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crime dramas and our actual work.
For example, we work in two
separate teams, the crime-scene
analysts and the scientists. The
analysts search for and collect the
evidence, and then the scientists
do the tests in the lab. However, in
the TV dramas, the analyst often
does both things – that is, the
collection and the testing.
R:
So, when the crime-scene analysts
are at the crime scene, what do
they have to do?
I:
Well, I’m a scientist, not an
analyst, so you shouldn’t ask me.
You should ask an analyst to get
the full picture.
R:
That’s a good idea, but can you
give me an overview now?
I:
Sure. Well, the photographer
takes pictures of the crime scene,
and at the same time someone
interviews any witnesses. Then
they collect any evidence, and this
is when they have to be very
careful. They have to wear rubber
gloves because they mustn’t
damage any of the evidence.
Basically, they look for
fingerprints, hairs, perhaps blood.
It all depends on the crime, really.
Also, they have to take very careful
notes. This is important because
we, the scientists in the lab, must
know where the evidence has
come from.
R:
Right. Now, on TV, most of the
crimes are murders. Is that true
for you?
I:
Oh, no, not at all. Ninety percent
of our work is with burglaries or
stolen cars, you know the kind of
thing. You should make that clear
in your documentary.
R:
Yes, indeed. We should get that
correct. OK, so what about the lab
work?
LESSON 7.1 RECORDING 7.2
R = Researcher, I = Iris Battle
R:
Yes, indeed. We should get that
correct. OK, so what about the lab
work?
I:
Well, first of all, we always tell the
police that they must be patient,
because our work in the lab takes
time. On TV, a police officer
doesn’t have to wait very long to
get test results, perhaps just a few
hours. In reality, an officer has to
wait 20 days to get a DNA test
result. Secondly, we work in a lab,
so there are certain lab rules. We
have to turn our mobile phones
off, and we mustn’t eat or drink in
the lab, that kind of thing.
R:
Now that we have these TV
dramas about forensic scientists,
have there been any changes in
your work?
I:
Well, there’s been a positive
change in our image. Now,
science is an interesting or
glamorous profession. It’s
incredible really, so many young
people are now applying to work
in crime labs. And the thing is,
we’re scientists not police officers,
so you don’t have to study law.
Instead you have to study
chemistry or biology.
R:
Interesting. So, um, can I have a
look around your lab?
I:
Well, I’m not sure. My boss says
all visits must only be for work
reasons.
R:
Well, this is kind of for work.
I mean, we must get the
documentary right.
I:
I suppose so. Well, OK, but you
must turn your phone off and
you must be quiet, or my boss will
kill me!
R:
Hmm … murder in the crime lab.
Could be a good story for the TV
show …
LESSON 7.3 RECORDING 7.4
P = Presenter, J = Julian Blake
P:
So, Julian, could you tell us about
one of your choices, please, and
just give a few reasons for your
choice? Unfortunately our time is
limited …
J:
Right, well, one of my choices is
the printing press. Now,
Gutenberg invented the modern
printing press in 1457, and I think
this caused a revolution in
knowledge, society … and, well,
in everything really.
P:
In what way?
J:
Well, the main reason I think it’s
important is that the printing press
meant we could produce books
and newspapers in large numbers
and very quickly. Before then,
writing was a slow process, and
each copy of each book took
weeks to make. Suddenly, we
could make a hundred copies of a
book in a day. This meant that
ideas could spread much more
quickly than before. This caused
great changes in society, too many
changes to talk about now.
Another reason the printing press
is important is that it led to
education for everyone. This is
connected to the fast production of
books because if you have books,
you can have a school. As well as
that, the idea of education for all is
also connected to the need for
reading skills. The written word
became important at work, and so
people had to read, and so they
needed education.
P:
OK then. A key reason for
choosing the printing press is that
it meant that ideas could spread
quickly and this caused many
changes in society. Secondly, you
claim that it led to education for
all. Anything else?
J:
Well, yes. The other thing is that
the printing press means that
writers can make money, which,
as I’m a writer, is something I’m
rather pleased about. But seriously,
without the printing press, you
can’t make thousands of copies
and therefore you can’t make any
money. The printing press meant
that people could become
professional writers and
journalists, which I think has been
very good for society, don’t you?
P:
Well, yes, I do, I suppose.
However, I disagree with your
point about education. After all,
we didn’t have general schools
until about 400 years after the
invention of the printing press.
Is there really a connection?
J:
Well, er, that’s a fair point, but
I still say that the mass production
of books caused changes in the
way people worked, and this led
to wider education.
P:
Mmm. OK, we’ll leave that
discussion there for the moment
and let’s move on. Sandra, what
have you chosen?
LESSON 7.4 RECORDING 7.8
The next thing I’m going to talk about
is the gradual decline in the number of
students at secondary schools and at
universities in the UK choosing to
study foreign languages.
The first problem is the general
perception by students that languages
are not as important as science and
maths. In recent years, the UK
curriculum has campaigned to raise
the profile of science, technology and
maths subjects, and while this
campaign has been successful in
boosting the number of students going
on to study these subjects at university,
it has also meant that languages have
