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1/40

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.

9 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.

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


2/40

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 p s ~ e s 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.

1

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

68 Trans·crlpts

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

,

l


3/40

planets with the exception

of

Uranus.

2 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

o i 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

ot 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

68

; ;_ :__ ::; =_ _· ·


4/40

W OK,

I

understand. But what do

I

do

now?

I

mean,

I

have to eat.

M:

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.

W

Those

are

my options? How do

I

even

know that

they'll

reimburse me?

M:

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.

W 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.

M: 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.

W

I'll give

it

a try. Thanks.

1 inguistics

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 anguage 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

oreign 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

68 Transcripts

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.

2

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-toe

poe-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, Imean

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.


5/40

3 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

g·et 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.

4 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; r·2ndom

places. And Yerkes

wanted to see 1·1cw ong it would take the

mouse

to

learn to use only one of

the exits,

and

...

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 undem nding task,

higher

levels

of motivation

generally caused the mou·se 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

d i f f i c u l t y - t h ~ 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

erform

very

well.

05 c o n o m i c ~

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 ~ e r e e

to

jump

in.

I'm

going

to talk

about why

.Marxism

failed.

Many

economists

today

a g r e ~

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

a n ~

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 68 ~


6/40

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 o 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.

o

say

that

the

yalue of a business

is

only a function of

manufacturing effort and the machinery is,

well, pretty

na'ive.

· 06 rt 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

.

68 Transcripts

in

Impressionist

works were too trivial. n i ~ 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

\ :

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 ~ h a t 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 r e q u e ~ c y

throughout

recent

advertising.

CaF

dealers

EJ

the most

li ely

to do this,

I d

say.

Anyway,

a-

sorry,

loot my

train

of

t11ought.

.


7/40

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

screen

we

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 §µre you've

seen

a commercial

where some

g u y 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

som·e

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.

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.

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?.

M:

Um, I'd have

to guess

that the

bigger

the animal,

the

better

the memory.

W:

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.

M:

An

insect?

I

can't

imagine

a

tiny

insect

having

a

great memory.

W:

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

µ

few feet

away

from the nest.

M: What, and

the

wasp came back

and

thought

the nest was still

in

the middle of the

pine

cones?

W:

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?

IVI:

Well,

it

seems

to rne

that

wasps have

extremely

developed

memories.

W:

Perhaps.

I

mean,

it certainly proves that wasps

have

some

sort

of memories, probably

more

than

we

would have imagined.

IVI: Well, doesn't it suggest something about the

nature of a wasp's memory? I mean, how it

works? ·

W:

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 68 - - -


8/40

9 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

individual

the 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 abula 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

686 Transcripts

about environments.

Now,

keep

in mind,

we

can

combine these

two theories,

and

they can

both be

partially

right. They

aren't

mutually

exclusive.

1

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

Iwonder

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 t

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


9/40

{

) ,

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

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 sym ol

of freedom, too.

3 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.

Transcripts

687 -


10/40

4 Service Encounter

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

lw ys

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.

88 Transcripts

5 Environmental Science

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 long

uh,

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?


11/40

-:

.

6 History

W Good afternoon, everyone. Today we'll be

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 aworkplace

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 s

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

tl e

professor

...

misunderstandings

W: Sure, lectures can be a great way to

learn, but

t ey 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 89 _

.


12/40

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.

8

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

69

Transcripts

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.

M: Didn't you

also mention services?

W

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.

M: What's that?

W Well, we have

groups of

people that escort

students

around campus after dark.

M:

Hmm, I didn't .know

that.

W:

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.

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

i

'·

'.:

.

f

.

t

f

}_

f-

:{-

'

-

h

k

J

\ _

•

);

'

·'


13/40

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

strength 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

1

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

work

show 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 apair or sequen e 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 genotype

genotype

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.

n

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, 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 amediterranean

sea.

And just

so

we're clear, although

the

Mediterranean

Sea

is an

example

of a

rnediterranean sea,

in

oceanography we

use

Transcripts 69 j

i


14/40

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.

2 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 oxygen

for

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

69 Transcripts

detailed analysis

of what

happens in fish.

3 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

1

O

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.

4 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.


15/40

. · -

.

; .t <

M: Well, like I

said, Barbour Hall is really great,

ut

W:

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.

r . ~ ·

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

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

[học anh văn cùng thầy] developing skills for the toefl ibt 681-720

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