M: And once I know that I've been approved, do I

ever have to apply again?

W: Well, it's good for one year. After one year is
up, you have to reapply.
M: OK ... This looks kind of long. On second
thought, I think I'll fill it out later and bring it
back.
W: Sure thing. It's pretty straightforward, so you
shouldn't have any problems with it.
M: Great. I'll give it a try. I have to admit, I was really
worried that this would be a long, complex
process, but it looks like it'll be a piece of cake.
Thanks for your help.

09 Biology
W: We all know animals communicate, but how?
Well, some communicate through vocalizations
such as songs, or by performing certain kinds
of movements. Now, I'm sure you're already
ja,(Tliliar with these, but today's topic might not
b;e,. so widely known-and that's the use of the
olfactory sense-which is, simply, smell.
Animals use smell to communicate a message.
M you'll see, the sense of smell is keenly
developed in many animals. Yes, while we
humans have a rather limited capacity for
smell, in most animals it is highly developed-a
very primal sense. Whether they communicate
through the smell of waste products like feces
and urine, or through a glandular process like
sweating, smell is an important means of animal
communication.
Let's start with cats, shall we? Cats rely on
scents for many purposes. Cats have scents
glands on the sides of their bodies, on their
foreheads, along their tails, underneath their
front paws, and on their lips and chin. Have you
ever noticed that a cat might rub its forehead
against you, or its tail, or any of these areas I
just mentioned? And uh, and I know several of
you must be cat lovers, but frankly, guys, I find
this behavior really, well, tiresome. It really gets
on my nerves. Ah, sorry, I digress. Anyway,
why does a cat do this? Well, it's simple. It may
be trying to communicate something, lil<e
affection, or it may be marking you! Yes, cats
do indeed use scents to mark their property.
Yes, you belong to the cat, at least in the cat's
mind. Oh, and they also mark territory, since

cats are so territorial.

Another example of communicating with smell
can be seen in ants, who use scent for a variety
of purposes. They use pheromones, kinds of
chemicals that can influence animal behavior,
or signal that they're looking for a mate. Oh,
and ants can also release a chemical that acts
as an alarm. As, uh, a warning to other ants. So
if a particular ant is in trouble in some way, ants
release this chemical as a crying-out signal for
help, which other ants respond to by coming to
its aid. So ants use pheromones not only for
mating, but also to relay important information
for survival. Luckily, we can't smell all of these
different chemicals. Imagine what that would
be like.

10 Environmental Science
M: We'll be discussing why the oceans are saltycauses and effects, well, really just causes. But
first, a question. Tell me, what happens when
the water evaporates from the ocean? What
happens to the salt?
W: Well, the salt doesn't evaporate, it stays in the
ocean. That's obvious.
M: Right, and so we need to look at the hydrological
cycle which you've read about, so I'll move on

W: Sorry, Professor McGuiness, I've done most of

the reading, but I'm not familiar with that term.
M: Ah, the uh, the hydrological cycle is simply the
process by which water evaporates, makes
clouds, rains down to Earth, and so on and so on.
And the first step in the process is evaporation.
But salt, of course, is left behind. It doesn't
evaporate.
W: OK, of course, I get it. But how does the salt get
there in the first place?
M: Good question. And I'll ask you another question
to get the answer. Where do oceans get their
water from? I mean mostly?
W: Rivers, right? Freshwater rivers dump billions of
liters of water into the ocean every day. Well,
I'm guessing it's billions.
M: Oh, it is ... and then some. So first of all, when
the rain falls to the ground, and begins to run
over the soil and rocks. it begins to dissolve
them. That's how it picks up mineral salts. Next,
rivers collect these and then head for the ocean.
Transcripts 679 __._1~

W: OK, but isn't there another way the oceans get

salty?
M: Absolutely. And uh, you've hit upon a very
fascinating point. The answer is through
hydrothermal vents. The connection between
the saltiness of the ocean and these vents is
intriguing. Now, you may not be familiar with
these, so let me explain. They are basically,
um, they're cracks in the Earth's crust that hot
water pas~es through. OK, so this super-hot
water dissolves minerals in the Earth's crust.
Now guess where this salt-rich water goes
back to?
W: Back into the ocean.
M: Exactly. Now, we've talked about all these ways
that salt is brought to the ocean. Does this
mean that the ocean is getting saltier and saltier
over time?
W: I guess so, if the salt remains in the ocean and
has nowhere to go. Seems like common sense.
M: The thing is, and really, this is kind of shocking.
The salt does have somewhere to go. See, the
ocean actually doesn't get saltier over time. It's
because these dissolved salts go back to create
new minerals on the oceanic floor. I mean,
everything's a cycle, right? So while the rivers
and the other processes are bringing in salt, a
lot of the ocean's salt makes formations at the
bottom of the sea-at the same rate, more or
less. So the salinity of the ocean is at a steady
state. It's about 3.5 percent, and that's where it
stays.

01 Astronomy
M: All week, we've been talking about the different
characteristics of the inner planets. Just to
refresh your memory, the inner planets are
Mercury, Venus, Earth and Mars. Today,
however, I want to focus on another group of
planets: Jupiter, Saturn, Uranus, and Neptune.
These planets are known as the Jovian planets.
The most immediately obvious characteristic
that the Jovian planets share is that they are the
most distant from the sun. This is a significant
point, and we'll discuss later in class how their
position in relation to the sun affects their makeup.
But before we get to that, I want to touch upon

- - 680 Transcrlpts

some of the other characteristics that the

Jovian planets have in common.
The feature that really, by definition, all the
Jovian planets share is that they're mostly
made up of gas. In fact, another term for Jovian
planets is gas giants, because they are made
up of gas, and they are huge! Anyway, if you
think about what that means, you can probably
guess that for these planets, there is no crust or
outer surface, like, say, on Mars. You couldn't
land on Jupiter, or any of the Jovian planets.
The atmospheres are mostly made up of helium
and hydrogen. Does that sound familiar to you
a!!? Maybe because it's very similar to the
chemical makeup of the sun. See, we don't
completely understand the origins of the Jovian
planets, but one theory is that they, the uh
Jovian planets may have come from the same
stuff that formed our sun .. Interesting theory. If
you read what's out there on the subject, you'll
probably find it quite convincing. I mean, I
haven't read anything that explains it better
OO!ly.
What else do Jovian planets have in common?
Well, in spite of their significant distance from
the sun, they still manage to have very hot
cores. I think your textbook calls them "rocky
cores," but I think that's a little confusing,
since, the temperatures at the center of the
planets melt the heavier elements found there.
What I mean is that sometimes they are called
rocky cores because that's where heavy elements
such as nickel or iron can be found. But you
shouldn't imagine that there's a solid ball of
rock at the center of these planets because at
those temperatures, they are molten liquid
rock.
Um, what else? Oh right. OK, so the last thing I
wanted to mention is that all of the Jovian planets
rotate very rapidly. Consider this, it only takes
Jupiter ten hours to rotate. And we all know it
takes the Earth about twenty-four hours to
rotate. Anyway, the fast rotations affect the
wind patterns on Jovian planets. What happens
is that the wind patterns are broken up into
latitudinal, or east-west, bands. If you've ever
seen pictures of Jupiter, you've probably seen
the stripes that go across them. And on a more
personal note, well, I find these to be the most
beautiful planets in our solar system. The
.bands are pret)y noticeable on all of the Jovian

If
!,

planets with the exception of Uranus.

02 Philosophy
W: This week we read excerpts from Hobbes's
Leviathan. Earlier in the week, I gave you some
topics to think about for this discussion section.
Why don't we just work off the questions on that
sheet? Can somebody read the first one out
loud for the class, please?
M: OK here goes: Hobbes explores themes of
human nature in his works. What are his ideas
about human nature and how do they relate to
his famous social contract theory?
W: Thank you, Carl. So, what's your response to
that?
M: Um, well, I guess the main point of his social
contract theory is that it's everybody's duty, I
guess, to act in ways that will maintain order
and peace. Sometimes this means giving up
some rights to the institution that helps maintain
oi(j~r, namely the government. And that's why
Hobbes was in support of a strong government.
W: Rig,\'JI. Great summary. OK, so the way you all
Seil, it, how does the social contract theory
relate to Hobbes's views on human nature?
That is, how did Hobbes construct his social
contract theory according to his ideas about
human nature?
.
M: He believed that the need for a social contract
arose from the fact that human nature is disruptive
and selfish. I interpret that to mean that since
he thought that humans are more inclined to be
motivated by self-interest, there needs to be a
system, the social contract, to ensure that we
can promote peace and not war, which is not in
anyone's best interest. So, like the book said,
his idea is kind of like a tarnished Golden Rule.
Sort of like, don't do unto others what you
wouldn'twant them to do to you. And that's how
we can maintain peace in the world.
W: Yes, that's a nice, simple way of putting it. You
all clearly have a pretty good grasp on the
general concepts of Hobbesian pllilosophy.
So, having reviewed that material, what's your
general reaction to Hobbes's ideas on human
nature?

M: I guess I'm still confused about that. I mean,

doesn't participating in the government count.
as a selfless thing to do? I don't know how he
can say that people are intrinsically selfish and
then promote a strong government.
W: That's true, but the idea of having a strong
government js also more prescriptive. Do you
understand what I mean? So, basically, he
thinks that one way to counter the selfishness of
humans is to have a strong government. And
that way, there's a central i.nstitution that looks
out for everyone; not just for the indivi.dual.
M: OK, so he's not necessarily saying that any and
all acts that bring about a beneficial outcome
originate with selfishness? I mean, doesn't
morality sort of factor into the equation at some
point, as well?
W: Exactly. You know, later in the semester, we'll
be revisiting the question about altruism and
morality. Anyway, great discussion today. You
guys really seem to have a good grasp of this
stuff.

03 Service Encounter
W: Hi, how are you today? It's pretty busy, huh?
M: Yeah, it's always packed around dinnertime.
Can I swipe your card, please?
W: Oh right. Sorry, here you go. I just don't know
where my head is today.
M: No problem. It is Monday, after all. Um, I'm
sorry, but it looks like you don't have enough
points to pay for this meal.
W: Huh? That can't be. I barely even eat on campus.
It must be some mistake. Do you mind swiping
my card again?
M: Sure, let me give it a try. Sometimes the system
is a little slow. I guess even our card reader is
having one of those days. Hm. Nope, I'm sorry.
According to the system, you're all out of meal
points.
W: I don't understand. I know you must hear this a
lot, but really, this has got to be a mistake. !'.'&
seriously eaten on campus, like, five times this
semester.
M: It could be that the system is misreading your
card. It happens sometimes. But I honestly
bave no way of telling that from here. I couldn't
override the system even if I wanted to.

Transcripts 681 - -

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W: OK, I understand. But what do I do now? I

W:

mean, I have to eat.

Well, when situations like this come up, I can
only offer two options. You can either pay cash
for this meal and then go by Dining Services
later to see if you can clear it up and get a
refund, or you can just get your dinner somewhere
else.
Those are my options? How do I even know that
they'll reimburse me?
Here's the thing ... I'm sure you're being honest.
but believe it or not. there are plenty of people
that come by and try to get free meals from us.
It wouldn't be fair to the other students who
pay.
I can see that. OK, I just want to eat. How much
is it again? And you said I'd have to fill out a
form.
It's $7.50. And here's the form. This is kind of
like a receipt. Then you have to go to Dining
Services and file a complaint. I'm sure that
they'll be able to find out what happened with
your account. They're really good about fixing
those problems fast. Because as you said, you
have to eat.
I'll give it a try. Thanks.

01

Linguistics

M:

W:
M:

W:
M:

.,
'

W: Yesterday, we started talking about how linguists

study etymology, which, uh, is the study of the,
uh, the history of words. Today I want to continue
with that d.i.scussion by describing some of the
ways that etymologists think thatnew words are
formed.
One of the most common ways that new words are
added to a language is by the borrowing of words
from other languages. Now, these borrowed
words are called "loanwords" in linguistics.
Loanwords are almost never translated and are
pretty much taken directly from a foreign language.
Another way that new words are created is
through compounding or derivation-uh, these
are two different concepts. but we'll discuss
them together. Compounding is when two
separate words are put together. One example

J~

of a compound word is $kyscraper. So, "sky"

plus "scraper" equals skyscraper. Derivation,
on the other hand, is when prefixes or suffixes
are added to a word. An example of a word that
. was created through derivation is enrich. The
prefix en- has been added to the word "rich" in
thi.s case.
Another interesting case is when the origin of a
word comes from an invention-like when
speakers attempt to imitate sounds with language.
If you think back to English class, you'll remember
that a word, uh, that sort of imitates the sound it
is supposed to represent is called onomatopoeia.
Click, buzz and boom are examples of imitative
words.

02 Biology
W: This week, we've been talking about the different
qualities and functions of blood. Let's see, we
talked about the makeup of blood early in the
week, then, for the last lecture, we focused
specifically on the blood of mammals.
Everyone OK with that? Well then, for today's
lecture I wanted to talk a little bit about blood
production and degradation and the process of
it all.
The term for the process of generating new
blood is called hematopoiesis. That is actually
spelled pretty much like it sounds, hee-ma-toepoe-ee-sis. OK, so what hematopoiesis entails
is the creation of new blood cells. And where
might you guess that this takes place? OK. this
is imperative, so make sure to write this down:
new blood cells are created in the bone marrow,
specifically red bone marrow. The bone marrow.
I'm sure you remember. is the tissue located on
the inside of bone.
Are we all still on the same page so far? OK. As
for the degradation of blood, the next step,
most of it takes place in the spleen. Oh, I mean
breaking down when I say degradation. There
are also special cells in the liver that degrade
blood cells. In a healthy person, blood cells are
typically replaced in 120-day cycles. Cells are
replaced, by the way, to keE)p the body healthy.
We'll go into more depth about that next.

682 Transcripts
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-- - - ----- -- - ---- - - - --- -- - - --- ---- -- --- - ------- '

,,, ...

03 Zoology
M: Well, I hadn't really planned on.going over this,
but one of the students asked me about it, and,
well, I think it'.s pertinent to a discussion on
anthrozoology. Anyway, today's lecture is
going to be about the sport called falconry.
Since we're talking about the relationships
between humans and animals, we'll contrast
this discussion with our previous topic of people
and dogs.
Falconry is a sport that began in central Asia
about, oh, 4,000 years ago. In essence, a person
would raise and train a falcon and then use the
falcon to hunt. The falcon will hunt for food
when its trainer decrees, and it will bring back
whatever prey it finds. This correlates closely
with how we said that dogs and people hunt
together. However, the motivations are where
things start to diverge. We discussed how dogs
have a bond with people-they, uh, they want to
please their owners. However, falcons don't really
b6nd with owners. In fact, they really only hunt to
get a meal-not to please anyone but themselves.
We-uh, people-are actually the enemy, naturally.
That's probably why falconry isn't really a pgpular
sport, especially for hunting. But some people
still do it today, but mostly just because they,
uh, like falcons I suppose.

'

how its learning would be affected by different

intensities of motivation. Uh, in this case, the
motivation was an electric shock. Nothing that
would harm the mouse, mind you ... just a little
shock when it made a mistake, like if you pinch
yourself.
So, the researchers used a few different levels
of motivation-of electric shock-to see how the
mouse would react to it ... to see how it affected
the speed with which the mouse learned to pick
the correct exit. Any ideas on how the level of
motivation, the uh, level of shock, related to the
speed of learning?
M: I'd guess that the highest level of motivation
caused the mouse to learn the fastest. Seems
obvious.
W: It all depends, actually. They found that given
an undemanding task, higher levels of motivation
generally caused the mouse to learn faster. If
given a slightly more difficult task, a medium
level of shock actually helped the mouse learn
the fastest. The higher levels actually started to
affect the mouse negatively. With the highest
difficulty-th~ hardest task-the mouse actually
learned most easily with lower levels of motivation
-electric shock. And to the mice, choosing the
right door was well, kind of hard. Whef] you
consider it, it actually makes a lot of sense. If
you're $tres.sed out about taking a test, the
stress can cloud your mind, and you might not
perform very' well.

04 Psychology ;
W: Now, moving on, there's another experiment
that was done in 1908 that is also related to
learning, but it was trying to prove a slightly
different theory. The basic idea here was
motivation-how to, um, how motivation affects
performance, or in other words, how ... well,
let me just tell you about the experiment and
how it showed that excessive motivation can
actually hurt performance rather than help it.
M: I think I remember hearing about something
like this. It was a study done by, um, Yerkes
and ...
W: Yerkes and Dodson, yes. So, what they did was
put a mouse in, well. basically in a maze, where
there would De 'iillerent colored exits, either
white or black, ir; r2ndom places. And Yerkes
wanted to see 11cw !ong it would take the
mouse to learn to use only one of the exits, and

05

Economic~

M: Today's lec\ure will spark a lot of discussion,

and I just want to let you know that I welcome it,
so please f~eHree to jump in. I'm going to talk
about why .Marxism failed. Many economists
today agre~ that Marxism is basically just a
bunch of trite "maxims" that don't reflect reality.
But, uh, is ii? Well, why don't we get started?
Um, OK, SQ I guess one big shortcoming of
Marxism is. that it mainly emphasizes class
struggle an~, therefore, doesn't include at.her
social force.s that may divide a society, such as
race. Does. everybody understand what that
means?
.,.....,.
W: .Sure, you j[lst mean that class isn't the only
divicler in a soGiety, righr?

Transcripts 683

~,-

M: Exactly: But that's minor compared to the next

point. The uh, the next reason for the failure of
Marxism is so obvious, you're going to wonder
why Marx never thought of it himself.
Marx said that the value of a product, and
indeed the value of a business itself is a function
of two things: workers' efforts plus the value of
the machinery that workers use to make whatever
product it is they're making. Oh, and when
Marx said "workers," he meant specifically the
people who do the manufacturing of products.
OK? Seems like a, well, an erroneous assumption
if you ask me. Who can tell me why?
W: Umm ... I'll take a stab at it. So you said value
equals workers' efforts plus machinery. But,
um, but what about the value of management,
for one? I mean, the skill of management is really
what holds a business together and uh, and
advances a business.
M: Right! Anything else?
W: Well, sure. What about the value of marketing?
Like, what would some of these big, highly
succeooful companies be without marketing,
and uh, and salespeople. And accountants
and strategic planners and ...
M: OK, OK! You've got it, for sure. To say that the
yalue of a business is only a function of
manufacturing effort and the machinery is,
well, pretty na'ive.

in Impressionist works were too trivial. ni~y felt

like, well, that there wasn't any emotion. So they
stressed emotion in their paintings, and therefore
focused more on people. Should I sum up?
Couldn't hurt. When you think Impressionist,
think landscapes without much emotion, and
with the Post-Impressionists, ihink human subjects
and more emotion.
Now, moving on, there were also some artistic
methods-some techniques-that differed between
the two. With Impressionism, it's suggested
that Claude Monet one day just-uh, 'he just
decided to walk outside and start painting. He
felt like it was important to capture something at
that very moment, uh, in the state it was in. So,
what this translates to is very quick brushstrokes
and a focus on the way that the lighting-the
light at that time of the day affects a piece. But
with the Post-Impressionists, they generally took
a few different, uh, people like Van Gogh and
Seurat took more time with their brushstrokes.
Van Gogh used a lot of swirling patterns, while
Seurat made tiny dots of color to form a picture.
And instead of being concerned with lighting,
they cared more about capturing the emotion
of the subject than capturing the light of a
landscape.

07 Business
06 Art History
W: I noticed that many of you still aren't sure about
the differences between Impressionism and
Post-Impressionism. You got the similarities:
vivid colors, thick application of paint. Let me
make some further points to help you understand
the distinctions,.
The Impressionists started off as a group of
artists who just wanted to do something
different than .what was currently being
prescribed by the Academy of Fine Arts in
19'"-century France. The Impressionists departed
from tradition by painting contemporary
scenes. Additionally, they painted open-air
scen(ls and landscapes This is significant
because before the Impressionists, nobody
painted landscapes. On the other hand, the
Post-Impressionists felt like the scenes painted

- - . - 684

Transcripts

1\11: All right, we've been talking about advertising

theory for a long time. We'll be wrapping up our
advertising unit soon. Anyway, today we're
going to go over another popular method of
advertising anp we'll cover the, uh, the pros
and cons of it. Oh, before we move on. are
there any questions about attractiveness?
W: Um, excuse me.We never went over attractiveness.
M: Oh, you know ~hat? I used the term likeability.
But it's the sar:ne concept. That's my mistake.
Anyway, we'll probably return to that in today's
discussion about spokespeople. Let me get
right to it.
Well then, at the moment I want to focus on
owners who become the spokesperson for il1e
company. This has happened wiih some freque1~cy
throughout recent advertising. CaF dealers EJ8
the most li11ely to do this, I'd say. Anyway, asorry, loot my train of t11ought.
.

W: Owner spokespersons, uh, spokespeople.

M: That's right, thank you. I'll start with the advantages.
The first is really just a monetary advantage.
Some advertisers hire an actor-maybe
somebody famous. Sure, people pay attention
when they see a famous person on the screenwe 've already talked about that-but this
comes at a price, as you know. When it comes
to a company's owners, well, you don't have to
pay an owner. No money has to change hands,
and therefore, the advertising becomes less
expensive. Another advantage is that it can
give an advertisement a sense of authority. If a
message is coming straight from the owner of
the company, it can give an authoritative vibe,
uh, feeling, to the message. People might be
more likely to believe what the speaker has to
say.
OK, well, an owner-spokesperson doesn't
always work. Back to likeability. First of all, well,
some people just don't belong in front of a camera.
I'm re you've seen a commercial where some
guy,J~ standing there, stiff as a board, reading
lines off of a card in a monotone voice. Not an
effeptive way to advertise. This is because
some people just aren't good at delivery. And
no one wants to watch someone like that.
Second, sometimes the opposite happens. If
you have someone who is too excited, too
egotistical, or whatever the case may be, it will
give people a bad impression of the company.
It just sends the wrong message when someone
gets 'up there and, I don't know, thinks they are
better than everyone else. Of course, the point
of advertising is to say you're better than the
competition, but you have to do it right or it just
alienates potential customers.

M:
W:

M:
W:

M:

W:

IVI:

08 Zoology
W: Good morning, class.
Students: Good morning, professor!
W: Wow, you're all in a good mood today. That's
good, because we're going to be going over a .
pretty, uh, involved and difficult topic. So, I
recommend a lot of participation today
because it is really going to help you understand
these concepts.

W:

IVI:

W:

Anyway, we're going to be going over the theory

of memory in animals, and I'm going to support
the theory with a specific example ... but I'll
save that for a little later. First, to introduce it all,
what do you think the relationship is between
animal size. and memory function?.
Um, I'd have to guess that the bigger the animal,
the better the memory.
Actually, there's not a concrete correlation to
be seen here. So, this leads us to the topic for
today. I want you all to understand that some
animals have much more developed memories
than you would have ever anticipated. One
such type of animal is, well, an insect.
An insect? I can't imagine a tiny insect having a
great memory.
Well, there's a study that substantiates this fact.
The study involved an experiment where a
group of researchers placed a circle of pine
cones around a female wasp's nest. The wasp
was inside the nest when this happened. So,
what the wasp did-the wasp left the nest and
started checking out the pine cones, getting
acquainted with their positions, making sure
they weren't a threat ... that kind of thing. So,
when the wasp left the area, a researcher
moved the circle of pine cones a little distance
away from the nest. It was the same pattern,
but it was few feet away from the nest.
What, and the wasp came back and thought
the nest was still in the middle of the pine
cones?
That's exactly what happened. The wasp flew
straight to the middle of the pine cone circle
and buzzed around for a little while, seeming
confused. So, what is it that we can deduce
from this experiment?
Well, it seems to rne that wasps have extremely
developed memories.
Perhaps. I mean, it certainly proves that wasps
have some sort of memories, probably more
than we would have imagined.
Well, doesn't it suggest something about the
nature of a wasp's memory? I mean, how it
works?

That's what I was getting at. I mean, in a way

t11at's a whole different topic, but I did want to
put that out there.

Transcripts

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09 Psychology
W: Today's lecture is going to be very interesting.
During the course of the semester, the nature
versus nurture debate has come up a couple of
times, and today I'm going to present both
sides of the argument.
Before we start, let me just reiterate the basics
. of the debate involving how we develop
personalities. The idea is this: some people
believe the intrinsic qualities of each individualthe nature of a person, so to speak-are more
influential than the qualities that come from the
individual's experience-the parts that are
assumed to have been nurtured. Then there're
people that believe the opposite. Are we all
more or less clear about that? OK, let's move
on then.
Anyway, let me start with the nature theory,
which would assume that people's personalities
arise as a result of their innate traits, traits they
were born with. The strongest argument for the
nature theory is heredity. In order to test this
theory, scientists usually test twins. For example, a
lot of twin studies go like this: they'll observe twins,
who obviously share the same genetic traits.
The thing is they'll be in different environments.
And time and time again, the results have
shown that the twins exhibit striking similarities
in terms of personality. Nature supporters
argue that this wouldn't be possible if the twin's
genes didn't influence their persooality. So, to
recap: the nature theory says that people are born
with certain traits that affect their personalities.
I hope that's clear.
Now, let's not forget that there's some pretty
compelling evidence on the other side of the
argument as well. The nurture argument is
based on the idea of tabula rc1sa. Tabula rasa
is Latin for "blank slate," and the concept is
basically that humans are blank slates when
they are born, uh ... fresh tablets waiting to be
written on, so to speak. As we grow up, we
learn. from the world around us. I want to bring
up B. F. Skinner, who will sound familiar to you
because we studied his work on conditioning,
responses to conditions. What Skinner did is
actually very important to this debate because
it is completely based on the hypothesis that
behavior is learned and not innate. He suggested
that we learn everything after we're born.
Genes aren't involved in personality. It's all

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about environments. Now, keep in mind, we

can combine these two theories, and they can
both be partially right. They aren't mutually
exclusive.

10 Art History
M: Today we're going to talk about two important
art movements of the 20 century: cubism and
surrealism. I want our focus to be on how they
are constructed, rather than any sort of historical
stuff. So, we'll start off by talking about how the
cubists thought of their art. Let's open up the
discussion. Any thoughts? Yes?
W: Well, I seem to remember reading about how
cubism began. It was, uh, Picasso and ... uh,
Georges Braque. They thought of art in terms of
little cubes.
M: That's true. Let me expand on that. What
cubism-cubist art-tries to do is take apart a
scene or a subject, and tries to put .it back
together using geometric shapes, like cubes,
hence the name cubism. Is that clear?
W: Well, the thing I wonder is ... I mean, everything
is made of shapes anyway, right? So how is
cubism really different?
M: Good question. putting the shapes back together
really isn't all of it. The most important part of rt
is that the shapes have to be reassembled in
an abstract way. So, maybe a cube goes at the
end of an arm where a hand usually would be.
Therefore, it's more abstract. Does that answer
your question?
W: Yeah, and actually, can I say something about
surrealism? I mean, if we're done with cubism.
IVI: Sure, go ahead.
W: 01\, so, from what I recall, surrealism had the
same idea of distorting reality, right? But the
surrealists did It in a different way. I remember
someone saying that the best way to describe
surrealism was to think of it as putting real
things in a dream world.
.
M: You know, I like that idea. I'd say surrealism rs
very much like that. But, in artistic terms, they
took actual things and merged them in strange
ways, rather than re-assemble them in different
shapes. So, like in Dali's works, you might see
clocks on a table out in the desert, melting
clocks, and a tree growing out of the table You
wouldn't usually see those things in real life.

'1

right? At least not together. So, it's almost like

being in a dream world, even just looking at the
painting.

01 Biology.
M: Recently, everyone's been talking about the

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sun as if it's the enemy-some even suggesting

that we avoid it altogether. However, I want to
go over some of the benefits of sunlight today,
and, um, how it can be good for your health.
First of all, the sun provides us with vitamin D
that our bodies can use. Vitamin D is essential
for our health-we need it to absorb calcium.
While we can get uh, a small amount from
foods, such as liver and egg yolk, the sun is
actually our major source of vitamin D. Just 20
minute,s of sunlight during the summer causes
your bpdy to produce 20,000 units of this vitamin,
when the minimum you need is 2,000 units.
Secondly, research suggests that getting out in
the sun' can actually help you be, well, happy.
Sun exposure-and, uh, this can be hard to
grasp, so let me give an example. Some people
start to feel down during times when they don't
get much exposure to the sun, you know, like in
the winter. Evidence suggests that exposure to
sunlight can actually reverse this trend of
unhappiness. There are many theories that try
to explain why this happens, but they all agree
that it is related to sunlight.

02 History
M: A symbol, as you all know, is a thing that stands
for, um, represents something else. A tiger, for
instance, may symbolize power. An interesting
thing is that t11e meaning of a symbol might
change over time. For example, the Bastille
was a prison in Paris, and yet somehow, it has
come to symbolize freedom. Let's talk about
how that happened.
First, let's locus en the onginal-uh, what the
Bastille used to be, used ro stand for. The
Bastille was a p1ison-tl1is is cluring the rule of
King Louis the sixteenth. We're talking about

the late 1700s. At that time, it was for those who

acted, or wrote, or spoke rebelliously against
the French government. It represented a place
of political oppression, um, and the absolute
monarchy that controlled France. Anyone who
said anything that the government thought was
rebellious was put in the Bastille.
But this all changed when the people of Paris
got fed up with the government and decided to
free the prisoners. In what's referred to as the
storming of the Bastille, an angry crowd
attacked the prison and released everyone in it.
This event actually triggered the French
Revolution, which brought great change to
France. The people were finally free of the
absolute monarchy. So, as you can see, the
Bastille actually became a step toward France's
freedom, and I think you can understand why
it's now a symbol of freedom, too.

03 Office Hours
M: Hi, Professor Peters? I was hoping you had a
moment to talk .about the upcoming test. I didn't
do very well on the last one.
W: Sure, Paul. Would you like to talk about how you
can prepare for the next one? I guess I'm
notorious for being extremely tough.
M: Yeah, well, it is Organic Chemistry, after all.
W: True, it's a very difficult subject.
M: I know, but it's really frustrating ...
W: Well, you know what? Since the department
acknowledges that my class is hard, they've
required that I post all of my older tests online.
!VI: Oh, right! I had almost forgotten about that!
W: Well, you'd be surprised at what a great study
aid those tests are-they'll help give you an
idea of what to expect. Just go to the course
webs'rte.
l\il: OK, I will.
W: And also, the department has created online
tutorials for this course. I'm sure I've mentioned
that in class.
lVI: Again, I've been so caught up in trying to read
the textbook that I'd forgotten about the
supplementary materials. I'll definitely check
them out.
W: Yes, read the text-certainly do that, but these
extra things will help reinforce what you're
learning. '
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687. -

04 Service Encounter

05 Environmental Science

M: May I help you?

W: Hi. I'm looking for some information about getting
a job here on campus.
M: Are you looking for a specific type of job?
W: Hmm, well, I'm particularly interested in working
in food services. Are there any positions that
are open?
M: Indeed there are! They are always hiring.
There's a rather lengthy hiring process, though.
Now, there are different areas that you could
work in---the cafeteria kitchen, or at one of the
delis on campus, or in the bakeshop. And
there's also catering, which is affiliated with the
university. You'll have to decide which one of
those you want.
W: Actually, one of my friends works with the catering
service, and she said that she really likes it. I'd
like to work there.
M: OK. We have all the applications for Food
Services here at the employment center. Give
me a sec. They should be around here ... here
we go. You can fill it out now if you want.
You should also be aware that you're going to
have to attend an orientation session with Food
Services if you get hired. They always hold
those on Mondays, actually. All new staff need
to attend one. of those before they can start
working.
W: Monday shouldn't be a problem.
M: OK, then, I'll go ahead and pencil you in for an
official interview. One of the managers from Food
Services will meet you here in the employment
office. Can you come here at eight a.m. tomorrow?
W: Um, yeah, that should be OK. Is there any training
I have to go through before I can start working?
Because I'd like to start working as soon as
possible.
M: Yes, there is some training. I'm glad you asked
that, because that's the last step. Food
Services does on-the-job training. If you're
hired, you'll actually start working right away,
but technically you'll be training.
W: Wow, that's great to hear. So, just come bacl<
tomorrow morning for the interview?
M: Yep, at eight a.m.
W: Great. Thanks for your heip.

M: OK, so we'll be talking about mountains,

specifically, why they get taller. Can anyone tell
me what the tallest mountain is on Earth?
W: Mount Everest.
M: Correct, and it's getting taller, too. Well, I'll be
talking about some mountain ranges today-the
tall ones, that is, and what causes them to be
so tall, and even become, over the years, even
taller. OK?
So, some mountains are affected by plate collisions.
You'll remember that the Earth's crust is made
of plates, and those plates can move. First of
all, the Andes were created when the Nazca
plates began to slide under the South American
plate, which you'll remember is called subduction.
Experts created a computerized model of this
range and discovered that the reason why the
Andes are especially high is that the South
American continental plate is particularly longuh, 7,400 kilometers, and this length has
allowed more room for the plates to push
together against each other at different places,
resulting in a huge "w" shape. That's a huge
subduction zone! OK, so we've got subduction
as one process for pushing up mountains.
Now, let me pick on someone-Mary, can you
give another reason that might cause mountains
to grow-uh, I mean old mountains to become
taller?
W: Um ... well, I can think of a lot of reasons why
mountains would get shorter, like erosion ...
but, um, no, I can't think of why one would get
taller.
M: I'll help you out, then. Actually one reason for
taller mountains is global warming. The
European Alps, especially the French Alps,
have actually been growing over time. So
here's what's been happening. Where glaciers
exist, there is some pressure on the Earth's
crust, causing it to push downward .
because they're so heavy, that is. So when the
ice begins to melt, the Earth's crust, then,
begins to spring in the opposite direction-up.
It's just like a spring, actually, so imagine that.
This pushes these mountains toward the sky.
Interesting, huh? Who would ever guess that
global warming could make mountains grow
taller?

688 Transcripts
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06 History

W: Good afternoon, everyone. Today we'll be

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'

exploring how Confucianism has affected

northeastern Asian countries, such as China,
South Korea, and Japan. Confucianism is an early
collection of ethics and social and philosophical
ideas that are based upon the teachings of the
ancient Chinese philosopher Confucius. The
basic idea of Confucianism is pretty much how
each person can participate in creating a
peaceful, well-organized society. Each of the
nations I mentioned took Confucianism and
modified it to suit its particular tastes.
First of all, Confucian ideals shaped the social
relations of many people in northeastern Asia.
For example, its influence in Japan can be
seen in the way that order and relationships are
understood. Confucianism stresses the importance
of individual relationships, basically, how people
relate to each other in terms of their place in
society. It's like in a family ... parents and children
know their. places. So everyone should know
their place in society. Many Asian countries
have taken this very seriously, and they enjoy a
lot of, uh ,'.social harmony because of it.
Secondly.people have found ways to apply the
idea of Confucian social harmony to business.
Um, Confucianism actually discourages seeking
profit-Confucius said that profit led people to,
uh, do wrong to other people. Well, that idea
wouldn't be a good thing to apply to a business.
However, the idea of harmony can really help a
business run smoothly.
Confucianism's ideals include an aversion to
conflict ... so without conflict in the workplace,
things run more smoothly. Imagine a workplace
where everyone worked together in harmony.
In addition, along the same lines as social
relationships, if everyone knows their place in
the workplace, there are no power struggles,
and businesses can operate without any of those
complications. If workers aren't just trying to,
you know, climb the corporate ladder, they can
instead focus on sharing ideas and cooperating.

:q Office HOU rs
W: Hi, Mike. Come in.

M: Hi, Professor Oliver. Do you have a moment?

W: I sure do. What can I help you with?
M: Well, I really want to take some courses over
.
the summer here, but the problem is, I'll be living
at home, which is nearly four hours away. I
couldn't even consider commuting that distance.
W: No, certainly not! That'd be eight hours out of
your day just for traveling.
M: Exactly. But I don't know what to do. I can't live
away from home because one, I can't afford to
get an apartment, and two, my mom really
wants me home.
W: Well, have you considered taking online courses?
M: You mean the ones offered by the university?
I've considered them, but really, I don't think I
could afford them.
W: No, no, actually, they're less expensive than
conventional courses you would take here.
M: Really? I had always thought that they were
pricey.
W: No actually, in my experience, they don't cost a
lot, and they're well worth it. You know, I actually
received some of my continuing education
credits while taking online courses, so I have
an idea of what to expect. They're not particularly
expensive at all, especially compared to what
you'd have to pay for another semester of college.
I assume that the reason you want to take summer
classes is to graduate earlier.
M: Yeah, I'm actually a bit behind at the moment.
So it'll help me graduate on time if I can take
some summer courses. I haven't come across'
anyone who has taken on line courses until now.
So I won't miss out on the vital parts of the
classroom experience? Like lectures and real
communication?
W: Well, you're a sophomore. I mean, you have two
more full years of classroom experience ahead
of you. So you should get plenty of experience
that way. Is it the motivation you're worried
about, like that by being at home you wouldn't
be as motivated to complete assignments?
M: No, I mean, I just worry that there'll be no
interaction with tl1e professor ... misunderstandings
W: Sure, lectures can be a great way to learn, but
t11ey aren't the only way. You know, when I took
one of my courses online, we did all of our
discussions on an Internet message board,
and I thinl< it allowed people to participate more
than they usually would in a classroom.

Transcripts

689 _ ;

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M: That's a good point.

W: And some of the lectures will be text-based, so

you can reread what you don't get, and maybe
even learn better that way.
M: Hmm, this is something to ponder.
M:

08 Service Encounter

W: Hi! Can I help you?

M: Yes, please. I'm here to ask about the student
activity fee.
W: Sure, any specific questions?
M: Yeah, first of all, what exactly am I paying per
semester?
W: Well, it all depends on your enrollment status.
How many credits are you signed up for?
M: Fifteen. I'm a full-time student.
W: OK, meaning you're paying the full-time fee.
Let's see. Well, looking at this chart, you ... are
... paying $560 per semester.
M: Whoa! That's steep! Do I really have to pay
that? I mean, there's no way to waive that fee?
W: I'm sorry, but it's a mandatory fee for all
undergraduate and graduate students.
M: It just seems like an awful lot. Well, my second
question is, what exactly is it for? If it's going to
be so inuch, I might as well find out if I can get
any benefits from it.
W: Certainly. The student activity fee 1s mainly
used to fund two major things: campus events
and campus services.
M: Campus events? Like what? I haven't been to
any this year, not that I'm aware of.
W: Do you remember Spring Weekend? There
were tons of concerts, some big-name bands
that came here to perform, and lots of events
like comedy shows that ran pretty much all
weekend.
M: Oh, yeah. When was that? In March? OK, but
that's once a year.
W: Well, that's one of our bigger events during the
school year, but we always have other, smaller
events going on all the time. For example, we
have free barbecues every month-l1ave you
been to one?
M: No ...
W: Really? But they're always being advertised ...
Anyway; there are also movie viewings every
Thursday night. And special guest lecturers

- - 690 Transcripts

W:

M:
W:
M:
W:

from time to time. If you keep your eyes and ears

open, you'll find that there's. always something
that's being arranged by the student government
and by various student organizations. They
work really hard to keep up a lively atmosphere
on campus.
Didn't you also mention services?
Yes, we have a wide array of available services,
such as health care, student-produced publications
like the weekly newspaper, and free on-campus
transportation. There are also computer centers
located all around campus, special library
facilities, and most recently, the night walk
program.
What's that?
Well, we have groups of people that escort
students around campus after dark.
Hmm, I didn't .know that.
Yes, you see, though the student activity fee
may seem like a lot, if you consider all that it
includes, it's really not at all.

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09 Astronomy
W: Continuing with our progression through the
planets, today we're going to talk about Jupiter.
Um, specifically I want to focus on how weather
patterns relate to how it looks. Jupiter has an
amazing look to it ... striking bands of color,
bright spots. Today we'll go over what makes
Jupiter look that way.
Jupiter's weather can be attributed in large part
to the rotational speed of the planet. Let me talk
about that for a second before I get into
Jupiter's appearance. So, Jupiter rotates really
fast, much faster than Earth. And as we'll see in
a second, this causes some interesting things
to happen.
OK, first I'll start by talking about the atmospheric
bands of color on Jupiter. The bands look like,
well, like strips of either a dark red or a lighter
red, almost sandy color. Well, these colored
bands are caused by convection. Uh, clo you
all remember convection from our previous
classes? Well, let me remind you, just in case
.. Convection refers to warm air rising and cool
air falling. As warm air rises, it takes with it
atmospheric gases. On Jupiter, the rising air
makes lighter bands, and the cooler air sinks

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;'

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and creates darker colors. Does everyone follow

so far? And here's where the rotational speed
comes in. Because the planet is rotating so
fast, these bands wrap all the way around the
planet. Let's compare that now with what's
going on in the Great Red Spot. Now, first think
of hurricanes as they occur on Earth. They travel
over water, build strength, and then dissipate
once they reach land. OK, wi_th that said, the
Great Red Spot is a hurricane, though
researchers estimate that it has been going on
for the past three hundred years. It's also very
big ... actually, it's about the size of Earth, it
not bigger! Now, this sounds very different from
Earth's hurricanes, right? Well, there are a couple
of reasons tor this. First, Jupiter's rotational
speed comes into play again.
Scientists believe that the rotational speed
helps to sustain the storm, though they aren't
exactly sure how yet. In addition, there are no
continents, uh, land masses on Jupiter like we
have here on Earth. Hurricanes lose their
11strength on Earth when they hit land, right?
't:iJVell, there's no land on Jupiter to do that, so it
-just keeps going and going and going ...

10 Biology
M: All right, so we'll be discussing alleles and
hopefully, by the end of this session, we'll be
able_ not only to define them, but understand
them as well. Here's what .I think I'll do ... I'm _
going to go ahead and give you the basic
definition, then I'll show you how alleles workshow them to you in action, and hopefully then
you'll have a very clear idea of what they are
and what they do.
Alleles are a pair or sequence of genes that exist
at a certain location on a specific chromosome,
a chromosome being a strand of DNA that
holds our genetic information. So, what you
need to remember about alleles is that they are
the part of DNA that determines a genotypegenotype referring to cl1aracteristics-genetic
characteristics of an individual. OK, that was a
lot of information. I see you all frantically taking
notes. Are there any questions at this time?
W: Well, yeah, I'm not sure I understand yet what
alleles do. They're part of DNA, but what do
they do in DNA? I mean, what's their function?

M: That will be my next point, so if there aren't any

other questions, I'll get right into that.
OK, so on to the role of alleles. In essence, alleles
determine what traits people inherit as part of
their genetic makeup. Inherit from their-from the
individual's parents.
W: I've always wondered how that happens. I
mean, J look almost exactly like my mom, but
not my dad. Does that have something to do
with dominant genes-or I guess, alleles?
M: You're exactly right. To talk about the role of
alleles, we need to talk about the types. So put
types in your notes. There are actually tour, but
we will go over two of them now and two of
them tomorrow. The first two are dominant and
recessive. Luckily, these are the two that are
the easiest to understand.
W: Because they're opposites, right? Dominant
means they dominate, and recessive means ...
M: Well, yes, but let's put it in clearer terms than
that. Traits need at least two alleles. A dominant
allele will cause the trait to materialize if just one
allele of that trait is present. So, let's use the
brown eyes trait and say it is a dominant trait. It
a child receives one brown eye allele and one
blue eye allele, what color will the child's eyes
be?
W: Brown.
M: Right. And a recessive allele means that two of
that same allele are required to make that trait
occur. So, if we say that blue eyes is a recessive
trait, a child would need to have two blue eye
alleles to be born with blue eyes.

!1 Environmental Science
W: Now, I lrnow everybody knows what a sea is,
but I'm sure that if I asked around right now,
we'd hear a lot of different answers about what
features make up a sea. Another thing that a lot
of people don't know about is that there are
different types of seas. So, uh, that's what
we're going to go over.
OK, the first type of sea is called a mediterranean
sea. And just so we're clear, although the
Mediterranean Sea is an example of a
rnediterranean sea, in oceanography we use
Transcripts 691

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the term to describe a sea that has limited

exchange of deep water with the oceans. So
how doi:is the water circulate? Well, it mostly
depends on the temperature of the water,
which moves the water from place to place.
The density of water, due to salt dissolved in it,
also changes as its temperature changes. The
denser water sinks, pushing less dense water
toward the surface. Some other examples of
mediterranean seas are the Caribbean Sea
and the Red Sea.
Next, uh, second, there are marginal seas.
These are really areas of the ocean that are
somewhat enclosed by land. I mean, they may
have some islands around that help define their
boundaries. The big distinction to. remember
with marginal seas is that their currents are
mainly caused by ocean winds. Some examples
of marginal seas are the Bering Sea and the
North Sea.

02 Biology
M: We've been talking about marine life lately.
Today I want to talk about respiration. I thought
it would be interesting to talk not only about
what mechanisms allow organisms to breathe
underwater, but how it's done on land as well.
So, to get started, let's talk about breathing
underwater, or aquatic respiration. Here's a
thing to remember: there is relatively little oxygen
in water. So animals that live underwater need
a system that allows them to process oxygen
differently from land animals. To do this, fish
have developed gills. Gills allow organisms to
extract oxygen from water.
Later, we'll talk some more about how gills
work, but right now, I want to contrast that
information with a common system of respiration
for animals that live on land. Since respiration is
really just an exchange of gases-you know,
where carbon dioxide is swapped for oxygenfor simple, single-celled organisms, breathing
is as simple as constantly being exposed to the
air. For those organisms that have more than
one cell, it's a little different. An example is
vertebrates, which have lungs that allow them
to breathe. Special cells in the lungs saturate
blood with oxygen. OK, let's contrast this with a

692 Transcripts

detailed analysis of what happens in fish.

03 Office Hours
W: Hi, Professor Cope. I know your office hours are
almost over, but I really wanted to talk to you
about something.
M: All right, but let's make it quick.
W: Sure. All I wanted to do was ask if it would be
possible for me to switch my group discussion
section to another one.
M: Which of the two are you currently in?
W: I'm in the Friday section that starts at 1O a.m.
It's led by ... oh, what's the teaching assistant's
name? Oh, Laura.
M: Would you mind if I ask you what the problem
is? Obviously, it's completely confidential, but if
it could help me coordinate my teaching
assistants better, I'd really appreciate it. I want
to make sure they're getting the job done.
W: No, no, no. It's not Laura at all. In fact, she's
great. It's just that I have another class that
starts at nine a.m. It normally wouldn't be a
problem, since the class officially ends at 9:50,
but the professor just keeps going on and on. I
just feel bad always showing up to the discussion
group at least ten minutes late.
M: Oh, I see. Let me just make a note of it in my
roster. So you'll be changing to the Thursday
night section with Bill.

04 Service Encounter
W: Hi, I'm Marilyn, the housing coordinator. Can I
help you with anything?
M: I was told to come here about a problem I was
having. It's not really a problem ... it's just
something I have to take care of ... soon.
W: OK, so what exactly do you have to take care
of?
M: I was assigned a great room. It's really nice and
all, like, I really like the private bathroom, and
the closet space is great.
W: You know, usually we don't have students coming
in to talk to us about how great their rooms are.
I have a feeling that there's a complaint
somewhere in there.

M: Well, like I said, Barbour Hall is really great,

butW: Wait, did you say Barbour Hali? But that's a
girls' dormitory.
M: Exactly, which is a shame, because it's probably
the best housing on campus. But I'm assuming
that there was just some mistake in the computers
and I was assigned to the wrong dorm.
W: OK, let's fill out a "Change of Residence" form.
I know I have them here somewhere. f:jold on
just a sec. Here it is. All you have to fill out is the
top part. And please make sure to put your
Student Identification Number on there.
Otherwise, the only way we'll have to track you
down is by looking for the only man in Barbour
Hall.
M: OK, this looks pretty straightforward. Oh, wait,
do I really need a copy of my social security
card? If I do, I'll have to go back to my room to
get it. I don't usually carry it with me.
W: Oh, since you've already been assigned a
room, you're already in the system. That's fine.
You can leave that line blank.

and online resources to push them forward. In

contrast, a new business justwouldn't have the
supply network or the customer following to
make a bricks and clicks model work. So, what
does make the model work?
Well, I kind of just mentioned this before, but let
me highlight the advantage of having supply
and distribution worked out already. Retailers
don't have to worry about logistical stuff, and
they get more choices about their delivery
policies or even price discounts. Does that
make sense?
W: What other kinds of advantages does it have?
M: Well, how about stability? Unlike purely
Internet-based businesses, bricks and clicks
businesses usually have years of experience
under their belts. That perceived stability helps
bring people back, because remember, people
like to go with businesses they trust.
If there are no questions, let's move on to the
disadvantages of this model.

"r.~

,.

'-

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06 Anatomy

05 BusinesS:M: Good morning, everybody. Last time, we talked

about various online business models, but
today's model is a little different because it
incorporates both online as well as offline
elements. It's called the bricks and clicks.
model. The name sounds funny, but it works.
Let me give you an example. Think about the
last time you wanted a new, um ... let's say
radio. Maybe you went online and checked
prices at different retailers. And then you find
that you can even order the radio online. If you
want it right away, you could actually go to the
store and pick it up rather than wait for it to be
delivered. That's one example of how the
bricks and clicks model works.
Now, right off the bat, can anyone think of the
kind of business that would be best-suited to
follow this kind of model?
W: I would imagine that companies that have a
strong brand or some sort of presence in the
market already.
M: You're absolutely right. It's just more feasible
for those types of businesses-and we'ri;i talking
about retailers really-um, to use both otfline

W: Last week, we left off talking about the major

human organ systems. We learned that there
are eleven different systems, all of which serve
very important functions. Today, I'm going to
take some time to expand some more on the
integumentary system. In case you don't
remember from the last lecture, the integumentary
system comprises the external covering of the
body. So, we're basically going to be talking
about skin, hair, and nails. To start with, the
integumentary system is the largest organ system
that humans have, at least in terms of surface
area. Anyway, the system has different functions.
First, it provides protection for internal organs.
I'm sure you can all imagine how terribly vulnerable
we'd all be if we didn't have any skin to cover
up all our organs. But also consider that skin
helps keep out infectious elements as well. So,
we can consider our skin a shield for. us, and
we'd be-well, just be happy you have it.
Another function of the integumentary system is
that it helps humans control their temperature.
How does it do that? Well, it acts as both an
insulator and a regulator. between our internal
organs and the external environment. The skin

Transcripts 693

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J_cc:.c~.:_

---- _-'.___:_.--.. --'-::_-,

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' mechanisms that help regulate

also has certain
body temperature. Perspiration is an example of
this. See, when we produce sweat, the evaporation
of the sweat has a cooling effect. and it helps
keep us from getting too hot. Because of our
skin, our bodies avoid the damage that can
occur from abrupt changes in temperature.
Finally, the integumentary system is also important
for sensory perception. Um, I mean, for the
ability to feel things. If you think about it, I'm
sure it doesn't take much to appreciate the
importance of the skin as a receptor for touch,
pain, or temperature changes.
07 Office Hours
W: Hi, Professor Daniels. I hope I'm not bothering
you. I had some questions about the paper you
assigned today in class.
M: Hi, Isabel. It's been so long since you've come
to visit me. What exactly can .1 help you with
today? Didn't you like the topics I came up
with?
W: Oh, that isn't it at all. The one on the comparisons
of theories of change was especially fascinating.
I think that topic would be so interesting to
explore.
M: But you seem to have something else in mind.
Care to share?
. W: Ha, I guess you know me pretty well. I suppose
you would by now; I've lost count of how many
classes I've taken with you.
M: I have as well. Anyway, about this paper topic.
You're keeping me on the edge of my seat
here.
W: Oh, of course. Well, there's really nothing special
about my question. What I was thinking is that
I'd like to work on the paper I wrote earlier this
semester. The one on Plato's theory of forms.
Do you remember which one I'm talking about?
M: Of course. Um well, why don't you tell me some
more about what you would be writing about
exactly?
W: The last time, I really only discussed the main
points of his theory. Since then, I've read much
more, and I think I want to explore different
aspects of the theory.

- - 694 Transcripts

M: Can you give me something more tangible?

Just so I have a good idea of what you're aiming
for here.
W: Well, in concrete terms, I want to talk mostly
about the philosophical concerns that motivated
Plato's theory of forms. It would probably
arnount to about ten more pages-at least the
materiall'm planning on covering.
M: That sounds really interesting. I'm having a
hard time deciding if I should let you do this,
though. Somehow it seems kind of unfair to the
rest of the class. Everybody else will be writing
on the newer material, you know?
W: Well, if you'll allow me to make another point on
my behalf-the reason I want to expand on this
paper in particular is because I'd like to submit
it to the department for publication in the
department magazine.
M: Oh, that would be great. I think so many people
would really enjoy that. OK, I'm sold. You can
do it, but you'll have all the same due date and
guidelines as the others.

08 Service Encounter
W: Next, please.
M: Hi, I need to talk to someone about my student
health insurance. I received my policy information
and my card in the mail a couple of days ago,
but I'm still confused about some things.
W: OK, well, I can help clarify it'for you, if you'd
like. Most people need an explanation.
M: That would be wonderful. I don't know, this
insurance stuff is just strange. I mean, I'm glad
that the university provides insurance for all of
the students, but so far I don't have any idea of
what's covered and what's not covered, or
whatever.
W: I know. The worst part is that insurance policies
don't ever really get easier. I think people just
get used to them. But anyway, you already
know that you're covered under the university
health insurance. And just so you know, it'.s not
exactly free. If you look at your student bill at
the beginning of the semester, you'll see a
Health Services Fee. That's what the university
charges you to be covered in the plan.
M: I didn't know that. I was wondering what that
was all about. I'm glad I didn't decide to take it

"'

up with the bursar's office after all. Anyway, I

guess my biggest question about this is about
what coverage I get.
W: The plan is pretty comprehensive. You have
free doctor's visits, which would include routine
check-ups or physicals. Now, if you're going to
have any lab work done, it's um, let me check
on this, that's right, a $15 fee that is not covered
by your policy. So that's out-of-pocket. You'll
also have to pay for X-rays. Oh, and since we're
talking about X-rays, you should know that a lot
of X-rays have to be taken at facilities off-campus
because we don't actually have the equipment
to do all types of X-rays.
M: Oh, OK. And how about dental?
W: Unfortunately, the basic plan does not cover
any dental work. What the university suggests
for students who want dental coverage is to
either seek out another insurance provider, or
check to see if you are covered under your
parents' plan.
M: .Gotcha. Well, I think that about answers my
._;;questions. I guess I should take a look through
''the policy book as well. Thanks a lot!

09 History
W: Continuing our discussion of the Spanish conquest
in Mexico, today, I want to briefly discuss an
indigenous group, called the Purepechawhich still (JXists today, by the way-who.
offered some of the strongest resistance
against the Spanish. So I'll just start by defining
the tribe for you-saying a little about them-but
the main thing I want to focus on is on, um, a
couple of theories that try to explain how they,
uh, how they were able to survive as a culture.
OK, let's go. Um, compared to other tribes, very
little is known about the history of the
Purepecha. Anthropologists are still pondering
their exact origins, but is it, I mean, it's widely
believed that they came from somewhere in
South America. Anyway, what I want to segue
into is that the ter:itory that they inhabited is
Central America-modern Mexico. This is of
particular significance because of the tribe's
relation to the Aztec empire. Are you all following
so far? Let me explain a !ittle further, then. Of
the little bit of Purepecha history that has been

reconstructed, it is known that they were

involved in numerous battles with the Aztecs. In
fact, it was one of the few tribes that were able
to successfully resist the Aztecs. Historians
believe that two factors played a big role in
being able to do so.
First off, unlike any other tribes in the region,
the Purepecha had knowledge of metallurgy.
This is one of the reasons that anthropologists
think that they came from South America.
Anyway, their skill for working metal gave them
the capacity to create advanced weaponry.
Additionally, Purepecha warriors have been
described in many different accounts as having
worn armor. It's assumed that the advanced
weapons and body armor enabled the
Purepecha to defend themselves and their
lands more effectively.
Next, the Purepecha apparently had a military
organization that was pretty much unmatched
by any other indigenous group in the region. In
size, I mean, and in organization, training, and
such. Let me share something I saw in my
readings recently. Not surprisingly, the Aztecs
attempted to invade Purepecha lands on
numerous occasions. In 1478, the Aztecs led a
battle against the Purepecha. However, they
were badly defeated when more than 40,000
Purepecha soldiers met the Aztec forces,
comprised of 24,000 soldiers.

10 Ecology
W: Now, both of the relationships we'll talk about
involve two species that are in direct contact.
To begin, who can tell us what parasitism is?
IVI: It's when one organism literally lives off of
another one. Oh, and the animal that the parasite
lives off of is harmed, while the parasite benefits.
W: Good. You just covered the two points that I
would have used to describe a parasite.
M: I almost want to compare a parasite to a regular
predator. I mean, I guess it's different because
the parasite is usually smaller than the host,
whereas a predator is usually larger than its
prey. But I guess that's mostly off topic. Sorry.
W: No, don't be sorry. That's a very interesting
observation. And along with that, I'd also like to
point out that some parasites work from the

Transcripts 695

inside, while others do their damage from outside.

So, can anybody give an example of a parasitic
relationship in nature?
M: How about ticks? They attach to animals and
feed on their blood for sustenance.
W: That's a great example. I know that most people
think that the world would be better off without
them, but even parasites have a role in nature.
M: Really? So, what are ticks good for?
W: Well, like they help control populations of
species that could do a lot of damage to an
ecosystem if their numbers weren't kept low.
Uh oh, we're kind of running short on time.
Maybe we should move on to mutualism.
Definition, anyone?.
M: Isn't it just like the opposite of parasitism?
W: Not quite. I mean, you're not wrong. But I'm
looking for an answer that goes a step further than
tbfil, Why don't you describe the characteristics
of a mutual interaction?
M: It involves two species interacting, except that
instead of one bringing harm to another, they
both sort of mutually benefit. Right?
W: Good. In which ways can a species benefit
from this kind of interaction?
M: They can use each other for protection. I
remember reading about birds that would eat
the flies and insects off of rhinoceroses.
Obviously, going around with a rhino offers the
bird some protection. But the bird also makes
loud noises when there's a predator around, so
it helps the rhino protect itself, too.
W: Great example!

01 Computer Science
M: Good afternoon, class. Last time, we barely got
started in our discussion about computer
networks. Oh, and just to clarify: the last tirne,
someone asked if there was some rnagic number
of computers that have to be connected in
order to officially have a network-I looked it up
and there's not really a single answer. But for
this class, let's just say a network is two or more
connected computers. Is that clear? Good.
Anyway, today we'll be delving farther into this

696 lranscripts

subject-we'll talk about two different networking

methods, the local area network and wide area
network.
Most of you are probably familiar with local
area networks, also called LANs. You'll find
these in homes and small offices, and you
probably use one in the campus library or even
in your dorms. By definition, they basically only
cover a small area. Local area networks are set
up in different schemes, with the most basic
involving two or more computers connected to
a single server through an Ethernet or wireless
connection. I'm seeing some confused faces.
Remember, a server is the device that administers
different services or resources to Users on a
network. For example, a server makes it possible
for computers to transfer files to each other
over a network, or it makes files accessible to
anyone on the network. Are things a bit clearer,
now? Let's move on.
Now, in the scheme I just described, all users
are connected to the server. There are many
other configurations which we'll encounter
throughout the semester, but overall, LANs can
be characterized by their relatively small scale,
especially when compared to a wide area network.
But the small scale of LANs also offers some
benefits. For example, they are often faster,
especially in terms of file transfer, and they are
built with a leased line, which we'll discuss a little
later in this lecture.
What about wide area networks? In computer
science, we usually refer to them as WANs.
These make resources available on a much
wider scale. What I mean by that is that a WAN
can be used by people in other parts of the
country, or even the world. The best example of
a WAN that I can think of is the Internet, which
is easily the largest network in the world. WANs
are built for many different purposes. They can
be used by private organizations to link up
smaller LANs to each other, or even by Internet
service providers, who use them to provide
Internet access to users. The most common
way to build a WAN is by using a leased line. A
leased line is a connection between two sources
that is used to provide not only networking
services, but telephone and Internet services
as well.
Since a WAN built with a leased line basically

just connects two LANs, it is probably the most,

secure. But the thing is that leased !in.es are
pretty expensive. To avoid this, some WANs
are built using different methods, such as circuit
switching or cell relay.
M:

02 Literature

W:

W: I'd like to talk today about the short story that

M:

W:

M:

W:
M:

W:

M:

W:
M:
W:

you read for homework over the weekend, The

Sandman. Before we get started .. '. and, uh,
rather than giving me a plot summary, could
anyone tell me what it's about? Not a plot
summary, please, but just, well, in general,
what's it about? What's its theme?
It's a tale about obsession, really. And well, I
guess how obsession can lead to one's
demise, you know, to a person's downfall,
defeat, death, whatever.
Well said, Tom. And who might the Sandman
be.x .. traditionally?
The
-,... uh, the sandman is a character in Western
.
myth who helps children fall asleep. But, Hoffman,
the;author, changed the character into a terrible
on.ei-a character who steals children's eyes!
That's it! Pretty gruesome, huh? Now, with this
in mind, let's look at Hoffman's use of motifs in
the story.
Pardon me, but uh, I'm not sure that I fully
understand what motif means, and looking
around the class, I don't think I'm the only one.
I think you may be right about that. I can certainly
clarify. In literature, a motif is an, um, an element
of symbolic significance that is repeated
throughout the story. Are you getting what I
mean? It can be a structural element, such as
when a certain kind of sentence or narrative
voice is used again and again. Or it can also be
a repeated literary device, like a metaphor.
Does that make sense?
Oh yeah, now I remember. Thanks. Um, so,
tiack to your question, one motif that I think
would be pretty hard to miss is that of the eyes.
I'm glad you brour;ht that up. Can you give me
an example of where the eye motif came up?
It was everywhere. ! mean, the Sandman would
supposedly steal Hie eyes of children.
Good. And here's something for you all to think
about too-the names oi the men that the main

M:

W:

character, um, Nathanial believed were the,

um, I guess incarnations of the Sandman also
refer to the eyes. One guy's name was
Coppelius, which comes from Coppola-this is
related to the Italian word coppo, which means
eye socket.
That makes a lot of sense. I wondered if that
name had another meaning.
Uh-huh. Now, earlier I said that a motif has a
symbolic significance. What do you think the
significa~ce of the eyes is in this story?
I think it has to do with the connection to the
soul. You know, since the eyes are supposed to
be the window to the soul. That explains why
another character-a robot, actually-seemed
so vacant to everyone, despite her beauty ...
she had no eyes. So no eyes, no soul.
That's a great interpretation. That would also
explain why Nathanial was so afraid of the
Sandman, or those he associated with the
Sandman. Perhaps he was afraid the Sandman
would steal his soul.

,,

03 Service Encounter
W: Hi, is this the study abroad officf)?
M: Sure, how can I help you?
W: I just got back from a semester abroad. I took
four courses while I was there, but now I don't
know what I'm supposed to do to get university
credit for them.
M: Have you had the department heads sign your
credit request forms yet?
W: Huh? I'm sorry, but I have no idea what that is.
M: Here are the forms. Basically, you fill one out for
each course you want to get credit for. Then
you take them to the head of the department
you want credit from. They usually ask you for
the syllabus and the final exam or paper you
completed for the course.
W: OK, so I take the final and this form and they
have to approve it or something?
M: Yes, exactly. After they look through your material,
they'll decide whether or not it's on par with a
course taught here at the university. Then they
will either reject or approve your request for
credit. It's really a lot easier than it sounds.
W: It sounds like a lot of legwork. Is there a deadline
for when these forms need to be turned in?

Transcripts 697 _ .

M: Yes, in order for the credits to appear on your

transcript, we need the credit request forms
submitted by March 20. If you don't get it done
by then, we won't have time to process the
credits before next semester. If you're graduating
this year, you need to be extra careful to turn
the forms in by the deadline, or you may not
have all the credits you need to graduate.
W: Uh-oh. I guess I should try to get this done
then. I don't want to have any problems at
graduation time. Come May, I want to get my
degree and go.
M: I hear you. Well, then just make sure to turn in
your forms on .time. And if you're worried about
making the time to do this, I advise you to email
the heads before you meet with them to find out
exactly what they want you to bring. That way
you won't have any surprises and you can just
get your forms signed on the spot
W: Thanks a bunch. I really appreciate it

01 History
W: I'm sure you all have heard of \he term "yellow
journalism." In case you haven't, it refers to a
type of journalism that focuses on sensational
topics that will get people's attention. It shouldn't
be such a problem except that it's also associated
with um, uneth1cal practices and sometimes
even outright lying. There are plenty of modern
examples of yellow journalism, but you might
be surprised to learn that it first appeared more
than a century ago.
In spite of all the criticism it garnered then, it
actually played an important role in many
historical events of the era. It brought attention to
the hardships of city life for immigrants, and later,
it drew public attention to the Spanish-American
War. You're probably wondering how this was
possible. Why don't we talk a little bit about how
that happened?
Let me begin by saying that yellow journalism was
born, in an official sense, as a marketing strategy
by a young newspaperman named Joseph
Pulitzer. Very simply, Pulitzer wanted to find a
way to get more people io read his paper. So

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698

Tra~scripts

he tried to make his paper. interesting by including

games and contests. Additionally, he realized
that he could increase his readership significantly
by tapping into the immigrant market, which, as
you can imagine, was considerable in the early
19 century. So that's what he did, and his
papers sold like crazy. At this point, I want to
note that, although Pulitzer wanted to find a
way to make more money, he also felt that it
was his duty to improve society. So, um,
although he ran sensational headlines like
"Lines of Little Hearses" or uh, well "How
Babies are Baked" to catch people's attention,
many of the articles were relevant to current
events and society, especially to the immigrant
community of New York City.
Pulitzer's enterprise became quite lucrative and
it inspired another young man named William
Hearst to follow in his footsteps. Hearst used
many of the same techniques as Pulitzer: his
paper featured attention-grabbing headlines,
and its stories usually involved crime or celebrity
scandals. Furthermore, at only one cent. his
newspaper cost less than Pulitzer's. As readership
grew, Hearst had to search high and low to
keep finding scandalous material to draw readers.
Many times, Hearst was criticized for embellishing
stories. And, when there was no story, Hearst
was happy to stir one up. This was sort of the
case with the Spanish-American War. See, prior
to the outbreak of the war, Hearst supposedly
told one of his reporters that he would furnish a
war for him to cover. And when the war finally
did break out in 1895, it was on the front page
nearly every day.
Political cartoons depicted the Spanish as brutal
and cruel. The articles were not always accurate
. .. that is, until Hearst himself traveled to Cuba
to cover the events. Interestingly, although
historians all pretty much agree that Hearst
played a very minor role, if any, in starting the
war, many say that his coverage later in the war
helped promote awareness about the realities that
the Cubans faced under Spanish rule.

02 Chemistry
Today I want to talk about crystallization, which
is the process by which a liquid solution turns
into a crystal. This is the process that is
responsible for creating the beautiful gemstones
that we see in jewelry stores and stalact'1tes that
hang from caves. Just.so yo, know, this)~cture
is going to be pretty term-heavy, So ifvou all
need some more explanation about anything,
please let me know, and I'll try to explaih until
everything is, uh crystal clear Ha ha:
OK, so there are actually a couple of steps in
the process that create these pretty crystals.
The first is called nucleation. During nucleation,
small particles in solution start to accumulate in
little clusters. The solution, of course, is a mixture
of two or more substances. The clusters can
stabilize in the solution and will eventually form
the nucleus of the crystal. If they don't stabilize,
however, the particles in the solution just dissolve
once again. And I want you to understand that the
stability of the clusters is completely dependant
oi1'factors such as saturation levels and even
temperature. When a solution is supersaturated,
il'ineans that it contains more particles than
can be dissolved. Do you all get that? Typically,
supersaturated solutions are more likely to support
a stable cluster that can form crystals. Meanwhile,
temperature can affect saturation levels by
triggering evaporation or vaporization of the
solution. So both of these conditions are very
important in the .growth of the crystal.
Anyway, once the nucleus is formed, the atoms
of the solution begin to form around it. The patterns
in which the atoms form is called the crystal
structure. Just so we're all on the same page, I
want to emphasize that the crystal structure I
refer to here does not reflect the shape of the
crystal once it has fully developed. Instead, the
crystal structure really just describes the pattern
in which the atoms are initially formed. And
that's the nucleation stage.
The next stage is when crystal growth occurs,
and, as you can guess, it mostly entails the
maturation of the crystal. I want to point out that
nucleation and crystallization often occur at the
same time. That's why, if you've ev0r seen a
crystal, you'll note that there are usLaliy different
shapes and sizes of crystals.

So, does the crystal growth just go on and on,

or does it stop eventually? l'rn sure you can
guess that there is an end to crystal growth. It
sort of has to do with the same conditions that
either promote or stop growth: temperature and
saturation levels. See, when the solution is no
longer supersaturated, either because it has been
exhausted by the growth of the crystal or because
other changes have occurred, the crystal pretty
much stops growing. What's interesting, though,
is that you can supersaturate the solution to
start the crystal growing again.

03 Service Encounter
W: Hi, is this where I sign up for the creative writing
courses?
M: Actually, registration doesn't open until next
week.
W: I'm sorry, I must have gotten confused. It says
in the course announcement booklet to sign up
in the English Department.
M: That's right. But we only open class registration
tor one day. Since there are a limited number of
spots in each class, we only have sign-ups on
the Wednesday before the next semester
begins.
W: How many spots are there available in each
class?
M: It depends on which one you want to sign up
tor. For example, the Introduction to Travel Writing
course only allows ten students. The. more
general courses allow slightly more students,
but to tell you the truth, we need to keep it pretty
low. Otherwise, there are too many people for it
to be good for anyone, you know?
W: Yeah, that makes sense. I don't think people
have the opportunity to learn if the class is too
full. But anyway, how does signing-up work,
exactly? Is there a line around the building or
something? I'll bet it gets pretty crowded.
M: Oh yeah, definitely. Some students start showing
up really early, like at five a.m. I don't really
understand. why they do that, since it's not like
signing up means you automatically get into
the class.
W: It doesn't? Then why even l1ave sign up sessions?
M: I know it seems pretty convoluted. The sign up

--1

Transcripts 699

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W:
M:

W:

M:

is for the professors to get an idea of how big

the student pool will be in the fall. After you've
signed up for the course, you'll be on the
professor's list. But if you don't show up to the
first class, you'll get kicked out of the course.
So, all I really have to do is sign-up and then
show up to the first day of class next semester?
Nope, that would be too easy. The fact is, there
will definitely be more students than spots. So
the professor will have everyone write and submit
a sample.
Really? So after putting us through all this, we
still have to prove ourselves again later? There
must be a lot of people trying to get into these
classes.
You're right. But don't worry about it. Just do
your best. And even if you don't get in this
semester, you can try next semester. Just be
sure to sign up on Wednesday, or you won't
even have a shot.

04 Psychology .

':I
: ;;
'
.

W: This week, we've been reading about dreams.

For the discussion section, I asked you to
consider the following question: how can
humans interpret their dreams to promote
understanding about the self? What did you all
come up with?
M: I found that Freud actually had a set of processes
that he said are responsible for making dreams
so incoherent sometimes. But by understanding
the processes, it would supposedly be easier
for people to understand what their dreams
mean.
W: You know, I don't find that surprising at all. Freud
was one of the first to study sleep and dreams,
and to this day he remains a big influence in
the field. Anyway, can you describe the
processes that Freud came up with?
M: If I remember correctly, the first is, um,
condensation. The idea is that sometimes in
dreams, ideas or people or events will be
condensed into a single dream image.
W: Good. Do you all understand that? An example
of condensation is when you dream of a character
that looks like your dog, but has the voice of a
childhood friend. How about the second
process?

--__----- - - -- - ----- -

M: The second process is called displacement.

It's when the dreamer redirects emotions or
actions to a seemingly unrelated image. Like if
a person was angry at their friend, he might
dream about breaking a possession dear to the
friend, instead of actually hurting the friend.
W: .That's a great example, If you all are clear on
that, I'd 1.ike to move on to the third process:
symbolization. This process is tricky because it
pretty much r,equires that people interpret their
dreams on a symbolic level and not a literal
level.

M: I'm not sure I understand. Does it mean that
nothing in dreams can be taken at face value?
W: More or less. It's pretty, um, well, it's hard to
apply this idea, considering that so many people
will have so many different subjective views on
symbolism in their dreams. So I'm not so sure
that it's realistic to expect people to have any
real use for symbolism. But, well, maybe you all
disagree. Would someone care to share the
symbolic meaning of a dream they once had?
M:, One time, I had.a dream that I was waiting at a
stop light. And it seemed Iike forever that I was
waiting there, so finally, I just got fed up and
started driving without waiting for the light to
turn green. I just went. It didn't even matter if
there were police around.
W: Interesting. So the literal meaning of that dream
is that you have no respect for laws. But what
do you think the symbolic meaning is?
M: I realized I was just feeling restless at the time.
It was right before the semester was about to
start and I just wanted to go already.
W: Good. So that should help you understand
Freud's idea of symbolization now. OK, so on to
the last process: secondary elaboration.
M: Isn't that when the dreamer adds logic and
details to a dream they've had?
W: Yup, and Freud suggested that if you want to
capture a dream without elaboration, try to
record the dream as soon as you wake up,
before you embellish it with logical details.

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05 Physics
M: Let's move on to simple machines. You probably
remember that in physics, a simple machine is
any mechanism or device that requires force
from only one source in order to work. In class,
we only had a chance to get sort of a broad
overview of these machines. But today, I want
to go into more detail about the types of simple
machines there are and the kind of work they
perform. Why don't we start with the pulley?
In a nutshell, a pulley is kind of like a wheel that
has a groove in it. Then there's a rope that runs
through the grove in the wheel. The pulley is
used to change the direction of the force that is
applied to the rope. So, in the most basic pulley
systems, you pull the rope to help lift something
that is attached to the other end of the rope. I'm
sure you've all seen pulleys at work before.
Now, there are three types of pulley systems that
I'd like to discuss. The first type is called a
fixed-base pulley. For this type, the axle of the
wheel is.'..secured in one place. And when you

direction of the force currently on the rope.

Does thafmake sense to you? So when you pull
on the rope it makes it easier to lift whatever is
attached to the other end of the rope. Let me
give you an example. OK, um, right..~
!hi.. Imagine a fixed base pulley as the type
used on flag poles to help people raise flags.
W: It doesn't seem like that kind of pulley would .
really be useful for anything but raising something
light ... like a flag. There's a kind of pulley that
can lift heavier things, right?
M: That's right It's called a movable base pulley. You
probably guessed that the main characteristic
for this type of pulley is that the pulley-the
wheel's axis moves. This is pretty helpful,
especially if you want to multiply the force
being exerted on the rope. When you multiply
the forces on the rope, you're increasing the
mechanical advantage of this simple machine.
This means that when you pull on the rope, you
will have double the force on the object
attached on the other end.
OK, let's move on io the last type of pulley: the
compound pulley. A compound pulley mixes
both fixed base ancl movable base pulleys.

Compound pulleys are a good way to give

yourself an even better mechanical advantage
over the pulleys involved in your simple
machine. In theory, the more pulleys you add,
the more mechanical advantage you create,
but in reality, every additional pulley adds more
friction. And if you have too much friction as a
result of too many pulleys, yoLi eliminate any
advantage that you might have gained.

06 Office Hours

W: Hi, Martin, good to see you. What can I help

M:
W:

W:
M:

W:

M:

you with this afternoon?

Hi, Professor Richtor, I wanted to talk to you
about the paper that's due this Friday.
What's the problem? Are you having trouble
writing it? If you want, sometimes it helps students
to talk through a topic. In fact, I've done it with
three other students for this paper already. I'd
love to hear what kinds of ideas you've come
up with.
at st et mg ... uh, I haven't really had any
time to put any ideas together. See, on Friday
I'll also be taking a midterm for my chemistry
class. As a prerequisite for all upper level biology
courses, I really need to do well on it I've even
been meeting with a tutor.
But when do you plan on working on your
paper for my class?
.
Dr. Richtor, I would never ask for an extension
under any other circumstances, but I think this
situation is dffferent. I just didn't foresee that
studying for my chemistry test would take up so
much time.
Actually, I don't know about how valid an
excuse that is. This paper is on the syllabus,
plus I assigned it over a week ago. If you knew
there was going to be some overlap with your
chemistry test, you could have approached me
about it earlier, not two days before the paper
is due.
I'm sorry. I really just don't know what to do. I
think I could do a good job on the paper if I only
had the time to really explore my idea.s. But a~
long as I'm cramming for my e:<arn. I 1ust don t
know how I'll do that.

Transcripts 701
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W: Martin, I don't really know that there's anything

I can do for you. I think that even with two days
you could write a very good paper.
M: What happens if it's late? I mean, what if I just
can't have it to you by Friday?
W: My policy for late papers is that I take off half of
a letter grade for each day that it is late. So if
it's due on Monday, but you don't turn it in until
Wednesday, the best you can get on your
paper is a "B." And that's assuming that the
paper is worth an "A" to beg in with.
M: That's pretty strict. I guess I'll just have to,try mY
best to get it in by Friday.

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their education. When students do this, they learn to

be more responsible adults.
Chapte~

Q 1 Practice 1
~

Step 2 - Sample Response

One person who has helped me become who I am
today is my father. First of all, he taught me dedication.
I joined the soccer team when I was younger, and
wanted to quit because I was not talented. But he
encouraged me to keep practicing, and I got better.
Second, he taught me to be generous: Because of
my father, I spend time each week volunteering to
help kids learn to read.

Opinion 2
I think that students should not have to pay to go to
university for two reasons. First, education should be
available to all. Since universities charge for education,
some people that are very smart but do not have a lot
of money cannot go to university. If universities did not
charge, these people could attend university. Second,
students study less if they fret about money. Students
often worry about their money. When students do this,
they cannot concentrate on school.

Q2 Practice 2
Q1 Practice 2
~

Step 2 - Sample Response

My uncle Ron, a firefighter, has a job that I admire. I
admire this job for two reasons. First, everywhere he
goes, peopre;respect him. They say that he is courageous
for the work that he does. They admire him. Second,
he is paid to do what he loves most. He says he
always wanted to aid people. Being a firefighter is how
he helps people. Plus, he gets a very good salary.

Step 2 - Sample Responses

Opinion 1
I prefer spending my free time outdoors rather than
indoors. One reason is because I like getting fresh air.
This gives me energy and makes me feel healthy and
content. I feel better when I am outside. A second
reason is because I like doing things in nature. I like to
hike in the mountains or go fishing. I enjoy doing these
things with my family.
Opinion2

Q1 Practice 3
~

Step 2 - Sample Response

I feel comfortable talking with my older sister about rny
problems. First, she is a good listener. She is patient
and pays attention when I tell her my problems. She
often has useful advice or good solutions. Second, she
knows what to say because she has lots of experience.
She is older than I am and once had similar problems,
so she knows what to do.

Q2 Practice 1
Step 2 - Sample Responses
Opinion 1
I think that students should have to pay to go to
university for two reasons. First. universities need a lot
of money. Since universities charge for education,
they have the funds to provide a good education to
students. If universities did not charge, they would not
have enough money. Second, it teaches students
responsibility. Students must save money to pay for
.'

I prefer spending my free time indoors rather than

outdoors. One reason is because I enjoy playing
games. I really like playing video games, chess; and
sometimes board games. I think that these games are .
not appropriate tor the outdoors. A second reason is
because I have allergies. When I go outside, I sneeze
a lot, and sometimes it is hard to breathe. I like to stay
indoors where I can feel relief from my allergies.

r;.2 Practice 3
~ Step 2 - Sample Responses
Opinion 1
I prefer classes with a lot of discussion for two main
reasons. The first reason is that they are more engaging.
A topic is more stimulating when the ideas are discussed
in detail. This is more interesting than just listening to
the teacher. Second, discussion classes let you hear
other opinions. I like classes where you do not only
hear the teacher's opinion. With cliscussions, other
people ask questions and say fascinating things.
Everyone learns more this way.
Transcripts 703

---.~+

Opinion 2
I prefer classes without a lot of discussion for two
reasons. The first reason is that they are boring. When
you talk about a topic, many students like to talk a lot
but do not say constructive things. This wastes a lot
of time and makes me tired. Second, discussion
classes are not organized. I like classes that are clear
and have steps. With discussions, the class can lack
a central topic. So it can be confusing at times.

Q3 Practice 1
~

Step 2 - Conversation

M: Did you hear that they are finally raising baseball

ticket prices?
W: .No. You mean they're raising ticket prices for
students?
M: Yeah, the announcement says that there'll be no
reduoed tickets this term for students.
W: Oh. You go to games all the time. How do you
feel about that?
M: I guess it's not that bad, really. I mean, for one,
they're right in saying that they're not making
enough money. I go to the games all the time,
and most of the people there are students, which
means that most people aren't paying full ticket
price. How are they supposed to make any money
like that? It just makes no sense for the university.
They have to make money on these games, or
they won't be able to have a basketball program.
W: That's right. And no one wants that.
M: And I also agree with the idea that the school
needs more money to improve the facilities. I
mean, have you seen the arena lately?
W: No. Why?
M: Well, it looks horrible, like something from when my
grandfather went to school here. It's old, outdated,
and falling apart. I hear that when it rains, they
have leaks in the locker rooms.
W: I can understand why they would want to fix it up.
~

Step 4 - Sample Response

The man thinks it is good that the university will no

longer provide reduced-price basketball tickets to
students. This is because, first, they are not making a
profit with reduced tickets. He says that it makes
sense to charge students regular price when they are
the majority of the fans at the games. Second, it will
-

-704

help to raise more money to improve the facilities. He

also thinks that the team needs a new arena since the
one they have is old, ugly, and has leaks in the locker
rooms.

Q3 Practice 2
~

Step 2 - Conversation

M: I can't believe they are canceling the extra section

of Music Theory. I was so excited when I heard
they were finally opening up a morning section. I
was planning to take that class.
W: Yeah, I've heard it's great.
M: Right, but I don't get it. I mean, why can't they
just hire another professor to teach it? Tht0 music
department has been growing, and it's about
time the university hires another professor.
Otherwise, they're going to have problems like
this repeatedly. If students can't take the classes
they want, they might not want to attend this
university.
W: I know. They have to start hiring new professors
sometime.
M: The other thing I don't understand is why they
can't hold the class in another building. It's a
music theory class. You can study theory in any
classroom so long as it has a sound system, and
most large classrooms do. It's not like you need
to be in the music building since you don't need
any instruments for the class. I know for a fact
that there are a few empty classrooms in the
Humanities building in the mornings.
W: Right. Do you think there's anything we can do
about it?
M: Well, it sounds like the university has its mind made
up, but maybe we could consult the head of the
music department and express our concerns.
~

Step 4 - Sample Response

The man does not agree with the university's plans to

cancel the morning section of the music theory class.
He thinks it is a bad idea, first, because he thinks the
university needs to hire more professors. He believes
that if the university does not hire more professors,
students may not want to attend the university.
Second, he does not understand why the class cannot
be held in another building. He says that a music
theory class does not need to be held in the crowded
music building because it does not require instruments.
He knows that there are classrooms available in another
building in the mornings.

"O'anscripts

- - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -

Q3 Practice 3
Step 2 - Conversation

M: Did you hear they're offering a new literature

class at night?
W: Yeah, I think it's an excellent idea, and none too
soon.
M: Right.
W: I mean every semester it seems there are more
and more working students coming to. this universily.
I had one night class and it was packed because
it was one of the few night classes the working
students could take. So this is a really good idea
to offer more night classes. Especially if we can
expect more part-time students on campus.
M: I know what you mean.
W: But it's also a good idea to offer more literature
classes in general. You know, for those of us
whose major isn't literature, we don't have a lot
of choices if we want to take a literature class. A
lot of them are only for literature majors. But this
one sounds really good because it's a survey
'~S'.: class. So, it's not too advanced for people like me
W who want an introduction first.
NJ: That's true. Most of the classes are pretty
advanced.
Step 4 - Sample Response

The woman thinks it is a good idea for the university

to expand the English department's offerings. First,
she says there are not enough classes for working
students who .can only study at night. She mentions that
her night class was crowded with working students.
Second, she likes the idea of a new introductory
class. She says she struggled to find a class that was
not too advanced.

Q4 Practice 1
Step 2 - Lecture

M: We've been talking about product marketing, and

now I'd like to discuss the television as an example.
The way consumers classified the television
changed when its price changed. When the
television first appeared, it was seen as a luxury
item. This commodity was something t11at only
the richest people could afford and display in
their homes. It was not, as it is today, a feature of
every household. The first televisions were
extraordinarily expensive. Even if the average

family wanted one, they couldn't afford one.

However, over time, the price came down.
Televisions became less expensive, so cheap
even that any college student can afford one
today. Not only can anyone afford a television,
but who doesn't have a television? Most people
are convinced they need a television these days. So
it isn't just a luxury ... it has become a necessity.
All because of the lower price.
Second, consumers classified the television in
different ways after their design became more
appealing. When the first televisions were released,
they were, well, not the most attractive things.
They were plain looking and bulky-quite ugly, in
fact. They took up a lot of space in the living
room. But, that was acceptable because people
bought them, not for decoration, but rather to
access the new world of television programming.
They wanted to know what was going on in the
television world. They didn't buy them to decorate
their homes. Today, however, with newer, sleeker
models-we now have televisions that are designed
to hang on our walls, much like paintings. Today,
we use televisions to decorate our homes, so
they have taken on a new function.
Step 4 - Sample Response

The lecture talks about how consumers will classify

products based on their price and appearance, and
the speaker uses the television as an example. The
professor shows that the first TVs were very expensive
luxuries, but when they were cheaper, everyone had
to have one. This supports the idea that consumers
classify products based on their prices. Second, the
lecturer says that the first TVs were plain and heavy,
but people liked to watch them. Now TVs are more
appealing and people use them to decorate their
homes, as if they were wall paintings. This supports
the author's claim that consumers classify products
based on appearance.

Q4 Practice 2
~ Step 2 Lec.ture

W: Let me give you an illustration to show how one

form of sensory memory, echoic memory, works.
Let's take the example of hearing a telephone
number for the first time.
First, echoic memory explains why, if someone
recites a phone number to you, you're likely to
Transcripts

705

forget it after a few seconds. When you hear a

new phone number, you can remember it just long
enough to dial it, which takes a second or two.
That's because you are using echoic memory,
which only lasts for a few seconds. If you wait too
long before dialing that number, and you didn't
write it down, then you will forget the number.
The echo is gone from your memory.
Second, echoic memory also explains why you
are almost certain to dial a new phone number with
perfect accuracy. Without thinking about it, you
can dial the number you just heard, again, as
long as you do it right away. And you will dial it
exactly as you heard it because you are hearing
its echo in your mind. Try to dial a phone number
you heard, say, a few minutes ago, and chances
are you are going to dial it incorrectly. In the latter
case, the echo in your mind is going to be gone,
so you're trying to access the number in your
short-term memory, which isn't as accurate.
~

Step 4 - Sample Response

The lecture uses the example of a telephone number

to describe two main features of echoic memory. First,
the professor says that you are only able to remember
a phone number for a short period. That is because,
when you hear it, you use your echoic memory to
remember it, which does not last long. This supports
the author's claim that echoic memory is very brief.
Also, the professor says that you can remember the
number very well for the first few seconds. This is,
again, because of echoic memory. This also backs up
the claim from the reading that echoic memory is very
accurate.

learn where to put your fingers and how to move

them to make music. At first you struggle and
need to watch your hands. But as you practice,
you develop the skill to play the guitar without
looking at your fingers as much. If you continue
pr<1cticing, you'll be able to play your first song
without looking at your fingers at all because
you've developed unconscious competence.
But there is more: when you've developed
unconscious competence with the guitar, you
can begin to do other things simultaneously. Let's
say you have learned a song to near perfection
but you also want to sing while playing. So once
you can play that song without thinking about it,
you can now put your conscious mind into learning
how to sing the lyrics that go along With that song.
Thus, the guitar playing becomes automatic, while
you concentrate on the singing.
~ Step 4 - Sample Response

The professor talks about unconscious competence,

which happens when a skill becomes natl]ral. He .
uses the example of learning to play guitar. At first you
have to look at your fingers. But when you become
skilled, you do not have to look anymore, you can just
play. This demonstrates the concept introduced by
the reading passage that says you can do the skill
without thinking. Next, the professor says that you can do
other things, like sing, when you have unconscious
competence. This supports the claim from the passage
that unconscious competence allows you to concentrate
on other things.

Q4 Practice 3
~

Step 2 - Lecture

M: Now, I'd like to talk about the development of

unconscious competence, the end result of

learning a new skill so that it becomes natural to
you. It becomes so normal that you don't have to
think about using it. Let me explain using the
example of learning a new instrument-the guitar.
When you can play a musical instrument without
thinking about it, you have achieved unconscious
competence. And that's an accomplishment. If
any of you have tried to learn to play a guitar,
you'll know that it can be difficult. You have to

706 Transcripts

QS Practice 1
~ Step 1 - Conversation

M: Hey, Susan, how's it going?

W: Not so good, George.
M: Why, what's wrong?
W: Well, you know our school literary rnagazine, the
Gryphon? Well, we're running out of money. The
business manager, she wasn't really doing such
a good job rnanaging our budget. So we will
probably run out of money by the end of the term
unless we do something. We might have to shut
down.

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M: That's terrible, I love reading that magazine.

W: So do a lot of other people.
Have you thought about increasing the number
.~{ M: of
advertisements? Right now, you get good
.tH:
money from advertisers, right? But I bet it might
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be possible to find more advertisers and make
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enough money that way.
W: The question is-are there any other businesses
interested in advertising?
" M: It is worth it to check,,0tt1eiWise, you might want
to think about letting some of your writers go. I
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meen, you probably pay a lot of money to those
f?.;
writers, and while it might mean that you have to
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have a smaller magazine, it would certainly help
you cut costs.
('':
W: True, we have about 15 people now, but we
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might be able to do with only five.
~F M: That's a big jump .
~:,'.
,, W: Still, I'd hate to have to let anyone go.
F M: Well, reducing your staff might help. But so could
p,.
finding more advertisers.
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W: Yeah, I just can't decide which I think is better.
M: ll.eah, that's a tough decision.
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Step 3 - Sample Responses

Opi~fon 1
I think increasing advertisements is the better solution.
First, it is the easiest way to raise money quickly. If lots
of people read the magazine, then businesses certainly
would want to advertise there. It would be easy tor the
magazine to find good advertisers. Second, there is no
guarantee that they would save money if they employ
fewer writers. If they let their writers go but the quality
of the magazine suffers, then no one will want to read
the magazine anymore. Then they will not be able to
find any advertisers.
Opinion 2
I think cutting some staff is the better solution. First, it
is the easiest way to cut costs of the magazine
quickly. If the woman thinks they only need five writers,
then they definitely do not need fifteen. It would be
easy to let at least a few of those writers go. Second,
there is no guarantee they can raise enough money
through advertising. If they look for advertisers but do
not find any, they might have to close the magazine
before they can explore other options. Then the entire
staff will be without jobs rather than just some of
them.

QS Practice 2
~ Step 1 - Conversation
M: Hi, Linda. How's it going?
W: Pretty good. How about you, Alan?
M: Good, except graduation has been on my mind
lately. I only have one year to make my preparations
to become a teacher.
W: I know what you mean.
M: The thing is I that want to get experience as a
teacher. That way I can be prepared when I go
out and look for my first job. But I'm not sure how
to get that experience since I'm so busy.
W: Having experience is really important. Hey, why
not ask Professor Schwartz to sponsor you for an
independent teaching project. She mentioned to
me once that some past students did this. They
put together mini-lessons that they taught in
after-school programs.
M: That seems like a good idea. I am just worried
that I'm too busy to devote a bunch of time to
something like that.
W: Fair enough. You certainly don't want to fall behind
in your schoolwork.
M: Exactly.
W: Well, hey, how about this? Why not just wait until
you get to grad school? You're planning to go
anyway. And they always let you be a teaching
assistant in grad school, right? That way, you'll
get plenty of practice being a teacher before you
actually go out and get a teaching job.
M: That's a good idea, but they don't always let you
become a teaching assistant. .Sometimes they
just don't have enough classes for all"the grad
students to take. And I worry about waiting until
grad school. If I don't get a teaching position . . .
then I really won't have any other chance to get
experience.
W: That's very true. Well, I think you should consider
both options.
M: I definitely will.
~

Step 3 - Sample Responses

Opinion 1
The man's problem is that he wants to get teaching
experience before he becomes a teacher. I think that
the first choice is better: he should work with his professor
to do an indepencent project. First, it will help him get
experience right now. Teaching is something I think you
need a lot of practice to get good at. Second, it will give

Transcripts

707 _ _,

~~

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--------------~--------~---------him a chance to change his mind. If he gets experience

now and finds that he does not like to teach, then he
could do something else.
Opinion 2
The man's problem is that he wants to get teaching
experience before he becomes a teacher. I think the
second 'choice is better: he should wait until he gets
to grad school. First, he is really busy right now.
Teachi~g is something that you need to devote a lot
of time to, and he does not have enough time.
Second, he will get more valuable experience in grad
school. He can teach real classes, which will give him
more genuine teaching experience.

Q5 Practice 3
~ Step 1 - Conversation
M: Hey, Mary, do you have a minute?
W: Sure, Michael, what's up?
M: I have a problem and I need to talk it over. I was
hoping I could get your advice.
W: Oh, OK.
M: So, I'm supposed to be in a team debate this
weekend, with my debate club. But the thing is, I
got a last-minute invitation to attend a national
debate conference, and I'd really love to go.
W: Hmm. That's tough. So, I guess your first option
is to just go to your team debate. I mean, you
don't want to let your team down, right? And I
know you've talked about how you're friends with
all of your team members. They might be mad if
you don't go to the debate.
M: Right ... but I'm just so eager to go to this
conference. I mean, it is a really good opportunity
to learn more about debating.
W: Well . . . in that case, perhaps you should go to
the conference. Look at it this way: if you're going
to learn a lot, then you could go to the conference,
come back, and coach your team members about
all of the new things you learned. Then your team
might be even better.
M: Good point, but I really do feel like I would be letting
my team down. They are really counting on me.
W: Right.
l\11: See, I just feel like either option is going to disappoint
someone.
W: Well, you'll just have to decide whether you want
to be the one disappointed or whether you want
to risk disappointing your team.
l\11: I know. I'll think about it. Thanks for the advice.

- - - 705 Transcripts

Step 3 - Sample Responses

Opinion 1
The man has to choose between participating in a
team debate or attending a national debate conference.
I think he should go to the conference. First of all, it is
an excellent opportunity. If he goes, he could learn a
lot and become a better debater for his team. Second
he says his teammates are friends, so they should
understand that this is important to him. Next time, he
will be there and the team will be even better, so they
should understand that it would help the team.

Opinion 2
The man has to choose between participating in a team
debate or attending a national debate conference. I
think he should stay and attend the team debate. First
of all, his team is counting on him. If they expect him
to be there and they are his friends, then it is important
for him to honor his commitments. Second, he can
always go to another conference. Next time, he can
plan ahead to attend the conference, so that he does
not create a conflict in his schedule like this time.

QG Practice 1
~ Step 1 - Lecture

W: Today, I'd like to talk about oral traditions in ancient

societies. In the ancient world, most people did
not rely on writing for communication, especially
not for storytelling, a fact that has two important
consequences for ancient stories.
First, ancient stories that were transmitted by
word of mouth were not finished, or completed,
like written stories are today. In other words, there
wasn't one definitive version of a story. Today, an
author writes a story and it is complete; it doesn't
change. Ancient stories, on the other hand, were
always told differently. If you were telling a story
you heard, you could change things about the
story: add some details to entertain your audience.
Say, for instance, you wanted to tell your story to
a group of soldiers. You might embellish it by
adding battle scenes. Later, another person
might add a bit of romance to the story to make it
more entertaining for the audience. So there was a
lot of flexibility in how the story could be told.
Different people could tell it different ways.
Second, the stories often didn't have an
identifiable author. We don't know who first told

them. So, when people finally wrote these stories

down on paper, they were not the actual authors,
even though they often put their names on these
stories. In some cases, these stories remain
anonymous. So you have ancient stories that are
said to be the work of some author, but in truth, the
stories were told and retold by many people, so
that we don't really know who first started telling
it. Really, an entire culture might be the most valid
author.
~

Step 3 - Sample Response

The lecturer says that in ancient societies, people told

stories to each other. They did not write them down,
and this had two consequences for ancient stories.
First, it meant that stories often changed each time
someone told them. For instance, the professor talks
about how you could add battle scenes or romance
to make a story more interesting for your audience.
Second, stories never had an author like they do
today. So many people who we think created the
ancientsstories might have just been the ones who
wrote tl\em down.

Q6 Practice 2
~

Step 1 - Lecture

M: Good afternoon, today we're going to talk about

"

animation; specifically, I'd like to discuss the

differences between traditional animationanimation done by hand-and computer animation..
Now, to some the two types of 11nimation might
look very similar, but they are actually very different.
First, they differ in how long it takes to produce
them. You see, traditional animation means that
each image must be individually drawn, painted,
or photographed-one by one. Then these images
are put together to make a film or video. It's a
very time-consuming process. Even a very short
movie could take weeks. Computer animation,
on the other hand, can be created far more
quickly because the computer does most of the
work. With a good program, you could make a
short movie in a few hours.
Second, they differ in reputation. See, many
people prefer traditional animation to computer
animation. This is because they feel it is a more
artistic form of animation-it is like a moving
painting by a talented artist. Moreover, people

respect the hard work needed to make traditional

animation. Conversely, fans think of computer
animation as less artistic and easier to produce.
It is not as creative, they argue, since anyone with
knowledge of a computer program can make
animation-you don't necessarily have to have
artistic talent.
~ Step 3 - Sample Response

There are two main ways that traditional and computer

animation differ. First, they take different amounts of
time to produce. Traditional animation is done by hand,
so it takes a long time to do. Computer animation,
though, does not take nearly as long. Second, they
differ in how people feel about them. Many people
prefer traditional animation because they think it is
more artistic and the product of hard work. Some
people like computer animation less since anyone with
a computer program can do it.

Q6 Practice 3
~

Step 1 - Lecture

W: I'd like to discuss the importance of a strong

brand name. Establishing a strong brand name is
an important part of marketing a product.
First, a strong brand name can make a product
more appealing. Soda is a perfect example.
There are several popular brands of soda, and
everyone has his or her favorite. But, the interesting
thing is that consumers are drawn more t the
brand than to the taste of the soda. In fact, when
people are blindfolded and taste several brands
of soda-when they don't know what brand they
are drinking . . . well, guess what? They are as
likely to enjoy the taste of their favorite brand as
an unknown brand of soda. It is not the taste alone
that appeals to them, it is also the brand. It seems
many people are drawn more to the name
attached to the soda than the soda itse~.
Second, a strong brand name can help people
remember a company or product. Emergency
situations are a good example. When you have
an emergency, you are probably in a hurry to
make a decision. A good brand name can help
you make that decision. Say you are sick with a
cold and you need to pick up some medicine. So
you head to the store and go to the medicine
aisle ... but there are so many brands! Now, in

Transcripts 709 --/.

this case, you are more likely to buy medicine

from a well-known brand just because you already
know the company.

Step 3 - Sample Response

The lecture talks about the importance of a strong
brand name. First, a strong brand name is important
because it can make a product more appealing. For
instance, people can taste different sodas and think
they are both OK, but they are going to buy the one
with the more popular brand name. Second, brands
can help people remember your company. For example,
in a health emergency, you will choose the brand of
medicine you already know. The strong brand name
gives you confidence in that product.

Q 1 Practice 1

Step 3 Sample Response

W: I have always wanted to learn how to sail a boat.

This is because once, when I was little, my
grandfather took me sailing. Since that day, I
have wanted to understand how he steered the
vessel through the wind just by manipulating
ropes. I also want to learn how to sail because I
love the ocean. I love the ocean so much that
someday, I would like to travel the world in my
own sailboat. However, I cannot do that unless I
know how to sail.

Q 1 Practice 2
~

.i

I
i

j,~-

Step 3 Sample Response

M: Someday, I would love to take a class in

photography. For one, I would like to take this
class because I find cameras fascinating. I recently
got one for my birthday, but I do not know how
to use all the features. I would also like to take
photography because I love taking pictures of
nature and animals. They never come out very
well, though. So I would like to learn techniques
for taking quality photographs.

710

W: 1 really like to go for lengthy bike rides in the

mountains when I have free time. First, I like doing
this because I love being out in nature. Sometimes
I even see wildlife, like birds and squirrels, and
occasionally a fox. I also like mountain biking
because it helps me unwind. I have a very
demanding and hectic school schedule. Mountain
biking lets me forget all the things I have to do for
a little while.

Q1 Practice 4
Step 2 Sample Response
M: One of the best days of my life would have to be
the day my sister was born. It was the best day
because it was the day that I first met my best
friend-my sister. Until then, I was an only child
and I was kind of lonely. After she was born, I
always had a companion nearby. It was also a
wonderful day because we got to spend all day
together as a family. Everyone was so delighted
because Tara was born and we all got along
really well that day.

Part 2

Q1 Practice 3
Step 2 Sample Response

Q2 Practice 1
Step 3 Sample Response
M: I think that teachers should give unannounced
tests in class. For one thing, giving surprise tests
makes sure that students keep up with the material
I know I stay on top of my studying if I suspect
there might be a surprise test at any time.
Secondly, unannounced tests are a great way to
increase your grade. Some teachers only give
one or two tests, and if you do poorly on one, your
grade suffers severely. But with short, unannounced
tests, you can get more points.

>:i2 Practice 2
~

Step 3 Sample Response

W: I think it is better to go immediately to university

rather than work for a year or two. First of all, it is
much more difficult to go bacl< to school once
you have entered the work world. Many people
are determined to go back to school. However,

'

Transcripts

__-: __'C

oo__co_

they lose the motivation after working for a while.

Also, I think it is important to finish your education
as soon as you can. That way, you can get your
degree and find the career that you really want.

Q2 Practice 3

>Step 2 - Sample Response

M: I think that people should be allowed to use cell
phones while they drive. First of all, I do not think
cell phones are distracting. When I drive and talk
on the cell phone, I de not feel any less attentive
to what is happening on the road. I have never
been in a collision due to using my phone. Second
of all, cell phones can be useful in emergency
situations. For example, if you get lost while you
. are driving, it would be helpful to use your cell
phone to call someone to guide you.

Q2 Practice 4

>Step;2
,. - Sample Response
W: I 'do not think that music players should be
b$nned in school. I do not agree because music
pl~yers are only used outside of class. Students
should not be utilizing music players in the
classroom, but most students refrain from doing
so. There's no reason why they should not be
able to listen to them during lunch or between
classes. I also do not agree because I do not
think music players are hazardous items. If students
carry them in their backpacks and use them in
the halls, they are not causing any mischief.

Q3 Practice 1
~

Step 1 - Conversation

W: I can't believe they're taking away the TV from the

student union building!
M: I know. It Seems pretty unreasonable. But I
guess the university has its reasons. Like the
announcement said, it's keeping students from
studying, which is never a good thing.
W: Yeah, I mean sure. some students might want to
study there. But I know lots of students who
come there to relax or hang out when they need

a break from studying. It's supposed to be a social

area, not a study hall. Students who need a quiet
area to study could just go to the library. There's
no reason that they need to use the common area.
M: True. But like the announcement said, most
students have TVs in their rooms. Do you think
students actually come to the student union to
watch television?
W: Sure! I watch TV there all the time. Especially in
between classes when I don't have time to go
back to my dorm room. I mean, it is a twenty-minute
walk back to my dorm room, and I'm not about
to do that when I can just go to the student union
to relax for a while. I know a lot of students do the
same thing.
M: Hmm. You're probably right.

>Step 3 - Sample Response

M: The woman is disappointed that the television will
no longer be available to students. She thinks
that area should not be used for studying. She
says students that want to study could go to the
library She also disagrees with the announcement's
statement that the TV is not necessary because
many students have TVs in their dorm room. She
says she would have to walk twenty minutes to
her dorm room if she wanted to watch TV between
classes.

Q3 Practice 2

>Step 1 ~ Conversation
M: Great, now where am I going to stay when summer
classes start?
W: I don't know. Are they really closing the dorms for
the summer?
M: Yeah, that's what it says here. But that's not fair. I
mean, they say they weren't able to get enough
supervisors. But that seems like such a bad
excuse. I mean, they should have asked more
people. It's not like I saw fliers or announcements
or anything asking people to be supervisors.
W: Maybe they did, but no one wanted to be a
supervisor.
M: I'm sure they didn't. I would've done it, but no
one asked me!
W: Maybe you're right. But that wouldn't really matter
since such an insignificant number of students
applied for summer housing anyway.
M: I feel like that's the university's fault. They should've

Transcripts

711 - .

II--

advertised that the dorms are available in the

summer. They should've put up fliers or something.
Most students don't even know they're open for
the summer. If they knew they were open, then
more people would apply. I didn't even find out
myself until a couple of weeks ago. One of my
professors mentioned that she thought they were
open, but she wasn't sure. So I looked into it. But
I would never have known if she didn't say
something.
Step 3 - Sample Response
W: The man does not agree with the decision to
close the dorms in the summer. He thinks they
should have asked more people to supervise the
dorms if they could not get enough volunteers.
He says they could have found enough supervisors
if they had asked. He also thinks that too few
students applied for summer housing because
the university did not advertise the fact that the
dorms were open. Most students do not know
that the dorms are open during the summer. He
thinks the university should have posted fliers.

Q4 Practice 1
~

Step 1 - lecture

M: A common way to encourage good behavior in

children is to use a reward system. So, for example,

a parent or a caregiver might request a certain
behavior -like picking up toys or playing nicely
with other kids. Then if the child does what is
asked of him, his behavior is rewarded with
something as simple as a preferred snack.
This method works well, for one, because it
produces a positive outcome for both the parents
and the child. A parent may offer something like,
"You can have an extra fruit snack if you share
your toys with your brother." Of course, fruit snacks
are often something that kids enjoy, while the
parents succeed in making the child behave in a
positive way. By rewarding a child with something
he wants, parents are encouraging him to repeat
tliose actions.
Reward systems are also effective because they
teach kids to correlate good behavior and good
results. Returning to the example of receiving an
extra snack, if the child receives a fruit snack after
doing something good, he will realize that doing
that good thing caused him to receive a reward:

He will soon realize that good behavior brings

about .good things. He is thus more likely to
repeat that behavior.
Step 3 ' Sample Response
M: The professor uses the example of giving an extra
snack to explore how reward systems teach children
positive behavior. He explains that reward systems
are good for parents and children. The professor
says that giving an extra snack is effective
because kids will get something they want, while
parents are able to teach children good behavior.
The professor also says that giving a snack is
effective because it teaches kids that good
behavior will get them good things. So they are
more likely to repeat that behavior later on.

04 Practice 2
Step 1 - lecture

W: So as an educator, one of the most effective

ways of teaching someone how to do something
is by demonstration. Let's say you're trying to
teach people how to use a computer. You could
try to explain to them how to turn it on and open
programs and such, but all that information might
be too abstract if they don't have a computer in
front of them. Your students will learn how to use
a computer much easier if you demonstrate how
to do it.
First of all, demonstrating how to use a computer
is going to give your students all the information
they need to know right there. By watching you
turn the computer on, open programs, check
e-mail, change fonts, or whatever else you do,
your students learn those steps by remembering
how you did them. And as the demonstrator, you
don't have to worry about leaving out a step in an
extensive description. Since you're doing all the
steps, you literally can't forget a step.
Also, demonstrating how to use a computer
shows your students how to use the information
you're trying to teach them in a real life situation.
You're not just telling them how to- mal<e
documents and create files. You're showing them
how they would do it on their own computers. So
it isn't just a list of facts: it is a series of real !ife
skills that they can immediately do themselves.

712 Transcripts
-'-'

Step 3 Sample Response

W: The professor discusses the best way to teach
someone how to use a computer in order to show
why teaching by example is a good method.
According to the professor, you should show
someone how to do something rather than tell
them how to do it. The professor says that teaching
someone to use a computer this way is effective
because it gives them all the information they
need for using a computer. The professor says it
is also effective because it shows your students
how they would use the information in a real life
situation on their own computers.

Step 3 Sample Response

M: The woman is organizing a Halloween dance,
and the club that was funding it backed out at the
last minute. The man says she will either have to
cancel the dance or find a new sponsor. I think it
is best for her to look for a new sponsor. That
way, she will not disappoint all the people-like
her friend-who have already made costumes.
Also, a week and a half is plenty of time to find a
new sponsor and I think her efforts would be
worth it.

QS Practice 2
~

Step 1 Conversation

W: Having car trouble?

M: Yeah, it won't start. And I've got to get to a job

QS Practice 1
~

Step 1 Conversation

M: H\l)(: Martha, how's the planning going for the

Ha:.bween Ball?
W: Terrible! I just got an e-mail from the Martial Arts
Clup. They were going to fund the dance and
even do a live performance. But now they're
backing out at the last minute.
M: Really? That's awful. Do you know why?
W: Yeah, they don't have enough money after all,
which is too bad because I've put all this time
and effort into organizing the dance. So now I'm
not sure. what to do.
M: Well, I guess you could cancel it. Elut I know that
would disappoint a lot of people. My friends and
I already made costumes. We're going to be
pirates.
W: That's awesome! I wish I didn't have to cancel it,
but I don't see any other option. I mean, I'm not
going to spend my own money on a school dance.
M: True. But there's gotta be another way. What if you
searched around to see if some other organization
will sponsor it?
W: I guess I could call around. But it is going to be
really hard to find someone on such short notice
... and the longer I wait to cancel it, the more
people are going to be in your situationcostumes made and everything.
M: Right. Well, I'm sure you'll figure something out.
Let me know if I can help.
W: Thanks. I appreciate that.

interview all the way across town.

W: Oh man, that's too bad. What're you going to do?

M: I don't know.
W: I guess you could take the bus. I'm sure it'll take

M:

W:

M:

W:
M:

you wherever you need to go. The only problem

with that would be the fact that it stops so
frequently. It might take a while for you to get
there.
Well, my interview's in forty minutes. I might be
delayed if I took the bus. At least I know that the
bus can get me there, though.
Well, I'd let you borrow my car if I had one. But
unfortunately, I don't. But, hey, your roommate
has a oar, right? Why don't you ask him if he
would be willing to lend you his oar?
That's a good idea. It would definitely be faster
than the bus. But what if he needs his car this
afternoon? I would feel really bad if I took his car
and he ended up needing it. I mean, what if he
needed it for an emergency?
True. Either way, you had better decide quickly so
you're not late to the interview.
Tell me about it! I don't know what I'm going to
do ...

~ Step 3 Sample Response

W: The man has to get to an interview across town,

but his car will not start. The woman suggests
either taking the bus or asking his roommate if he
could borrow his car. I thinl< he should ask to borrow
his roommate's car. I Think this is the better option
because his roommate may not need it that

Transcripts

713 - -

. l

afternoon and might be happy to lend it. Also, the

man would not have to worry about being late to
his interview. The speakers agree that the bus is
slow, so it is a bad idea to take it to such an
important interview.

animals camouflage themselves is by disguising

themselves. The walking stick, for example, tricks
predators into thinking it is just another twig. This
causes predators to ignore it.

Q6 Practice 2
Q6 Practice 1

~ Step 1 - Lecture

W: As members of society, we often take on many

M: Over the course of evolution, animal species

'I
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develop special adaptations that help them live in

places that might not be very conducive to their
survival. One common adaptation is camouflage,
which allows animals to blend in to their environment
so that they can hide from both predators and
prey. There are two important kinds of camouflage
that animals use.
One way animals blend into their environment is by
changing color when the environment changes.
This is known as cryptic coloration-changing
color to match the environment. The seasons, for
example, drastically alter the appearance of an
animal's habitat. In spring and summer, the
ground may be full of greens and browns, while
in fall and winter, everything may be covered in
snow. Now, a brown or gray fox may be able to
hide well in a summer setting, but corne winter,
he'll stand out against the white snow like a wine
stain on a wedding dress. Which is why the Arctic
fox turns white. Many mammals and birds change
the color of their fur or feathers in accordance with
the seasons.
Another way that animals camouflage themselves
is through disguise. In essence, animals look like
other objects that predators won't pay attention to.
An interesting example of this kind of camouflage
is the walking stick. The walking stick is an insect
whose body looks almost identical to an ordinary
twig. A predator may see the walking stick, but
chances are it will think it's only a stick and not
food. And so it will ignore it. Other insect species
have evolved to look like tree leaves, or stranger
yet, the eyes of a much larger animal.
~

Step 3 - Sample Response

M: The professor says that animals camouflage

i

:'i

Step 1 - Lecture

themselves in order to hide from prey and predators.

One way they do this is by changing colors. Tl1e
Arctic fox changes Its colors to match the look of the
environment. The Arctic fox is brown in the summer
and turns white in the winter Another way that

different roles; we may be students, daughters,

tutors, competitors, and sisters all at the same
time. Now what often happens, because we
assume so many different roles, is that these
roles will come into conflict with one another. In
sociology, we have a term for this-we call it role
conflict, and it can happen in one of two ways.
One way role conflict occurs is by trying to be two
incompatible things at the same time. For example,
it's common for a father to also be the coach of
a baseball team, but what happens when he is the
coach of his son's baseball team? In this situation,
he must act both the role of father and the role of
coach. So say his son makes a bad play in a
game. As a father, he might want to comfort his
son when he does something wrong-put his
arm around him and tell him its OK-but as a
coach, he would want to tell the boy exactly what
he did wrong. He must choose one role ... and
there's no easy way out of the conflict.
Role conflict also occurs when there is a sudden
change in role. A doctor, for example, must at .
times be a patient, but because he sees himself
as a doctor, he may have trouble assuming the
role of a patient when he is suddenly ill or injured
and cannot care for himself. He may try to make
diagnoses or order tests when he should be
listening to the advice of his own doctors and
submitting to.their care.

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P Step 3 - Sample Response:

W: The professor says that role conflicts happen
because people take on many different roles at
one time. One way that they occur is when
someone tries to take on two roles that are not
compatible. For example, a man might try to be
a father and a coach to l1is son at the same time.
Another way that role conflict occurs is when
someone suddenly changes his role. For example,
a doctor might suddenly have to be a patient. In
this situation, he will struggle to adjust to being a
patient instead of a doctor.

,,,____ 714 Transcripts

--~"

- ._ -> - __._.o_._,,

,. - _____- __-: - .--: ,,. -

------------------------==---:::-~c::_:.-;.;,_:_~,.:::.:..~.,_::_;..._~_;;;_.;:;;;,,~----------- -.:.:.......:::_:_- ------:..:..:...----=-~

I' Part 3
~~:
If"

Ghapter 7'

'i:,

,,:

Chapters.

i11mW"il~

Stress related to parts of words

~Step 1

1. a. method
2. a. economy
3. a. academy
4. a. luxury
5. a.drama
6. a. recommend
7. a. capable
6. a. prefer
9. a. photograph
10. a. negotiate
~Step

. :

b.
b.
b.
b.
b.
b.
b.
b.
b.
b.

methodology
economic
academic
luxurious
dramatic
recommendation
capability
preference
photography
negotiation

1. Do you have a campus parking permit for your

bike? ..,:
2. I hope ~y professor can advise me on which
course to take.
3. She has.;.to present her project to the class
tomorrow'.
4. My friends and I are going to the protest downtown
this afternoon.
5. Did you hear that Jane and her band will record
an album this summer?
6. Unfortunately, my parents will not permit me to
go skiing this weekend.
.
7. The police have arrested a suspect in the campus
computer lab robbery.
8. In biology, we are studying how plants convert
sunlight into energy.

Stress on phrasal verbs

~Step 1
1. The researchers found it out very recently.
2. The robber held up the convenience store.
. 3. Let's go check out tl1e new restaurant in the
student union.
4. Can you help me? I am searching for a journal on
anthropology.
5. Do not point at lier. 1hat is rude.
6. People often say that I take after my father.

Sentence stress related to content words

~Step 1
1. People classify products based on price and
appearance.
2. The university should advertise that the dorms
are open in the summer.
3. Echoic memory lasts for only a few seconds.
4. The magazine might have to shut down.
5. Giving rewards will teach children to behave well.
6. I was very proud of my brother when he was
accepted into medical school.
7. I feel comfortable talking to my sister about my
problems.
8. Students should work for a year before going to
university.
.~Step2

One person that I really admire is my father. For one,

he has worked very hard in his life. He was very poor
as a child arid did not get a good education, but he
worked very hard to educate himself and get a good
job. Second, he is a very nice person. He is always
giving money and assistance to other people. Just
last weekend, he helped a coworker remodel his
house.

Reduction of unstressed words

>Step 1
1. The people who moved out to other cities were
safe, but those who were in the city were in danger.
2. He is the one in my family who understands my
dream.
3. The students cannot access this section but the
teachers can.
4. The government asked him to stop campaigning
against the policy.
5. They wanted to create something new and
innovative.
6. For homework, you all should have read a bit
about winp power.
7. I know I look young, but I am a student at this
university.
8. Mathematics is an important aspect of university
studies.

Transcripts

715

Step 2
The man supports the decision by the university to
offer literature classes at night. For one, he thinks it is
good because it allows people who work to take
more classes. He says that there are many working
students who take classes at night. He also thinks it
is good because it will allow the university to offer
more types of literature classes. The speaker says he
wanted to take a basic literature class, and now he
can.

Intonation
Step 1
1. I had lost an important assignment due to computer .
problems.
2. That gave me the opportunity to learn about a
new culture.
3. I never went on a trip with those friends again.
4. Universities need money for computer labs.
5. Many people think that teaching by example is
best.
6. They look more interesting and have more
character.
7. A reward system is a good way to teach children
to behave well.

Step 2
1. That will tell us the date at which the house was

2.
3.
4.
5.
6.

built.
Morn and Dad want me to attend.
They can cause all kinds of trouble.
I am sure I will land a good job after graduation.
In the past, television was a luxury.
In addition, they are beneficial to mankind.

~Step

1. Although we had not 1inished, we decided to go

home.
2. When she stepped off the boat, she immediately
ran to her car.
3. It was raining so hard all day that they did not
leave the house.
4. If the alarm rings, put down your books and
slowly leave the building.

o - - - 716 Transcripts

5. The final test will be two hours long and will count
for twenty-fivepercent of your final grade.

Step 2
1. In my opinion, students should not have to pay to
go to university.
2. To begin, echoic memory is very short, lasting
only three to four seconds.
3. Charities, both local and international, rely on the
generosity of individuals to help the less fortunate.
4. In summary, then, I think that teachers should
give unannounced tests in class.
5. While a strong brand name can make a product
more appealing, it can also . help customers
remember a company or product.
6. Many people, however, feel that animation done
by hand is more artistic than computer animation.
7. It took 1ive years, but he finally achieved his goal.
8. In the case of many oral traditions, it is impossible
to identify the stories' authors.

Practice Test 1
Question 3
M: I'm so glad they are finally updating the exercise

W:
M:

W:
M:

W:
M:

W:
M:

facilities at Scaife Hall.

What do you mean?

Have you ever worked out there?
No, why?
Well, if you did, you'd realize that they don't have
a great selection of exercise equipment. The
problem is most of it is old. Some of it's even
broken. I mean, it's a really popular place, so the
equipment gets used a lot. It's just natural that it
wears down over time. Just seems that the
school waited a long time to finally update it. Still,
it's the right move.
Oh, I see.
Yeah, and since it is so popular, it's really crowded
there. If you go during the afternoon or evening,
you have to wait. Sometimes you wait fifteen
minutes to use a machine. With the proposed
expansion, it should be better. You might be able
to just walk in and work out on any machine that
you want.
That certainly sounds like an improvement.
Let's hope so!

Question 4
M: Today I'd like to talk about impression management.
And I think you'll get a sense of how it works by
looking at the behavior of a manager I know who
runs a small computer repair business.
First, customers expect him to be professional, so
he dresses and acts professionally. For example, in
order for the business to be successful, the manager
thinks that he needs to appear professional and
competent to his customers-that he needs to
convince them that he is able to answer their
questions and solve their problems. When he
talks to his customers, he makes sure to speak
really clearly and use big, advanced words that
he wouldn't normally use. In essence, he is Jiving
up to what he thinks customers want him to be.
Second, the manager also wants to create a good
impression with his young employees. He wants
them to like him as a friend. So even though he is
dressed up like a professional, he jokes around
wtth them when customers are not around. He
1i makes sure that he knows a little bit about the
latest video games and music that they like, so
. he can talk about these things with his employees.
i, He wants them to see him as not just a professional
and a boss, but also as a friend.

Question 5

<.

M: Margie, how's it going?

W: . Not so great, Ted ..
M: What's wrorig?
W: Well, remember how I told you I was planning to
take that History of Science class?
M: Yeah.
W: Well, I'm afraid I waited too long to register. The
class is full.
M: Oh no.
W: I'm not sure what to do.
M: Hmm. I guess you could just wait a few days and
see if someone drops it. You know how it is.
Every semester people sign up. Then they change
their mind after they attend the first class or two.
As long as you keep checking the class list, you
could sign up when someone drops. But you'd
have to check the class list everyday and sign up
right away.
W: That's not a bad idea. I think that might work, but
then again, what if no one wants to drop it?
Everyone says it is supposed to be a great class.

M: The other thing you could think about is actually

contacting the professor directly. It's taught by Dr.
Harmon, right? I heard he is really cool. So maybe
you can convince him to let you into the class.
Maybe when.he sees how excited you are to take
his class, he'll let you in.
W: That might work, too. I'm sure he'd let me in if he
could, but there just might not be any seats left.
M: That's possible, but it's still worth a try. Think about
both of my suggestions.

Question 6
W: Today, I want to talk about keystone species.
Now, a keystone species is any plant or animal
that has a huge effect on an environment. Jn
essence, the environment would completely change
if that species were not there. The wolf is one
such species. Its presence has two important
effects on an environment.
First, the wolf controls the populations of animals
in an environment. Recently, wolves were brought
back into Yellowstone National Park. As a result,
there are now changes in the animal population.
For eighty years, there were no wolves in the
park. During that time, the populations of two
species-elk and deer-the populations of these
species increased. The park was overpopulated
by deer and elk; there were too many. But, when
the wolves returned, within a short time, there
were profound changes in the populations of
these two species. What happened? Well, the
population of both elk and deer declined, and
rather quickly to healthier levels. This is because
wolves are predators; they eat elk and deer.
But here is the really interesting part: the wolves'
return has also helped the environment. Specifically,
there are now more cottonwood trees in the area.
Now, you might be asking yourself how a wolf
could possibly help the populations of cottonwood
trees. Well, it all comes back to the elk and deer.
See, the deer and elk had been eating and
destroying all of the young cottonwood trees
before they had a chance to grow. But when the
wolf came back and elk and deer populations fell,
cottonwood trees were able to grow freely again.

Transcripts 717 - .

Practice Test 2

experience the action and confusion.

In addition, Velazquez chose this particular point
of view to convey a particular meaning. He does
not wish to show you the inner character of these
royal people. He didn't want it to be an emotional
piece. If he had, he might have painted close-ups
of faces to better emphasize facial expression.
But in this case, he uses a broader point of view to
emphasize the group rather than any one person.

Question 3
M: Did you get the notice that they're going to be
installing more lights on campus?
W: Yeah, I wish they weren't. I think it's a pretty bad
idea.
M: You do? Why's that? Seems to me like the
maintenance department had some pretty good
reasons for doing it.
W: Well, I think it's a waste of money and electricity.
For one thing, I don't think it'll stop people from
vandalizing and stealing things. If anything, I think
it'll encourage more vandalism and theft.
M: Really? But wouldn't people be afraid they'd get
caught.
W: Maybe. But there's still fewer security guys on
campus at night, and with more lights, it's easier
for thieves to see whatthere is to steal. Personally,
I prefer locking my bike up where it's dark. If they
put lights there, I'm afraid lots of people will start
. noticing it's there.
M: That makes sense.
W: And also, I think there's plenty of light already
to do outdoor activities at night. Plus, some of
those things . . . like jogging . . . can be more
enjoyable at night. It's nice to just go out into the
dark and enjoy the night without it being so bright
everywhere.

Question 4
M: As artists, when we refer to point of view, we
mean the location of the viewer - the location of
the viewer looking in on the scene in a painting.
So, take for example, the famous group portrait
of Spanish royalty painted by the 17th-century
artist Diego Velazquez. In this scene, the artist
himself is painting a portrait of the king and
queen. For this scene, Velazquez uses point of
view to do exactly two things.
First of all, he directs the eyes of the viewer so
that you are looking at the scene from inside the
house, as if you are part of it. He does not choose
to paint a close-up of the king and queen, but
rather reveals the entire scene and everyone
involved . . . including the dog. By painting the
scene using this broad, yet intimate, point of
view, Velazquez positions his viewers so that they

718 Transcripts

Question 5
W: Hey, Dave, have you decided where you're going
M:

W:
M:

W:

M:
W:

M:

to live next semester? Those apartments we looked

at downtown were pretty nice.
Yeah, they were. But I don't know, I'd really like to
stay on campus. It's too bad university policy
says we have to move out of the dorms after
freshman year.
Yeah, well they probably just don't have enough
housing.
True, but it's too bad because I don't have a car
and I don't know how I'd get to class and baseball
practice every day from downtown.
Oh man. That is a problem. Are you sure the policy
says we have to move off campus? I mean,
maybe you can go talk to someone in campus
housing and see if they'll make an exception for
someone in your situation.
That's not a bad idea. It might be worth a try. But
I think they're pretty strict with that policy.
Oh; hey. Why don't you apply to be a resident
assistant? Not only will you get to stay on campus,
but you'll get free housing!
That's possible, but being an RA is a lot of work.
I'm not sure I'd have the time to do the job with
classes and practice and everything else.

Question 6
W: When you watch television or flip through a
magazine, you're bombarded with advertisem.ents
... mostly for common products-cars, shampoos,
shoes, games, food. So how is it that advertisers
can make these everyday products look so
appealing? Well, there are a couple of ways they
do this.
First of all, many advertising campaigns . .
magazine ads, television commercials, and the
like ... many of these campaigns rely heavily on