for the lecture means you must have grasped the main idea of the lecture. This lecture was all about natural gas and how different gas companies all over the world have influenced the transmission and distribution of the product from source to the destination of use. The speaker was very particular about major natural gas transmission methods and the gas companies that are responsible for them. From common carrier transmission in the USA to liquefied natural gas carriage in Western Australia to the public ownership of major gas companies in Europe who control natural gas transmission and distribution. Thus, a suitable title for this lecture should be about natural gas transmission and distribution worldwide.
A. Though natural gas is a viable alternative energy source, this lecture does not go into any reason why natural gas should be a better energy source. This is not a suitable title for the lecture. B. The speaker mentioned pipeline gas as compared to LNG which does not have restrictions that apply to piped gas but that is as good as it gets. He does not go into further explanations or emphasis on this distinction. This option is close but not the most suitable title for the lecture among the options. C. This is the most suitable title for the lecture among the options as it covers the main idea or theme of the lecture. D. The option is not correct as it gives the impression that the speaker just lists different natural gas companies of the world and their area of operations. This is not the case.
Question 2: At the beginning of the lecture, the speaker talks about the common carriage of natural gas in pipelines. He clearly defines this form of natural gas transmission with this statement, “Common carriage of gas which involves the transmission of different gases from different points via one particular pipeline was seldom in use.” This is the definition of common carriage of natural gas and should be adequately captured in the correct answer.
A. Natural gas is normally carried through steel pipelines. This is not the definition of a common carrier of gas. B. This is the wrong definition of common carriage of gas and so it is the wrong answer. C. This option is also wrong. D. This is the correct answer as obtained from the lecture.
Question 3: This question is not as straightforward as it seems. This is because it has two answers and the second part of the answer is not clearly stated in the lecture. In the part of the lecture from which this question was drawn from, the speaker said this, “In Germany where they would result in the most rapid change of all, the downgrading of the quasi-monopoly of Rhurgas, it will probably take longest to introduce them.” This statement infers that there is a monopoly of transmission by a company called Rhurgas in Germany and that the implementation of common carriage of gas will result in the dissolution of this monopoly. This is the reason why it may take longer to implement common carriage of gas in Germany. A. The speaker does not mention that common carrier gas legislation is anti-people. This option gets the first part of the answer right but gets the second part wrong. B. This option is the wrong option as it does not get any part of the answer correctly. The speaker does not mention state autonomy in the US. C. This option is the correct option because it confirms the reason for Germany being the longest to maybe implement common carrier gas as obtained from the lecture. D. This is neither the correct country nor the correct reason. It is the wrong option.
Question 4: According to the speaker, negotiation is an instrument used to resolve most gas transmission problems in Europe as can be seen in this statement, “In practice, most transmission problems in Europe and other areas where there are powerful gas transmission monopolies have been resolved by negotiation.” Negotiation, in this case, is referred to in a gas supply contract where each party in the contract has its binding duties and expectations. The speaker went further to say, “All of it is done by independent national carriers at negotiated tariffs which generally apply over the entire duration of a supply contract.” This confirms that negotiation contracts are the instrument used to resolve gas transmission problems in Europe.
A. The speaker did not mention anything about the price embargo being an instrument used to resolve gas transmission problems in Europe. This is the wrong answer. B. This is the correct answer as obtained from the lecture. C. Legislation as a means of resolving gas transmission problems was not mentioned in the lecture. This is the wrong answer. D. The distribution barrier is not an instrument used to resolve gas transmission problems. This is also the wrong answer.
Question 5: As explained by the speaker in the latter part of the lecture, gas transmission companies have a considerable influence on international trade and trade balance of a country. This is because they are the main importers and distributors of natural gas with long term supply contracts. This statement by the speaker during the lecture confirms this, “In the three countries mentioned, they are also the main importers and international traders in natural gas and since such long term supply contracts exert large effects on international trade and trade balances, governments will wish to know them or worse, to influence their terms.” This makes them have a sizeable influence on a country’s gross domestic product and governments will seek to control or own them completely or in part.
A. This is the correct answer. Because they have so much influence and influence the trade balances of countries, governments will seek to own them. B. This is not the main reason why governments will seek to own gas transmission companies. This answer is wrong. C. There was no clarification on the organizational structure of gas transmission companies during the lecture. So to suggest that because they have complex organizational structures, governments would want to own them is wrong. D. The Professor did not mention that it was easier to run gas transmission companies than production companies during the lecture. This answer is also wrong.
Question 6: According to the speaker, LNG carriage is via the sea route and since the seas are largely free for movement, it would be difficult to have a regulated price. Also, LNG contracts are negotiated separately in long term supply contracts and this is usually determined by the countries involved and the distance for distribution. A summary of the answer to this question would be that the seas are free for movement and LNG contracts are long term contracts negotiated separately.
A. LNG is not liquefied for easier use but for easier transportation. This is the wrong reason and hence the wrong answer. B. The speaker did not mention that LNG was transported faster than piped gas. This is also the wrong answer. C. The speaker did not mention LNG regasification problems as the reason for not having controlled tariffs for LNG carriage. This answer is also wrong. D. This is the correct answer as explained above.

Documentary research should provide very few problems in public administration. Unlike such other methods of social science research such as observation, the questionnaire, the interview, and experimental research – assuming the last mentioned were possible in public administration – documentary research is based on the more solid foundation of written materials available in libraries, archives, and public offices. It is not subject to the same margins of error as are the other techniques, yet it faces several problems and limitations, some of which we shall consider in this lecture. We should perhaps make it abundantly clear from the beginning that by documentary research, we do not simply mean the use of published materials available in libraries, although all research work and all research techniques involve the use of the books, pamphlets, periodicals, and thesis in libraries. In all types of research, there is a need for consulting general source materials to have the necessary background knowledge of the problem to be investigated. No adequate research, whether in the physical or social sciences can be undertaken without the knowledge of the research that has already been done in the field. By familiarising himself with the works available in his field of study, the researcher is given further orientation to the problems which he is investigating and he is also enabled to eliminate err… unnecessary duplication of effort and as a by-product, acquire in some areas valuable information on research techniques used in carrying out previous researches in his area of interest.
By documentary research within the context of this lecture, we mean research which depends primarily on access to official papers. In the field of public administration, any serious piece of research will need at one stage or the other access to official papers. For example, for the preparation of case studies that can be used for teaching and training, access to official papers is a must. And this is true for most researches in the field of public administration. This, however, is not to suggest that in the field of social sciences in Africa, the availability of published materials – books, pamphlets, periodicals, thesis, etc. – does not pose severe problems to the researcher. Apart from the comparative underdevelopment of library facilities in Africa, bibliographies that are comprehensive and up-to-date are hardly available in many fields, particularly in public administration. This is not surprising since public administration research is still a recent development in many African countries. It is the growing awareness of the critical importance of administration in the development process that has led to the appreciation of the fact that public administration is a field where research and analysis is a prerequisite for effective action. Even then, many countries in Africa have not yet reached the stage of preparing bibliographies in this field. Consequently, the work of any researcher is considerably hindered since he has to spend a good deal of his time and effort in finding out what has been done in his chosen field. In such a situation, it is difficult to take “an overall view of the work that has been done in the field, so as to ensure that research not only takes into account what has previously been done but builds on this and adds to the general advancement of the subject.”
The Nigerian bibliography confirms two very interesting phenomena at this time. First, it confirms how little research has been done on Nigerian administration. The paucity of research in public administration contrasts most sharply with extensive research undertaken in the fields of economics and political science. Secondly, the bibliography confirms that most of the work in the field is done by foreign scholars who came to the country to collect data and invariably returned to their countries to analyse these and publish their findings, also invariably in foreign journals. Consequently, the findings of researchers are not readily available to practising administrators for their use. And in most cases, such researches would have been impossible without the support and/or cooperation of such administrators. When these problems are added to and are compounded by those of lack of access to official documents, it is little wonder that any research work ever gets done in public administration in Africa. It is thus not surprising that much of what has been done so far is of high level of generality and a great deal being only of tangential importance to public administration. If these problems are not addressed, there will be little or no progress made in documentary research, especially at it concerns the public administration.

Now answer the following questions. You may use your notes to help you.
1. Suggest a suitable topic for the lecture A. Comparison between the fields of public administration and economics. B. The issues of public administration in Nigeria. C. Physical and social sciences research development. D. Early problems of documentary research in Africa.
2. What is the source of documentary research? A. Valuable video footage of certain incidents. B. Written materials found in libraries, archives, and public offices. C. Artifacts and ancient archaeological sites. D. Advertisements and handbills.
3. Which of these was not a problem of documentary research in Africa? A. Underdevelopment of library facilities. B. Non-availability of comprehensive bibliographies. C. Lack of access to public files. D. None of the above.
4. What was one of the issues affecting the availability of comprehensive bibliography in the field of public administration in Nigeria? A. Foreign scholars collecting data in the country and then conducting research and publishing their findings abroad. B. Foreign scholars enlisting the help of local researchers in Nigeria without paying them for services rendered. C. Local scholars were not ready to learn from foreign scholars because they were not interested. D. Lack of proper education in the field of public administration because of inadequate educational facilities.
5. What is the overall view of the speaker on the subject of documentary research as it affects public administration? A. He is of the opinion that foreign scholars should not be given access to data in Africa. B. He hopes that one-day foreign scholars will be restricted by law to publishing their African research only in Africa. C. He believes that there will be little or no progress in this area if the problems are not addressed. D. He does not believe that it was possible to overcome these problems.
6. Click this link to listen to a part of the lecture again and then answer the question. What does the speaker mean when he says this? – “The paucity of research in public administration contrasts most sharply with extensive research undertaken in the fields of economics and political science.” A. There is extensive research undertaken in the fields of economics and political research in Nigeria. B. There is little or no research going on in the field of public administration in Nigeria. C. There is contrasting research going on in the field of public administration in Nigeria. D. In Nigeria, extensive research is undertaken in economics and political science which contrasts sharply to insufficient research undertaken in public administration.

Answers: 1. D 2. B 3. D 4. A 5. C 6. D
Explanation:
Question 1: Having a good understanding of what the Professor is talking about in the lecture will go a long way in helping to form a good topic for the lecture. The topic just has to fit in suitable with the main message that the Professor is trying to pass across. In this case, it is clear from the start that the Professor was talking about documentary research. From his first statement and the continuous reference to documentary research throughout the lecture in is quite evident. But documentary research in what context? After defining and giving some sources of documentary research in the early part of the lecture, the Professor went on to state the conditions of documentary research in Africa and some problems which limit it. This statement gives us an indication, “Apart from the comparative underdevelopment of library facilities in Africa, bibliographies which are comprehensive and up-to-date are hardly available in many fields, particularly in public administration.” Based on this problem referred to in this statement, we see that these issues likely came up before the advent of the internet which is now a major source of obtaining information. From all this information, we can see that the problems of documentary research in Africa should form the main idea of the lecture.
A. There was no direct comparison between public administration and economics during the lecture just a mention that there was lots of research going on in the field of economics but little research in the field of public administration. This option does not take the whole of the lecture into account, so is not the most suitable title. B. Some issues of research in public administration in Nigeria were highlighted in just a part of the lecture but in reference to the whole of Africa. This is not a suitable title for the lecture. C. This is also not a suitable title for the lecture as the physical and social sciences research issues were mentioned as part of the problems of documentary research. D. This option is the most suitable for the lecture because it takes into consideration the main idea of the lecture with the scope (Africa) and time range (Early) which were well explained as above from the lecture itself.
Question 2: This question is a direct answer question in which the answer to the question can be obtained directly from the lecture. It tests the ability of the candidate to retain certain important information from the lecture. This statement as obtained from the lecture confirms the answer to this question, “documentary research is based on the more solid foundation of written materials available in libraries, archives and public offices.”
A. This was not mentioned during the lecture as the source of documentary research. It is the wrong answer. B. This option contains the source of documentary research as obtained from the lecture. It is the correct answer. C. There was no mention of artifacts and ancient archaeological sites all through the lecture. This answer is wrong. D. This option is also wrong as there was not mention of adverts or hand bills during the lecture.
Question 3: This is an elimination type question in which the eliminated option is the correct option and the odd one out. There were different problems of documentary research mentioned during the lecture. Options (A) – (C) are all problems of documentary research as mentioned during the lecture. Option (D) which says none of the above is the correct answer because there is no odd one out among the other options.
Question 4: The non-availability of adequate bibliography, especially in the field of public administration was highlighted as one of the problems of documentary research in Africa and Nigeria was used as an example with two situations sited. These two statements picked directly from the lecture confirm this, “First, it confirms how little research has been done on Nigerian administration,” and “Secondly, the bibliography confirms that most of the work in the field is done by foreign scholars who came to the country to collect data and invariably returned to their countries to analyze these and publish their findings, also invariably in foreign journals.” Any option that picks the information in any of these statements is the correct answer.
A. This is the correct answer as it adequately represents the second issue as obtained from the lecture. B. This does not adequately represent the second issue mentioned as there was no mention of payment problems during the lecture. This is the wrong answer. C. This is also the wrong answer as there were no learning problems or transfer of information problems that added to the problem of insufficient bibliography. D. There was no education problem mentioned is the field of public administration, so this answer is also wrong.
Question 5: An overall view of the speaker is a general view, summary or a conclusion on the subject matter. It tries to explain the speaker’s observation and/or inference. It takes a general understanding of the subject matter while listening to the lecture to get the speaker’s overall view. In this case, the speaker was talking on the problems of documentary research in Africa, especially as it affects the subject of public administration. He decried the lack of bibliographies and knowledge gaps due to inadequate or insufficient research work. He is of the general opinion that there will not be much progress made if these problems are not tackled. This can be observed in this statement at the end of the lecture, “If these problems are not addressed, there will be little or no progress made in documentary research, especially at it concerns the public administration.” This can be taken as a general summary of the speaker’s view on the subject.
A. The speaker did not have any problem with foreign scholars accessing African data but he believes that they should make it available for Africans to access. This answer is wrong. B. The speaker did not insinuate that foreign scholars be restricted by law to publish works only in Africa. This is the wrong answer. C. This is the overall view of the speaker as observed from the lecture. After he mentioned problems affecting documentary research and why he maintained that these problems should be addressed for progress to be made in this field. This is the correct answer. D. The speaker actually believes these problems could be addressed because he said that there could be no progress if the problems were not addressed. This answer is wrong.
Question 6: In answering this question correctly and completely, we need to consider the statements made before and/or after this statement. Before this statement was made, the Professor was talking about the Nigerian bibliography and how little research had been done in the field of public administration. If we now analyze the statement properly, we can divide it into two parts. First, “The paucity of research in public administration contrasts most sharply.” Paucity in this statement means an insufficient amount. This first part means the insufficient amount of research in public administration is in sharp contrast to. The second part of the statement reads thus, “with extensive research undertaken in the fields of economics and political science, “which means there is a lot of research undertaken in the fields or economics and political science. The entire statement can be explained as follows: the inadequate research in the field of public administration contrasts sharply with a lot of research undertaken in economics and political science.
A. This is only partly correct and does not explain the statement completely. It is thus the wrong answer. B. Like option (A), this option does not explain the statement completely and only takes part of the statement into consideration. It is the wrong answer. C. This option explains the statement wrongly. There are no contracting researches in the field of public administration. This is the wrong answer. D. This is the correct answer and explains the statement in other words. The statement does not contain any idiomatic phrases, simile or metaphors, so this is the correct explanation.

Maslow’s study of human needs and their influence on behaviour provides a comprehensive approach for looking at needs. Maslow presents five major categories of human needs that exist in a hierarchy. The concept of homeostasis models the origin of these needs. When equilibrium or optimum balance within our bodies is disturbed, the body automatically seeks a coordinated response to compensate for the element that is lacking or compensate for environmental changes.
The physiological needs or needs of the body are the most elementary needs in Maslow’s hierarchy. All living animals experience these needs and are motivated to satisfy urges such as hunger, thirst, fatigue, sexual desires etc. A person who is suffering from hunger will not be free to satisfy other higher needs until the hunger need is met. Being deprived of food can motivate a person to direct all actions toward obtaining food. A need for food may overshadow needs for safety or self-esteem. The Maslow hierarchy illustrates that the whole man experiences a need. For example, the effects of hunger are not confined to the digestive system. Imbalance in various parts of the body will occur. A person may become irritable and have difficulty concentrating. If a person is extremely hungry, he may be willing to put himself in jeopardy by stealing in order to obtain food. The verbal expression of this need shows that the totality of the feeling – “I am hungry” – is a different statement from saying “My stomach is hungry.” By having something to eat, a person satisfies this need, is no longer motivated by it and is then able to become aware of other types of needs.
According to Maslow, when a physiological need is satisfied, a person’s concern will turn to seeking safety. At one time, safety may have meant staying downwind of tigers. Today, safety may mean seeking an environment in which one is safe from physical or emotional assaults, or safe from catastrophic forces such as earthquakes or tornadoes. The people who want and seek safety frequently depend on help from others such as police protection. Children also want to feel safe and to live in an environment that is orderly and predictable. They show a preference for regularity, routine and assurance that should harm come, their parents will protect them. Safety needs of adults may be as acute as those of children but in our society, adults learn to repress signs of these concerns.
When the physiological and safety needs are met, a person may experience a desire for love and affection. A person who is lonely may have an overwhelming need for love and affection. This need may be felt as wanting to have friends, a family, or a boyfriend or girlfriend. This intensity of this drive is no less than that experienced by the hungry man in search of food. Many of the severe neuroses that exist are known to come from a deep sense of not being loved or of not belonging. Feelings of not being loved or of not belonging are not the same as the need for sex. Belonging needs are a part of a sexual impulse but unlike sexual behaviour they are not basically physiological.
Progressing through Maslow’s hierarchy, the next need is for esteem which represents a variety of needs with common characteristics. These needs can be classified into two groups. The first of these needs includes a need to feel independent or to feel free. A sense of feeling capable, strong and confident characterizes these needs. A second group of needs includes the social complement of inner confidence. Recognition of others, prestige and status are representative of this group. People whose esteem needs are satisfied feel that what they are and what they do are important to the world. Maslow points out that the soundest basis for esteem is well-deserved respect from others rather than praise that may not be justified. Studies of esteem indicate that jobs which individuals find satisfying are those which allow them to increase their knowledge and skills. When an individual grows in competence and expertise and when these qualities are demonstrated, fellow workers tend to increase their trust and respect for the person.
Some individuals whose esteem needs and lower needs in the hierarchy are satisfied may continue to experience deep-felt discontent. Maslow refers to this final craving as the need for self-actualization – the desire to become all that one is capable of becoming and to feel that one is doing what is right for him. If this need is not met in a life role, in a job profession, the need may be satisfied through leisure activities. The degree to which a person is able to reach his capabilities is important to feelings of maturity and self-actualization. Maslow’s need hierarchy is a useful concept but cannot be rigidly applied to everyone. There are probably people whose need for recognition far outweighs the need for love. For example, an artist’s need for self-fulfilment may be more urgent than some of his more basic needs.
The needs of a person with a particular personality type may be an outcome of how the personality developed. If a person’s early years were devoid of love and affection, he may eventually find his need for giving and receiving love relatively unimportant. To a person who has never had the experience of hunger, the need for food may seem inconsequential. From the conceptual framework of Maslow’s hierarchy, it might be assumed that a need cannot be felt until those needs which appear at the lower levels in the hierarchy have been totally satisfied. A more accurate assumption is that all basic needs are only partially satisfied. There is a great deal of overlap and shifting in a person’s hierarchy of needs. Perhaps behaviour can be best understood as a continual effort to reduce the pressure caused by needs. Often, this behaviour is oriented to some goal which is also a product of a felt need.

Now answer the following questions. You may use your notes to help you.
1. Suggest a suitable title for the lecture A. Maslow’s hierarchy of needs. B. The insatiable nature of human needs. C. The hierarchy of human nature. D. Physiological needs of humans.
2. What are the five types of human needs as classified by Maslow? A. Physiological, safety, love and affection, esteem and self actualization needs. B. Physiological safety, happiness, esteem and self actualization. C. Physiological, hunger, safety, love and affection and esteem needs. D. Physiological, hunger, safety, esteem and self actualization.
3. What are the most basic needs in the hierarchy? A. Desire for love and affection. B. Safety needs. C. Self actualization needs. D. Physiological needs.
4. Why is there a craving among humans for self actualization? A. A need to be able to successfully develop in different stages of life without the help of others. B. To satisfy the desire to fulfil one’s potential and feel that you are doing what is right for yourself. C. A need to constantly celebrate the success of one’s life. D. The day to day need of satisfying hunger for various kinds of foods.
5. From the table below, match each example of a need with the correct category of need as defined by Maslow. A. (I) Safety (II) Physiological (III) Self actualization (IV) Love and affection (V) Esteem. B. (I) Safety (II) Physiological (III) Love and affection (IV) Esteem (V) Self actualization. C. (I) Safety (II) Physiological (III) Esteem (IV) Love and affection (V) Self actualization. D. (I) Self actualization (II) Physiological (III) Esteem (IV) Love and affection (V) Safety.
6. What is the general view of Maslow on human needs? A. There is no distinction between the needs of humans as all human needs are elementary. B. The satisfaction of a particular need must bring about the satisfaction of the next kind of need in the hierarchy. C. Human needs follow a hierarchy in which there is a great deal of overlap and shifting in a person’s particular hierarchy of needs. D. Each human need is built on a pyramid that indicates how often we satisfy those needs and be happy.

Answers: 1. A 2. A 3. D 4. B 5. C 6. C
Explanation:
Question 1: Suggesting a suitable title for a listening exercise entails understanding the main message of the lecture. It is evident right from the start of this lecture that the speaker was talking about human needs as suggested by Maslow who had done a study on this subject. At the beginning of the lecture, the speaker said this, “Maslow’s study of human needs and their influence on behaviour provides a comprehensive approach for looking at needs. Maslow presents five major categories of human needs that exist in a hierarchy.” This statement forms the basis of the lecture as the speaker went on to explain the five major categories of human needs. So a suitable title for the lecture could be the hierarchy of human needs or Maslow’s hierarchy of needs.
A. This is the most suitable title for the lecture which talks about the five major categories of human needs postulated by Maslow in a hierarchy. B. This is not the most suitable title because the lecture did not dwell on the insatiable nature of human needs. This answer is wrong. C. The lecture is about the hierarchy of human needs not human nature. This answer is wrong. D. Physiological needs of humans are just one of the categories of needs from Maslow’s hierarchy and cover only a part of the lecture. This answer is wrong.
Question 2: This question actually covers the whole of the lecture because the speaker did not actually list the five categories of needs in a statement but discussed them one after the other as the lecture progressed. The speaker explained that physiological needs were the most elementary needs of humans after which safety needs come next. After this, there is a desire for love and affection and then for esteem, with self-actualization the final need in the hierarchy.
A. This is the correct option as it lists all the categories of human needs as suggested by Maslow. B. This answer is wrong because happiness is not a category of need on Maslow’s hierarchy. C. Hunger is a type of physiological need and is under this category. It is not a separate category of need. This answer is wrong. D. This option omits love and affection which is one category of need and replaces it with hunger which is a type of physiological need. This option is wrong.
Question 3: From the lecture, the Professor started with explaining the most elementary type of need after introducing Maslow’s hierarchy of needs. This type of needs was called physiological needs as stated in this statement, “The physiological needs or needs of the body are the most elementary needs in Maslow’s hierarchy.” This is the most basic need in the hierarchy. The only correct option is option (D).
Question 4: The last category of human needs as explained by the Professor was the need for self actualization. He stated why humans carve for self actualization even after satisfying all other categories of needs on the hierarchy. From the lecture, the Professor said this, “Maslow refers to this final craving as the need for self-actualization – the desire to become all that one is capable of becoming and to feel that one is doing what is right for him.” Thus, the reason for craving self actualization is to fulfil one’s potential in becoming what he is capable of becoming and to feel that you are doing what is right for yourself.
A. This answer is close but not correct because the Professor did not state how each person fulfils his potential, whether with someone’s help or not. B. This is the correct answer as stated by the Professor during the lecture. C. The Professor did not give celebration of success as the reason for the need for self actualization. This answer is wrong. D. This option describes a type of physiological need and is not the reason for self actualization. This is the wrong answer.
Question 5: From the lecture, the speaker explained each category of need in the hierarchy as put forward by Maslow. These needs were explained with examples from the most basic or elementary need to the need for self actualization. This question seeks to test the candidate on his understanding of the lecture.
I. Seeking an environment free of danger or hazards (this is the need for safety). II. Fatigue (this is a physiological need). III. The need to feel independent (this is the need for esteem). IV. The need to have friends and companions (This is the need for love and affection). V. The need to fulfil one’s life potentials (this is the need for self actualization). From the options, the only correct answer sequence is option (C).
Question 6: The general view of a speaker during a listening exercise can be deduced from the correct understanding of the message the speaker is trying to pass across. Often times during a listening exercise when the speaker is giving a lecture, they may give a summary of the lecture or conclusion towards the tail end of the lecture. We can often obtain the general view of the speaker from this section of the lecture. In this case, the speaker actually gives a summary of the complexities of human needs as related to Maslow’s hierarchy at the end of the lecture. He said, “A more accurate assumption is that all basic needs are only partially satisfied. There is a great deal of overlap and shifting in a person’s hierarchy of needs.” He was telling his audience that each person has his own order of need satisfaction and that the pressing need of one individual may be different from another. Any option that best capture’s this general view is the correct answer.
A. The speaker did not give a general view that all needs are elementary but that all basic needs are only partially satisfied. This is the wrong answer. B. This option is not correct because the satisfaction of human needs is not automatic, so the satisfaction of one kind of need in Maslow’s hierarchy cannot bring about the satisfaction of the next kind of need. The satisfaction of different categories of needs is separate and exclusive. C. This option correctly summarises the general view of the speaker on Maslow’s hierarchy of needs as explained above. D. This is the wrong answer because Maslow’s hierarchy of needs does not indicate how often we satisfy our needs.