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Conversation1

ListentoaconversationbetweenastudentandanadmissionofficeratCityCollege.

Student:Hi,canIaskyouafewquestionsaboutstartingclassduringyoursummerssion?Q1

Admissionofficer:Sure,tsnextweek,youknow.

Student:Yeah,andIwantedtogetsomerequiredcoursoutoftheway,soIcan,maybeIcangraduateoneterm

earlierandgetoutintothejobmarketsooner.Q2

Admissionofficer:ullupthesummerschooldatabaonmycomputer

here.

Student:Ok.

Admissionofficer:OK,’syourstudentIDnumber?

Student:Oh,well,thethingis,I’estartingschoolupstateatHooper

Universityinthefall,butI’mdownhereforthesummerstayingwithmygrandparents,‘cauIhaveasummerjob

nearhere.

Admissionofficer:Oh,.

Student:SoI’moutofluck?

Admissionofficer:Well,youwouldbeifyouwerestartinganywherebutHooper,butCityCollegehasasortof

specialrelationshipwithHooper,tudentscantakeclassatHooper,andvice

versa.Q5Soifyoucanshowmeproof,eh,youradmissionsletterfromHooper,thenIcangetyouintooursystemhere

andgiveyouanIDnumber.

Student:Oh,,um,Iwannatakeamathcourandasciencecour,preferablybiology,andIwasalso

hopingtogetmyEnglishCompositionCouroutoftheway,too.

Admissionofficer:Well,allthreeofthocoursareofferedinthesummer,butyou’vegottounderstandthat

dlongerhoursandtheassignmentsaredoubledupbecauit’sthesame

amountofinformationprentedandtestedinaregularterm,butit’rsareconsidered

fulltimeinsummerterm.Q3Evenifyouweren’tworking,Icouldn’tletyouregisterformorethanthat.

Student:Yeah,outtheschedule?Areclassonlyofferedduringtheday?

.

.

Admissionofficer:Well,duringtheweek,he

weekends,wehavesomeclassalldaySaturdayoralldaySundayforthesixweeks.

Student:Myjobisprettyflexible,sooneontheweekdayandoneontheweekendshouldn’,

soafterIbringyoumyadmissionsletter,howdoIsignupfortheclass?

Admissionofficer:Well,assoonasyourstudentIDnumberisassignedandyourinformationisinouradmission

system,youcanregisterbyphonealmostimmediately.Q4

Student:Oh,whataboutfinancialaid?Isitpossibletogetitforthesummer?

Admissionofficer:Sorry,butthat’ssomethingyouwouldhavetoworkoutlongbeforenow,butthegoodnewsis

thatthetuitionforourcoursisabouthalfofwhatyou’regonnabepayingatHooper.

Student:Oh,well,,I’llbebacktomorrowwith

myletter.

Admissionofficer:Iwon’tbeherethen,butdoyouethatladysittingatthatdeskoverthere?That’sMsBrinker.

I’llleaveheranoteaboutwhatwediscusdandshe’llgetyoustarted.Q4

Student:Cool.

Lecture1WorldHistoryClass

Listentopartofalectureinaworldhistoryclass.

Professor:Inanyintroductorycour,Ithinkit’salwaysagoodideatostepbackandaskourlves:Whatarewe

studyinginthisclass?Andwhyarewestudyingit?So,forexample,whenyoulookedatthetitleofthiscourinthe

catalogue,IntroductiontoWorldHistory,whatdidyouthinkyouweregettinginto?Whatmadeyousignupforit,

besidesfillingthesocialsciencerequirement?

Students:Hahahahah

Professor:Anyone?

Student:Well,justthehistoryofeverything,youknowlikestartingatthebeginningwith,IguesstheGreeksand

Romans,theMiddleAges,theRenaissance,youknow,thatkindofstuff,likewhatwedidinhighschool.

Professor:Ok,,thereareveralapproaches,

tyoustudiedinhighschool,

whatIcallthewestern-heritagemodel,

fact,it’sthemodelIlearnedwith,whenIwasgrowingupback,oh,aboutahundredyearsago.

Students:Hahahahahha

Professor:Ah,atMiddleTownHighSchoolupinMaine,Iguessitmadentomyteachersbackthen,since,

well,thehistoryofWesternEuropewasthecultural-heritageofeveryoneinmyclass,andthisremainedthedominant

approachinmostUSschoolstill,oh,maybe30,oesn’ttakemorethanaquicklookaround

campus,evenjustthisclassroomtoday,toethatthestudentbodyintheUSismuchmorediverthanmylittleclass

.

.

swestern-heritagemodelwaventuallyreplacedbyorsometimescombinedwithone

anewherethis

,soupuntilthemid-20thcentury,thebasicpurpoofmostworldhistorycourswastolearnabout

atofvalues,institutions,ideas,likedemocracy,

legalsystems,typesofsocialorganization,,asIsaid,thismodelgivesusaratherlimited

e1960sand70s,itwascombinedwithorreplacedbywhatIcallthedifferent-culturesmodel.

The60swereaperiodinwhichpeopleweredemandingmorerelevanceinthecurriculum,andtherewascriticismof

theEuropeanfocusthatyou’mostpart,thedifferent-cultures

modeldidn’didwasinsistonreprenting

othercivilizationsandculturalcategories,rwords,theheritageofall

people,notjustwhatgoesbacktotheGreeksandRomans,butalsotheoriginsofAfrican,Asian,NativeAmerican

moreinclusive,it’sstillbasicallyaheritagemodel,

edifferent-culturesmodel,thismodelprentsawideculturalperspective.

Butwiththismodel,we’re,studying

worldhistoryisnotsomuchaquestionofhowaparticularnationorethnicgroupdeveloped,butratherit’salookat

commonthemes,conflicts,inion,thisis

thebestwayofstudyinghistory,mple,let’stakethestudy

,whenIfirstlearnedaboutIslamicCivilization,itwasfromtheperspectiveofEuropeans’.

Now,withthepatterns-of-changemodel,we’uldbemore

interested,say,inhowinteractionswithIslamiccivilization,thereligion,art,literature,affectedculturesinAfrica,

India,Spain,’stakeanotherexample,insteadoflookingateachculturalgroupashavingaparate,

lineardevelopmentfromsomeancientorigin,inthiscour,we’llbelookingforthecommonthemesthatgobeyond

culturalorregionaldistinctions,soinsteadofstudyingaparticularsuccessionofBritishKingsoradynastyofChine

cour,we’llbelookingatthebroaderconceptsofmonarchy,imperialismandpolitical

transformation.

Lecture2EnvironmentalScienceClass

Listentopartofalectureinanenvironmentalscienceclass.

Professor:OK,nowlet’stalkaboutanotherenvironmentalconcern,’samajorproblemallaround

merosiondamagessoilsoverelythatthelandcannolongerbecultivated,andit’sjust

youhaveprobablyreadthenovel“the

GrapesofWrath”,andmaybeyourememberthatthestorytookplaceinthe1930sduringthetimeofwhatwascalled

wlisatermweutodescribeanecologicalandhumandisasterthattookplaceintheSouthern

rlyeightyears,obad,it

.

.

evenmadebreathingandeatingdifficult,andfarmerscouldonlylookonhelplesslyiftheircropsweredestroyed,and

thelandandtheirliveswereruined.

Now,there’vealwaysbeendroughtsandstrongwindsinthatregion,butthatwasokbecauthenativegrass

indwasn’tableto,youknow,erodethe

lturewaxpandingrapidlythen,andlotsof

farmersintheSouthernGreatPlainswantedtogrowwheatandothercropstheycouldllforcash,uh,cropsthat

rippedupmuchofthegrasslandtoplantthecropslikewheatwhichdon’tholdthesoil

ametime,livestock,cattle,toomanyofthemwerefeedingongrassinthearea,and

’thelpthatmanyofthe

thelandownerslivedwaybackeastand

rentedoutthelandtolocalpeoplewholivedonthelandandworkedonit,butdidn’thavemuchreasontotakereally

,itwasn’ttheirland,right?Thetenantfarmersweren’treallyinterestedinconrvingsomeone

el’ssoil,,somethoughtthelandcouldn’wthatthe

soilwassorichanddeepthatitdidn’tmatterifthetopsoil,thesoilonthesurface,oughttheycould

justplowmore,iterallytakethousandsofyearsto

creategoodtopsoilthatwillgrowvegetation,ronlyafewyearsofexcessive

plowing,thelandprettymuchcouldn’plemovedontootherplaces,andlettheoldareas

justsitthere,andwhentheydidn’tplantanythingonthatland,s

rproblem,ironically,wasthatadvancesintechnologywereactually

destroyingtheland,farmerswereusinghugenewtractorsthatdugdeepintothe

ground,w,whenpeoplelookbackon

theDustBowlera,theytendtoblamethedrought,’tignorethedrought.

Imean,itwastheworstonrecordatthetime,houtthesoildestruction,the

droughtalonewouldn’oorfarmingtechniquesthat

hen,though,we’ng

congressdidwasanactofmassivegovernmentefforttoimprovesoilconrvationcalledthe“SoilErosionAct”.

Underthislaw,largestretchesoflandintheSouthernGreatPlainswereidentifiedasbeingatriskforerosion,and

we’atdid,byprotectingthelandfrom

excessivefarming,e“SoilErosionAct”helpededucatefarmerstopracticebettersoil

conrvationtechniques,likereducinghowoftentheyplowedandusingbetterequipmentthatwould,youknow,

minimizedamagetothesoilstructure.

Conversation2

Listentoaconversationbetweenastudentandhisacademicadvisor.

.

.

Student:Excume,,Idon’thaveanappointment,butIwaskindofwonderingifyouhada

minutetohelpmewithsomething.

Academicadvisor:Oh,sure,’sonyourmind?

Student:Well,uh,IguessIreallydon’’’s….I’mnotdoingallthat

myhomeworkassignments,andinclass,andIdon’justdon’he

assignmentsandIdothehomework,andI’mstillnotdoingtoowell.

Academicadvisor:Um,whichclass?YoumeanlikeSpanishor…You’retakingSpanish,right?

Student:Oh,no,ren’tforSpanish,I’,butit’sreallyalltheothers,

psychologyandsociologyespecially.

Academicadvisor:Isitthematerial?Whatyoureadinthetextbooks?Youdon’tunderstandit?

Student:No,that’IunderstandstuffwhenIreadit.

Academicadvisor:Youdon’tread….

Student:Remember,well,Iremembernamesanddefinitions,butlikeintheclasswhentheprofessorasksabout

thetheories,whatthey’reallabout,Ineverhavetheanswer.

Academicadvisor:Soundslikeyou’retryingtolearnbymemorizingdetailsinsteadofpickingoutthemainpoints

me,howdoyoustudy?

Student:Well,I,I,ImeanIreadtheassignedchaptersandItrytounderlineeverything,likeallofthewordsI

don’tknowandIalwaysmemorizethedefinitionsbutIdon’etbackinclass,italwaysemslikethe

otherstudentshavegotabetterhandleonwhat’eit’sjustme.

Academicadvisor:Oh,it’students,youknow,myfirstyearasacollegestudent,Ireally

hoursreadinginthelibrary,butIwasjustwastingtime,‘cauIwasn’treallystudyingthe

esamesortofthingthatsoundslikeyou’usingonwhat’sreallyimportantinthe

reading,butonthesmallerdetails.

Student:Yeah,slikeIshouldbedoingbetter.

Academicadvisor:Thefirstyearofcollegecanbealittleoverwhelming,s,lotsofstudentshave

w,figuringouthowtostudy,howtoutheirtime,youknow,toyourbestadvantage.

It’sgoodthatyoudotheassignedreadings,butyou,well,Ithinkyou’reunnecessarilyunderliningandmemorizing.

,well,it’’uread,just

readtheassignedctions,andthenandwithoutlookingbackofthetext,writeasummaryofthekeypoints,themain

eryoudothat,it’lookforanyexamplesyou

howyouanexampleofwhatImean.

Lecture3AstronomyClass

Listentopartofalectureinanastronomyclass.

.

.

Professor:I’enedmanyyearsago,but

you’llethatit’,threehundredyearsago,astronomersalreadyhadtelescopes,but

’ssaytheyweretheleveloftelescopesamateurastronomersu

youeinthenightskywhenyouuatelescopelikethat?Quick,tellme.

Student:Planets.

Professor:Right.

Student:EvenlikethemoonsofJupiter.

Professor:Right.

Student:Stars.

Professor:OK,whatel?Youthinkthat’sall?Everheardofnebulae?I’,let’sjust,um,put

themhavea

spiralshape,andthat’onomersinthe18thcentury,18thcentury,whenthey

lookedthroughthetelescope,nsofJupiter?Andthey

ydidn’uldtho

be?Sosomeofthemthoughtthethingsarecloudyandfuzzy,sothey’reprobablysmallcloudsofcosmicdustand

theydon’rewereotherswhothought,ok,thethingslooksmallandfuzzy,

butmaybethey’reactuallydistantgalaxiesofstars,butwecan’tethestarsbecauthey’resofaraway,andthey

fthetwotheoriesdo

youthinkwasmoresurprising?

Student:Thegalaxyone.

Professor:Andwhy?

Student:Well,Isttheory

assumedthat,right?

Professor:Ok,newouldhaveemedmorelikelyatthetime?

Student:Uh,Theycouldn’ttell.

Professor:,ond,

obviousdoesn’ppenednextwasforalongtime,

pothesemedplausible,andalotwasatstakebecauifthegalaxytheorywasright,it

hedusttheorywasright,izeof

allyinthe1920s,wecameupwithatelescopethatwasstrongenoughtotellus

udittolookatthespiralnebulae,wesaw,well,wearenotabsolutelysure,butit

ustafterall,farawayweretheyreally?

Andhowwouldyoumeasurethat?Anyideas?Laura?

.

.

Student:Well,howaboutmeasuringhowstrongthostarsshine,becauifthestarsarefaraway,thenitslight

wouldbeweak,right?

Professor:Yes,butthere’dtoknowhowbrightthestarisinthefirstplace,becausome

ueastarthat’sweak,itcanmeanoneoftwothings.

Student:Oh,it’itherfarawayorit’sjustaweakstar.

Professor:Andyoucan’treallyalwaystellwhich,butyou’’sakindofstarwhereyou

cancalculateitsnaturalbrightness,’scalledavariablestar,ora

variableforsure,’tgointodetailhere,but,basically,thelonger

theinterval,thelengthofthointervals,weareabletocalculatetheirnaturalbrightness.

Thistoldushowdistanttheywereandmanyturnedouttobevery,nbesurethatthespiral

nebulaereallyareverydistantgalaxies,whichiswhatsome18thcenturyastronomersguesd,butdidn’thavethe

reasonItoldyouthisstoryisthattodaytherearestillplentyofsituationswhenwee

somethingoutthere,butwereallyaren’esofonesuchmysteriousobrvationwouldbe

’veknownaboutthegamma-rayburstersforalongtimenow,butwecan’tallagreeonwhat

theyare.

Lecture4ArtHistoryClass

Listentopartofalectureinanarthistoryclass.

Professor:Todaywe’ushouldlookfor.

peoplethinkthatifyoustandinfrontofaworkofartandgazeatitfor

acoupleofminutes,lyreadingapieceofart,evaluatingitproperly,isacomplexprocess,

’reconfrontedwithapieceofart,there’reveralthingswehavetokeepinmind.

Forexample,’ticsisthephilosophythatdealswiththedefinitionof

beauty,,um,theearlyGreekphilosopherssaidthatbeautyandart

eelingaboutartwasthatit’oughtthatthe

truthfulnessofanimage,ehaveabroaderdefinitionof

’stiedtoasociety,agivent

notlikeapieceofartfromadifferentculture,itmaynotbeyourtaste,butyou

appreciateitsbeauty,‘erallyadherestocertainaesthetic

principleslikebalance,balanceproportions,contrast,’lldiscussaestheticsmoreindetail

rthingtokeepinmindinevaluatingartisthatarthasapurpo,

don’tneedtoknowwhatitistoappreciatea

pieceofart,mple,ifyouknowwhattheartist’spurpois,ifyouknowthatapieceofartexpress

theartist’sfeelingaboutapoliticalorsocialsituation,you’,besidesbeautyand

.

.

purpo,whataretheotheraspectsofapieceofartthatneedstobeevaluated?Verysimple,youexamineapieceofart

followingthefourformalsteps.

bephysicalcharacteristicsofthepiece,’soilon

’’salandscapeorpredominantcolorslike,um,’sthe

description,ok?’relookingatthepieceforanyuniversal

symbols,nsymbolsareuniversal,andtheartistcountsonyour

oobjectsdepictedina

pieceofartareoftenudtoreprentanabstractidea,oklikecircles,right?Sowheels

handoutofalistofthesymbolsandimagesandtheir

interpretationsthatI’now,thepointisthatafteryoudescribethepieceofart,youanalyzeits

erminewhetheritces,

tointerpretthemeaningofthe

liedmeaningishiddenin

shedepictedisonescene,buttherecanbeverallevelsof

tetstepisjudgment

youthinkofthepiece?Isitpowerfulorboring?oursteps

weretobedividedupintoachart,thendescription,analysis,inion

’snicetosay“n’tmindhangingitovermycouch’.

Buttoevaluateapieceofart,it’snotcritical,ok?NowyouknowwhatImeanbyreadingapieceofartandwhatit

meyougotoanartmuum,Icantellyourightnowthatyouprobably

won’’slookataslideofapieceofartandtry

toreadittogether.