M: I was quite nervous meeting your parents. I hope I didn’t say anything wrong.
W: Don’t worry. My parents would approve of any man I like.
Q: What is the relationship between the two speakers （）
M: Your university seems quite new. How old is it
W: Well, this building was built five years ago, but the school was founded over a century ago, in the early 1900s.
[听力原文]
W: Your bike looks quite new. When did you buy it
M: My mother bought it for me when I was ten years old. Now, I’m already 20 years old.
Criticism of research lays a significant foundation for future investigative work, but when students begin their own projects, they are likely to that the standards of validity in fieldwork are considerably more rigorous than the standards for most library research. When students are faced with the concrete problem of proof by field demonstration, they usually discover that many of the "important relationships" they may have criticized other researchers for failing to demonstrate are very elusive indeed. They will find, if they submit an outline or questionnaire to their classmates for criticism, that other students make comments similar to some they themselves may have made in discussing previously published research. For example, student researchers are likely to begin with a general question but find themselves forced to narrow its focus. They may learn that question whose meanings seem perfectly obvious to them are not clearly understood by others, or that question
A. It should only be attempted by experienced researchers.
B. It may cause researchers to avoid publishing good work.
C. It is currently being done to excess.
D. It can be useful in planning future research.
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