Sorry, I posted this earlier today, but I put it in the wrong place.
For tomorrow, please do Activities 4, 6, & 7 in the new chapter "Do we watch TV for Free?"
Thursday, January 31, 2008
SNOW DAY
A big storm is coming and I might not be able to go to school on Friday. Please, check here before you go to class.
Tuesday, January 29, 2008
Friday, January 25, 2008
Next week
Monday:
- hand in the transcript of your presentation practice
- if you'd like feedback on your answers, hand in exercises 14, 15, 19, & 21 (test preparation)
- graded reader discussion
- vocabulary test (all vocabulary to date)
- Reading test:
- bring 1 page of notes about "Understanding Race & Ethnicity" (one side of regular paper in regular-sized writing); point-form notes are probably best
- bring 1 page of notes about "Life as an Alien"; paragraph-form notes might be best; consider basing your notes on the questions on p. 44.
- There will be a new reading on the test
Thursday, January 24, 2008
For Friday
On Friday, we will discuss the chapter a bit more. Then you will have time to discuss your presentation with other groups. You should at least have an outline of your presentation.
Hand in:
Hand in:
- Four references in APA format
- graded reader discussion transcription
Conversation & pronunication
The writing centre is running extra classes. If you're interested, please look here.
Tuesday, January 22, 2008
Monday, January 21, 2008
Homework for Tuesday, Jan 22
Today, we took up the test. If you didn't pass (i.e., <60%), send me an e-mail explaining the reason you think you didn't pass (e.g., I wasn't able to understand the lecture; I didn't know how to answer the questions; I didn't study; my answers were too short; I knew what the answer was, but I couldn't write it; etc.). Also, tell me what you plan is to pass the next exam. I would recommend that you rewrite the test at home and hand it in to me so that I can tell you how to improve.
We also discussed the research project. If you need help with it, please let me know soon.
Finally, tomorrow, you have a test on the first half of the vocabulary list, and we'll be doing our second set of graded reader discussions. Please, come prepared with a good idea of what you'd like to talk about.
We also discussed the research project. If you need help with it, please let me know soon.
Finally, tomorrow, you have a test on the first half of the vocabulary list, and we'll be doing our second set of graded reader discussions. Please, come prepared with a good idea of what you'd like to talk about.
Advertising Methods - Reading
As I mentioned in class, you are responsible for reading and fully understanding this article by Wednesday, January 23. I've assigned groups for different sections of the article. Each group is responsible for presenting one section of the article. Please follow these guidelines:
1. Your presentation must not be more than 5 minutes.
2. Make sure everyone understands your section of the article (are there difficult / unknown words that you need to define? Should you make your ideas clear with an example? etc.).
3. Leave time for possible questions.
4. Each member of the group should participate in the presentation (speak, answer questions, etc.)
Groups:
Sam - Duncan: Intorcution: Advertising Methods
Nao - Ahmed: Making Stimuli Pleasant
Karina - Ratha: Using Music
Marta - Tony: Using Humour
Fumie - Andres: Making Stimuli Surprising
Erhan - Stephen: Using Novetly
Nurdan - Shilian: Using Unexpectedness
Suna - Young - Nicok: Making Stimuli Easy to Process
This will count as 5% of your written assignment on Advertisment.
1. Your presentation must not be more than 5 minutes.
2. Make sure everyone understands your section of the article (are there difficult / unknown words that you need to define? Should you make your ideas clear with an example? etc.).
3. Leave time for possible questions.
4. Each member of the group should participate in the presentation (speak, answer questions, etc.)
Groups:
Sam - Duncan: Intorcution: Advertising Methods
Nao - Ahmed: Making Stimuli Pleasant
Karina - Ratha: Using Music
Marta - Tony: Using Humour
Fumie - Andres: Making Stimuli Surprising
Erhan - Stephen: Using Novetly
Nurdan - Shilian: Using Unexpectedness
Suna - Young - Nicok: Making Stimuli Easy to Process
This will count as 5% of your written assignment on Advertisment.
Thursday, January 17, 2008
Homework for Friday
- Study vocab 1-51 (we'll have a test next Tuesday on these words, plus all the words from the Hollywood list).
- Read your graded reader #2
- Do exercises 4 & 5 in the Race chapter.
- Read over the article on pp. 14-19 (just a quick read is fine).
Monday, January 14, 2008
Summaries
- The lecture is about the history of movie production. The lecturer first gave the introduction of the inventors and inventions related to movie production. Thomas Edison should definitely be given credit as he invented the kinetograph and kinetoscope. Subsequently, the Lumiere brothers made a further advance by inventing the first projector in 1896 so that more people could watch a movie simultaneously.
Then the lecturer continued to talk about the monopoly of the movie inducstry in the 20th century. She gave a brief history of the MPPC and the rules it had set in order to maximize profit. However, its harsh restrictions caused discontent among other movie producers.
Finally, the lecturer analyzed the factors for the migration of movie producers west to California, a result of the monopoly in the movie industry and the advantages California had. The lecture drew to an end by including other important events in Hollywood in the early 20th century. - The end of the 19th century was the beginning of cinematography. In 1891, Thomas Edison invented and patented the kinetoscope, which was first used on April 14, 1894 in NYC. In 1895, the Lumiere brothers invented the first cinematographe projector. Then, in 1896, Thomas Edison patented the rights to another projector which was invented by Thomas Armat. Next, in 1908, Edison and 9 other producers form the MPPC. In 1911, the first movie studio was built in California. There were 15 studios by 1912 and in the same year the government started investigating the MPPC. Finally, the MPPC lost power in 1915 after Paramount, Universal, and Fox filed suit against it.
Homework for Tuesday
- study for the vocab test
- prepare for graded reader discussion
- Finish Chaplin Homework (if you haven't already)
- Read p. 6-7 in "Race" chapter
Friday, January 11, 2008
Homework for Monday
- Watch this trailer from the movie, Chaplin. Then watch this clip. Then watch clips from The Great Dictator. Finally, write two pages (double spaced) about your reaction to this. Don't summarise it; just say what it made you think or feel.
- Review reading from p. 7
- Do Activity 24.
- Read sections 1.1 to the end of 1.4 of the history of Hollywood here.
- Review all lectures.
- Prepare for vocabulary test on Tuesday.
- Prepare for graded reader discussion on Tuesday: finish reading your graded readers from the library and be ready to spend 5 minutes explaining about it.
Listening test (possible questions)
- When was the first studio built? (1/2)
- In a short paragraph, explain why the MPPC started. Discuss Edison's own reasons, but also look at the general situation in the USA at the time. (5)
- Give five reasons why many movie producers moved to LA? (2.5)
- When did the MPPC lose its power? (1/2)
- Why did the lecturer mention Ford and Rockefeller? (3)
- What steps led to the MPPC losing its power? (3)
- Why did the inventor of the kinetoscope want short movies? (2)
- What are the reasons that made the govn't start looking at the MPPC? (2)
- Who formed the MPPC? (1/2)
- What is the difference between the kinetograph and the kinetoscope?
- Why did Thomas Armat work with Edison?
Thursday, January 10, 2008
Listening homework for Friday
Listen to Activity 11 and Activity 12 part 1. Listen to each of these a number of times. If you have extra time, consider using one of these as dictation practice. I'll check your transcription if you hand it in to me. You can also review Activity 9.
Study your vocabulary and read your graded reader.
Study your vocabulary and read your graded reader.
Wednesday, January 9, 2008
Reading for AW6
The Body’s Response to Stress – The General Adaptation Syndrome
Much of what we know about the body’s response to stress is the result of pioneering research by Hans Selye (1907-1982), the famed stress researcher known affectionately as “Dr. Stress.” Selye found that the body responds in a similar manner to various stressors – cold, noise, infectious agents, pressures on the job, or mental stress in the form of worry or anxiety. He recognized that specific stressors, such as an invading virus, do elicit specific reactions in the body. But layered over these specific responses is a more general response to stress, which he called the general adaptation syndrome (GAS) (also called the stress response). The general adaptation syndrome consists of three stages, each of which we consider below.
Alarm Stage
The alarm stage is the body’s first stage of response to a stressor, during which its defenses prepare for action. Suppose a car ahead of you on the road suddenly veers out of control. This is an immediate stressful event. Your heart starts pounding faster, speeding the flow of blood to your extremities and providing muscles with the oxygen and fuel they need to take swift action, such as performing an emergency maneuver to avoid a collision. The body’s response during the alarm stage is called the fight-or-flight response because it is characterized by biological changes that prepare the body to deal with a threat by either fighting it off or fleeing from it.
The alarm stage is accompanied by strong physiological and psychological arousal. Our hearts pound, our breathing quickens, sweat pours down our foreheads, and we are flooded with strong emotions such as terror, fright, anxiety, rage, or anger.
Different stressful events may trigger the alarm stage of the GAS. The threat may be physical, as in an attach by an assailant, or psychological, as in an event that induces fear of failure (a professor handing out an examination, for example). In some people, the alarm is triggered whenever they meet a new person at a social gathering: they find themselves sweating heavily and feeling anxious, and they may become tongue-tied. In others, the body alarm system is activated whenever they visit the dentist. Whether the perceived threat is physical or psychological, the body’s response is the same.
The alarm stage is like a “call to arms” that is prewired into the nervous system. this wiring is a legacy inherited from our earliest anc3stors who faced many potential threats in their daily lives. A glimpse of a suspicious-looking object or a rustling sound in the bush might have cud them to the presence of a predator, triggering the fight-or-flight response, which helped prepare them to defend themselves against a threat. But the fight-or-flight response didn’t last long. If they survived the immediate threat, their bodies returned to their normal state. If they failed, they simply perished.
Resistance Stage
Death may occur within the first few hours or days of exposure to a stressor that is so damaging (such as extreme cold) that its persistence is incompatible with life. But if survival is possible and the stressor continues, the body attempts to adapt to it as best it can. Selye called this part of the GAS the resistance stage (also called adaptation stage). During this stage, the body attempts to return to a normal biological state by restoring spent energy and repairing damage. Yet arousal remains high, though not as high as during the alarm reaction. This prolonged bodily arousal may be accompanied by such emotional reactions as anger, fatigue, and irritability.
Exhaustion Stage
If the stressor persists, the body may enter the final stage of the GAS – the exhaustion stage. Heart rate and respiration now decrease to conserve bodily resources. Yet with continued exposure to stress, the body’s resources may become seriously depleted and the individual may develop what Selye called “diseases of adaptation” – stress-related disorders such as kidney disease, heart disease, allergic conditions, digestive disorders, and depression. Some people are hardier than others, but relentless, intense stress can eventually exhaust anyone.
A sensitive alarm system may have helped our ancient ancestors survive many of the physical threats they faced. Yet the alarm reaction was designed not to last very long. Our ancestors either escaped a predator or fought it off; within seconds, minutes perhaps, the threat was over and their bodies returned to their normal, pre-aroused state. The stresses of contemporary life are more persistent. Our ancestors didn’t need to juggle school and jobs, fight daily traffic jams, or face the daily grind of working a double shift to make ends meet. The reality for many of us today is that the stressful demands of everyday life may repeatedly activate our alarm reaction day after day, year after year. Over time, persistent stress may tax our bodies’ resources to the point where we become more susceptible to stress-related disorders.
From Nevid, J. S. (2003). Psychology Concepts and Applications. Boston: Houghton Mifflin Company, pp. 598-600.
Much of what we know about the body’s response to stress is the result of pioneering research by Hans Selye (1907-1982), the famed stress researcher known affectionately as “Dr. Stress.” Selye found that the body responds in a similar manner to various stressors – cold, noise, infectious agents, pressures on the job, or mental stress in the form of worry or anxiety. He recognized that specific stressors, such as an invading virus, do elicit specific reactions in the body. But layered over these specific responses is a more general response to stress, which he called the general adaptation syndrome (GAS) (also called the stress response). The general adaptation syndrome consists of three stages, each of which we consider below.
Alarm Stage
The alarm stage is the body’s first stage of response to a stressor, during which its defenses prepare for action. Suppose a car ahead of you on the road suddenly veers out of control. This is an immediate stressful event. Your heart starts pounding faster, speeding the flow of blood to your extremities and providing muscles with the oxygen and fuel they need to take swift action, such as performing an emergency maneuver to avoid a collision. The body’s response during the alarm stage is called the fight-or-flight response because it is characterized by biological changes that prepare the body to deal with a threat by either fighting it off or fleeing from it.
The alarm stage is accompanied by strong physiological and psychological arousal. Our hearts pound, our breathing quickens, sweat pours down our foreheads, and we are flooded with strong emotions such as terror, fright, anxiety, rage, or anger.
Different stressful events may trigger the alarm stage of the GAS. The threat may be physical, as in an attach by an assailant, or psychological, as in an event that induces fear of failure (a professor handing out an examination, for example). In some people, the alarm is triggered whenever they meet a new person at a social gathering: they find themselves sweating heavily and feeling anxious, and they may become tongue-tied. In others, the body alarm system is activated whenever they visit the dentist. Whether the perceived threat is physical or psychological, the body’s response is the same.
The alarm stage is like a “call to arms” that is prewired into the nervous system. this wiring is a legacy inherited from our earliest anc3stors who faced many potential threats in their daily lives. A glimpse of a suspicious-looking object or a rustling sound in the bush might have cud them to the presence of a predator, triggering the fight-or-flight response, which helped prepare them to defend themselves against a threat. But the fight-or-flight response didn’t last long. If they survived the immediate threat, their bodies returned to their normal state. If they failed, they simply perished.
Resistance Stage
Death may occur within the first few hours or days of exposure to a stressor that is so damaging (such as extreme cold) that its persistence is incompatible with life. But if survival is possible and the stressor continues, the body attempts to adapt to it as best it can. Selye called this part of the GAS the resistance stage (also called adaptation stage). During this stage, the body attempts to return to a normal biological state by restoring spent energy and repairing damage. Yet arousal remains high, though not as high as during the alarm reaction. This prolonged bodily arousal may be accompanied by such emotional reactions as anger, fatigue, and irritability.
Exhaustion Stage
If the stressor persists, the body may enter the final stage of the GAS – the exhaustion stage. Heart rate and respiration now decrease to conserve bodily resources. Yet with continued exposure to stress, the body’s resources may become seriously depleted and the individual may develop what Selye called “diseases of adaptation” – stress-related disorders such as kidney disease, heart disease, allergic conditions, digestive disorders, and depression. Some people are hardier than others, but relentless, intense stress can eventually exhaust anyone.
A sensitive alarm system may have helped our ancient ancestors survive many of the physical threats they faced. Yet the alarm reaction was designed not to last very long. Our ancestors either escaped a predator or fought it off; within seconds, minutes perhaps, the threat was over and their bodies returned to their normal, pre-aroused state. The stresses of contemporary life are more persistent. Our ancestors didn’t need to juggle school and jobs, fight daily traffic jams, or face the daily grind of working a double shift to make ends meet. The reality for many of us today is that the stressful demands of everyday life may repeatedly activate our alarm reaction day after day, year after year. Over time, persistent stress may tax our bodies’ resources to the point where we become more susceptible to stress-related disorders.
From Nevid, J. S. (2003). Psychology Concepts and Applications. Boston: Houghton Mifflin Company, pp. 598-600.
Welcome
Hello everyone,
Welcome to Level 6 and to our weblog. This is where you will find material related to your classes from Brett and Hamid. Make sure you check here regularly in order to keep up to date with what is going on in both your classes.
Good luck and have a great semester.
Level 6 teachers Brett and Hamid
Welcome to Level 6 and to our weblog. This is where you will find material related to your classes from Brett and Hamid. Make sure you check here regularly in order to keep up to date with what is going on in both your classes.
Good luck and have a great semester.
Level 6 teachers Brett and Hamid
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