A) Project organizer.
B) Public relations officer.
C) Marketing manager.
D) Market research consultant.
A) Quantitative advertising research.
B) Questionnaire design.
C) Research methodology.
D) Interviewer training.
A) They are intensive studies of people's spending habits.
B) They examine relations between producers and customers.
C) They look for new and effective ways to promote products.
D) They study trends or customer satisfaction over a long period.
A) The lack of promotion opportunity.
B) Checking charts and tables.
C) Designing questionnaires.
D) The persistent intensity.
adj. relating to numbers or amounts
n. a list of questions that several people are asked so that information can be collected about something
n. a system of methods and principles for doing something
adj. thorough，profound，concentrated or exhaustive
n. the state or quality of being intense
- promotion opportunity
M: So how long have you been a market research consultant?
W: Well，I started straight after finishing university.
M: Did you study market research?
W: Yeah，and it really helped me to get into the industry，but I have to say that it's more important to get experience in different types of research to find out exactly what you're interested in.
M: So what are you interested in?
W: Well，at the moment，I specialize in quantitative advertising research，which means that I do two types of projects.Trackers， which are ongoing projects that look at trends or customer satisfaction over a long period of time. The only problem with trackers is that it takes up a lot of your time.But you do build up a good relationship with the client，I also do a couple of ad hoc jobs which are much shorter projects.
M: What exactly do you mean by ad hoc jobs?
W: It's basically when companies need quick answers to thier questions about their consumers' habits. They just ask for one questionnaire to be sent out for example，so the time you spend on an ad hoc project tends to be fairly short.
M: Which do you prefer，trackers or ad hoc?
W: I like doing both and in fact I need to do both at the same time to keep me from going crazy，I need the variety.
M: Can you just explain what process you go through with a new client?
W: Well，together we decide on the methodology and the objectives of the research. I then design a questionnaire.
Once the interviewers have been briefed，I send the client a schedule and then they get back to me with deadlines. Once the final charts and tables are ready，I have to check them and organize a presentation.
M: Hmm，one last question，What do you like and dislike about your job?
W: As I said，variety is important and as for what I don't like，it has to be the checking of charts and tables.
adj. an ongoing situation has been happening for quite a long time and seems likely to continue for some time in the future
n. your objective is what you are trying to achieve
v. if someone briefs you，especially about a piece of work or a serious matter，they give you information that you need before you do it or consider it
- find out
- at the moment
- specialize in
- a long period of time
- take up
- build up
- ad hoc
- mean by
- send out
- tend to
- keep sb from doing
- go crazy
- go through
- as for
A) His view on Canadian universities.
B) His understanding of higher education.
C) His suggestions for improvements in higher education.
D) His complaint about bureaucracy in American universities.
A) It is well designed.
B) It is rather inflexible.
C) It varies among universities.
D) It has undergone great changes.
A) The United States and Canada can learn from each other.
B) Public universities are often superior to private universities.
C) Everyone should be given equal access to higher education.
D) Private schools work more efficiently than public institutions.
A) University system vary from country to country.
B) Efficiency is essential to university management.
C) It is hard to say which is better，a public university or a private one.
D) Many private universities in the US are actually large bureaucracies.
n. a complicated official system that is annoying or confusing because it has a lot of rules，processes.
W: Hello，I'm here with Frederick. Now Fred，you went to university in Canada?
M: Yeah，that's right.
W: OK，and you have very strong views about universities in Canada. Could you please explain?
M: Well，we don't have private universities in Canada. They're all public. All the universities are owned by the government，so there is the Ministry of Education in charge of creating the curriculum for the universities and so there is not much room for flexibility. Since it's a government operated institution，things don't move very fast. If you want something to be done，then their staff do not have so much incentive to help you because he's a worker for the government. So I don't think it's very efficient. However，there are certain advantages of public universities，such as the fees being free. You don't have to pay for your education. But the system isn't efficient，and it does not work that well.
W: Yeah，I can see your point，but in the United States we have many private universities，and I think they are large bureaucracies also. Maybe people don't act that much differently，because it's the same thing working for a private university. They get paid for their job. I don't know if they're that much more motivated to help people. Also，we have a problem in the United States that usually only wealthy kids go to the best schools and it's kind of a problem actually.
M: I agree with you. I think it's a problem because you're not giving equal access to education to everybody. It's not easy，but having only public universities also might not be the best solution. Perhaps we can learn from Japan where they have a system of private and public universities. Now，in Japan，public universities are considered to be the best.
W: Right. It's the exact opposite in the United States.
M: So，as you see，it's very hard to say which one is better.
W: Right，a good point.
n. a curriculum is all the different courses of study that are taught in a school，college，or university.
- the Ministry of Education
- in charge of
- be considered to