LR Ak 1 PDF

L
ECTURE R
EADY
Strategies for Academic Listening, Note-taking, and
Discussion
Answer Key and Transcripts
2
1

1
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Contents Contents
Answer Key ..................................................... 2
Transcripts
Unt 1 Psychology
Chapter 1 The Frst Day n Socal Psychology Class . . . . . . . . . . . . . . . 15
Chapter 2 The Pace of a Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Unt 2 Busness
Chapter 3 Busness Innovaton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Chapter 4 Global Busness: The Case of MTV . . . . . . . . . . . . . . . . . . . . 19
Unt 3 Meda Studes
Chapter 5 Celebrtes and the Meda . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Chapter 6 Communcaton Revolutons. . . . . . . . . . . . . . . . . . . . . . . . . . 22
Unt 4 Scence
Chapter 7 How Sleep Affects Thnkng . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Chapter 8 The Influence of Geography on Culture . . . . . . . . . . . . . . . . 25
Unt 5
Chapter 9 The Story of Fary Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter 10 Archtecture: Form or Functon?. . . . . . . . . . . . . . . . . . . . . . 28
Lecture Ready 1: Answer Key

Answer Key
ChaptEr
thnk about socety...and how they behave
The First Day of Social Psychology
together. Class
Exercise 4 (p. 7)
Build Background Knowledge

1. Ths class, partcpate dscussons, lsten
lectures Exercise (p. )
2. Show mportance socal psychology
Answers vary
3. Course prepare students contnue studes
Exercise 3 (p. 4)
socal psychology
1. The students wll learn how people, thnk,
feel, and behave n socal stuatons.
Listen and Take Notes 2. The quzzes and tests
count for 20% each, the fnal exam counts for 25%, papers and presentatons count for 20%, and
attendance
Exercise (p. 8)
Answers vary
counts for 15%.
Exercise (p. 8) 3. The professor ncludes
partcpaton n class
Answers vary dscussons.
Also see transcript on page 15 of this booklet.
Exercise 4 (p. 4)
Exercise 3 (p. 9) 1. c 4. f 7. b
Answers vary 2. d 5. g 8. a 3. e 6. h
Exercise 4 (p. 9)
1. Students wll study people n socal
Exercise 5 (p. 4)
stuatons—how people nteract wth other b
people, and the theory and research that
Exercise 6 (p. 5)
Answers vary
explans ths. 2. The professor wll expand on the deas
n the textbook wth explanatons and
Exercise 7 (p. 5)
examples and also present new nformaton
Answers vary
that sn’t n the textbook. 3. The professor expects the students to ask
Prepare to Listen and Take Notes

questons, make comments, contrbute ther deas, and lsten to each other. Exercise (p. 6)
4. The two parts of attendance are: 1) come to
2. aspect
class and 2) partcpate 3. affect 4. conssts
of 5. theores
Exercise 5 (p. 9)
Answers vary
6. research
Exercise 3 (p. 7)
Socal psychology s the study of the way
Discuss the Issues

All answers vary people behave, and how
people feel about socal stuatons. So we wll learn about what people thnk about other people and how they

ChaptEr The Pace of a Place
Build Background Knowledge Exercise (p. ) Answers vary
Exercise 3 (p. 4)
1. The effort a person makes to acheve as
much as possble n a gven amount of tme 2. When thnkng about pace, people consder ther workplace,
ther personal lves, and the envronment around them. 3. It depends on the ndvdual. A pace that s too fast
for one person mght be borng for another.
Exercise 4 (p. 4)
1. a 2. a 3. b 4. b 5. b 6. a 7. a 8. b
Exercise 5 (p. 4)
c
Exercise 6 (p. 5) Answers vary
Prepare to Listen and Take Notes Exercise (p. 6) 1. compare 2. factors 3. analyze 4. tend to 5.
characterstcs 6. sgnfcant
Exercise 3 (p. 6)
The pace of lfe n the Czech Republc has become more ntense snce the government changed n 1989. One
reason for ths s that before 1989, people were guaranteed a job. Ths guarantee of a job resulted n some
people workng and lvng at a more lesurely pace.
Exercise 4 (p. 7) Answers vary Possible answers are: Vacaton tme (away from work) vares dfferent parts
world
France: 5-6 weeks pad vacaton Sweden: most vacaton tme Europe—8 weeks
US: most workers 2 weeks Japan: 3 weeks offered, reports show only half tme used
Example: Japan 1990—15.5 days vacaton gven, 8.2 days average taken
Listen and Take Notes Exercise (p. 8) Answers vary

Exercise (p. 8) Answers vary Also see transcript on page 16 of this booklet.
Exercise 4 (p. 9)
1. Professor Levne wanted to know the
answer to ths queston: What makes a place have a fast or slow pace? 2. The researchers looked at these
three
factors: walkng speed, speed n the workplace, and accurate tme on clocks. 3. The fve fastest paced places
are:
Swtzerland, Ireland, Germany, Japan, Italy. The fve slowest paced places are: Syra, El Salvador, Brazl,
Indonesa, Mexco 4. The fastest paced place have these thngs
n common: vtal economes (lots of money changng hands), ndustralzaton (lots of companes), larger
populatons (many people), cooler clmates, cultures that value ndvdualsm (versus valung the group)
Discuss the Issues

All answers vary
Lecture Ready 1: Answer Key 3

ChaptEr 3 Business Innovation
Build Background Knowledge Exercise (p. 4) Answers vary
Exercise 3 (p. 5)
1. GE hred Beth Comstock to make the
company more creatve and nnovatve. 2. He gves customers a very emotonal
experence when they buy the products he desgns. 3. They both try to help companes become
more nnovatve when they desgn and sell products.
Exercise 4 (p. 6)
1. g 2. d 3. e 4. h 5. b 6. a 7. f 8. c
Exercise 5 (p. 6)
b
Prepare to Listen and Take Notes Exercise (p. 7)

She msses the professor tellng the students what the lecture wll be about and the general plan of the
lecture.
Exercise (p. 7) Answers vary
Exercise 4 (p. 8)
Greetngs everyone. It’s been a few days snce we saw each other. Let’s get back together. Ths mornng we
have an nterestng topc. We’re
gong to dscuss nnovaton . . . . That’s rght, . . . how busnesses get new deas, who thnks of the deas, and
what they do wth them. Are you ready? All rght. Frst we’ll look at a couple of new companes and then
we’ll look at one new product creator who s actually a good frend of mne.
Exercise 5 (p. 8)
Also see transcript on page 17 of this booklet. 1. Topc lecture language: Our topc today s
Topc: software nnovaton Bg pcture lecture language: We’re gong to dscuss a few examples of 2. Topc
lecture language: What I want to talk
about today s Topc: product nnovaton n the world of new cars Bg pcture lecture language: I’m gong to
cover and then I’ll cover 3. Topc lecture language: today we’re gong to
dscuss Topc: nnovatons n the food world Bg pcture lecture language: frst we’ll look at and then we’ll
look at
Exercise 6 (p. 8) types, In fact
Exercise 7 (p. 9)
1. Innovaton n the skn-care busness. The student wrote t all the way to the left. 2. Market research, create
an experence for the customer, and brng ‘real people’ nto the company. The student ndented these ponts.
3. The student ndented t under the thrd
pont
Exercise 8 (p. 9) Answers vary Possible answers are: Product nnovaton—electroncs world dgtal musc
players cameras computer hardware Focus: Logtech makes headsets, keyboards famous for computer
mouse
4 Lecture Ready 1: Answer Key

Exercise 4 (p. 3)
1. They got deas for new products by luck, for
example, somethng happened by accdent or surprse. 2. They have courage and they thnk about
ther product n a new way. 3. CEO realzed hs customers needed a
reason to buy the Pod, so he asked hs people to fnd a way to use the machne to get musc from ther
computer and the Internet so that they could lsten to the musc everywhere. 4. They started to thnk about
ther store n a new way—as a “thrd” place where people could spend tme and use the Internet.
Discuss the Issues

All answers vary
ChaptEr 4 Global Business: The Case of MTV

Exercise 3 (p. 35)
1. A brand must earn over one bllon dollars
and must get over a thrd of ts profts from outsde ts home country. 2. Some companes create one mage for
the
brand all over the world. 3. The dfferent names for ther products
confused people. They mproved ther
qualty of ther products at the same tme that they swtched to usng just one name on all ther products.
Exercise 4 (p. 36)
1. a 2. a 3. b 4. a 5. b 6. a 7. b 8. a
Exercise 5 (p. 36)
b
Prepare to Listen and Take Notes Exercise (p. 37) Answers vary
Exercise (p. 37)
H there, everyone. It’s nne o’clock, so let’s go ahead and get started. What I want to talk about ths
mornng s
the hstory of global brands . Now, why do I want to talk about the hstory of global brands? Shouldn’t we
be talkng about the future? Maybe, but n busness, we can’t understand the future untl we understand the
past . . . . All rght. I want to dscuss the causes of the falure of some companes who have tred to do
busness—Novaltes and other companes that are no longer around.
Exercise 3 (p. 38)
Also see transcript on page 19 of this booklet. 1. Topc: a case study of Lev’s 2. Topc: the qualtes of
successful
nternatonal brands of food today
Exercise 4 (p. 38)
Also see transcript on page 19 of this booklet. 1. Bg pcture lecture language: Today I’m
gong to look at several ways

Exercise 2. Bg pcture lecture language: What I want to
5 (p. 3) do today s compare
Answers vary
Exercise 5 (p. 38)
Exercise 6 (p. 3) result, n general
Answers vary
Exercise 6 (p. 39)
1. The three mportant deas are: 1) Samsung
Discuss the Issues had many dfferent brands for the
same
All answers vary products 2) They wanted to
dversfy and 3)ther profts began to ncrease. The student showed these three mportant deas
ChaptEr 5 by wrtng them all the way over to the
left.
Celebrities and the Media 2. Examples;
explanaton; statstcs
Exercise 7 (p. 39)
Build Background Knowledge

Answers vary
Exercise (p. 46) Possible answers are:
Photo: Actor Matt Damon sgnng autographs 2
ways global brands ncrease profts
for fans have 1 look everywhere
Answers vary eBay—webste for buy and sell
uses same ste n every country they’re n use same ads everywhere Global Banks value of brand up 20% n
2005
Exercise 3 (p. 47)
1. James Houran s a psychologst who
beleves people n today’s socety are too focused on celebrtes and the actvtes of people n the entertanment
world. 2. One thrd, or 33%, of the populaton has Listen and Take Notes
celebrty sckness.
3. People are more nterested n celebrtes
now because there s more meda coverage of celebrtes. Exercise (p. 40) Answers vary Also see transcript
on page 19 of this booklet.
Exercise 3 (p. 48)
1. c 2. d Exercise 3 (p. 4)
3. g Answers vary
4. b
Exercise 4 (p. 4)
1. MTV has exsted for over 24 years, and
t reaches more than one bllon people around the world. It s n more than 331
5. f 6. e 7. h 8. a
mllon homes n 164 countres n 18
Exercise 5 (p. 48) dfferent languages.
a 2. MTV’s busness plan s to expand ther
network untl t s everywhere n the world. 3. The company broadcasts vdeos of local
musc and t produces programs that focus
Exercise 7 (p. 48) on the people and the culture of
the country
Answers vary that t’s n. 4. MTV hres local
people who fnd the
performers who are popular n each country
Prepare to Listen and Take Notes and then creates
programs wth the local
Exercise (p. 49) performers.
These words help you know the sequence, or flow, of the nformaton.

Exercise 4 (p. 49)
Now let me start wth an nterestng statstc: about twenty percent of people closely follow celebrtes n the
meda. These people lke to talk about celebrtes wth ther frends, maybe wth ther husband or wfe. Let’s
move on to talk about the category of people who beleve they have a specal relatonshp wth a celebrty.
Exercise 5 (p. 50)
Also see transcript on page 20 of this booklet. 1. c 2. a 3. b
Exercise 6 (p. 50)
Also see transcript on page 20 of this booklet. 1. Transton lecture language: Let me start
wth New dea: a dscusson of beauty 2. Transton lecture language: Next, let’s talk
about New dea: another thng that happens n the bran 3. Transton lecture language: Now that we’ve
talked about . . . , let’s talk about New dea: how ths relates to the past and today
Exercise 7 (p. 50)
Accordng to, knds
Exercise 9 (p. 5)
2. Small # of people feel have specal
relatonshp wth celebrtes 3. What = beautful always Δ 4. 33% of research group have “celebrty
sckness.” 5. Researches spoke to > 100 people wth
celebrty sckness.

Exercise 4 (p. 53)
1. Scentsts tell us that human bengs are
naturally nterested n famous people. 2. News coverage has gone down by about 10%. Ths s because
the meda has more coverage of celebrty news and there s less space for real news. 3. Newspapers
dscovered that celebrty news
helps them sell more papers and there are more sources for news now, whch need appealng content. 4.
Chldren know much less about world and
local events. Chldren are losng touch wth ther frends and famles.
Discuss the Issues

All answers vary
ChaptEr 6 Communication Revolutions

Build Background Knowledge Exercise (p. 56)
Photos (clockwse from top rght): early computer, stone tablets wth pctographc wrtng, MP3 player n
dockng staton, flng cabnet Answers vary
Exercise 3 (p. 57)
1. A wrtng system was developed to keep
track of weghng and measurng anmals and foods. It was also a way to store and transmt nformaton.

Exercise 2. A pctographc system s a wrtng system
4 (p. 60) based on pctures not sounds.
3. Portable nformaton can be shared wth
1. c others near and far away.
2. a
Exercise 4 (p. 58)
3. b
1. b
Exercise 5 (p. 60) 2. a
3. b
1. Lecture language: What do we mean by 4.
a
Defnton: the use and knowledge of any 5.
b
tool that humans have nvented 6. b
2. Lecture language: the defnton s 7. a
Defnton: system for sendng out and 8. b
recevng movng pctures and sound over a
Exercise 5 (p. 58)
b
dstance 3. Lecture language: by rado I mean
Defnton: a system for sendng out sgnals
Exercise 6 (p. 58)
wthout wres Answers vary
Exercise 6 (p. 60) Exercise 7 (p. 58)
focus on, major Answers vary
Exercise 7 (p. 6) Answers vary Prepare to Listen and Take Notes

Exercise 8 (p. 6) Exercise (p. 59)
Answers vary Usng a dctonary whle lstenng
to a lecture creates two problems: the lstener stops
Possible answers are: 2. Sum wrtng = cuneform, .e. wedge lstenng and does not follow the lecture, and
shaped, lke pece of cake the lstener mght
mss the defnton gven by
3. Info used symbols; symbols = wedges the
lecturer.
4. Dffs betw early pcture wrtng:
e.g. cun vs. Egypton heroglyphcs cun = more abstract .e. lke shapes herog = more lke pcs Exercise 3 (p.
59) Now that we know a lttle bt about the nventon of wrtng, let’s look at the tools that
Listen and Take Notes

early wrters wrote wth. When people were
Exercise (p. 6) wrtng on clay tablets they
were usng bone
Answers vary tools. As the medum moved
from clay to early paper, people began to use to reed brushes and pens. Now by reeds , I mean grasses that
usually grow by a rver . These were wrtng
tools. When pens were frst nvented they
Exercise 3 (p. 63) were made out of qulls, . . .
qulls , meanng
Answers vary the end of a brd feather . But
by 1850, qull pens were less common because the qualty of the steel nbs , . . . let me defne that:
the metal ponts of pens were called steel nbs, . . . these nbs were now very good qualty and replaced
qulls.
Exercise 4 (p. 63)
1. Mass communcaton s communcaton from one person or group of people, through a medum, to many
dfferent people at once.

2. There were two problems wth early wrtten
communcaton: 1) nformaton was wrtten on heavy clay tablets so t wasn’t portable and 2) nformaton
wasn’t avalable for everyone because not everyone could read. 3. The three communcaton revolutons are
the development of phonetc wrtng, the nventon of prntng and the prntng press, and the nventon of
computers. 4. The three deas key to mass communcaton
are 1) the ablty to store nformaton, 2) the ablty to transport nformaton, 3) the ablty to have easy access to
nformaton.
Discuss the Issues

All answers vary
ChaptEr 7 How Sleep Affects Thinking

Exercise 3 (p. 69)
1. They need 8.5 to 9.25, but they get 6.8 per nght. They loose 1.7 to 2.45, or approxmately 2 hours, per
nght. 2. Academc studes; socal lfe; part-tme or
full-tme jobs; relatonshps 3. Daytme drowsness; nablty to cope wth
stress; weght gan; poor health; low energy
Exercise 4 (p. 70)
1. b 2. d 3. a 4. h 5. f 6. c 7. e 8. g
Exercise 5 (p. 70)
c

Gve an example.
Exercise 3 (p. 7)
Lack of sleep causes many problems.
For example , t hurts the body’s ablty to stay healthy. Usually, ths s the result of the fact that the mmune
system–the part of the body that protects us from nfecton—s weakened wthout sleep.
Let me gve you an example of what happens. It s easer to get nfectons, such as colds and flu. Another
problem that occurs s weght gan. Ths happens because the body loses the ablty to handle sugar;
for nstance , t turns sugar nto fat rather than burnng t as energy.
Exercise 4 (p. 7)
Also see transcript on page 23 of this booklet. 1. b 2. c 3. a
Exercise 5 (p. 7)
Also see transcript on page 23 of this booklet. 1. Lecture language: for example
Example: turn the rado up, open the car wndow to hear the traffc 2. Lecture language: here are some
examples
Example: coffee, tea, soft drnks wth caffene, chocolate 3. Lecture language: for nstance
Example: pull the car over and take a nap
Exercise 6 (p. 7) area, evdence
Exercise 7 (p. 73)
1. The topc s sleep advce. The student
ndcates ths by puttng the topc n the

center wth a crcle around t and wrtng t n captal letters 2. The three areas to consder are
psychologcal, physcal, and envronment. These are wrtten below the topc and arrows pont to them. 3.
Examples are wrtten below the pont and
put n parentheses.

Exercise 4 (p. 75)
1. Sleep helps the body recover from physcal
actvtes and sleep s mportant for learnng. 2. Sleep deprvaton mpars thnkng ablty,
physcal abltes, and moods. 3. People are less able to speak clearly. Speech
may be slurred. They may stutter or speak n a monotone voce. They also speak at a slower pace than
usual. 4. Not gettng enough sleep can cause
students to lose a lot of nformaton that they learned. In-class work and tests requre students to have the
ablty to speak clearly and come up wth creatve answers, both of whch can be hurt by sleep deprvaton.
Discuss the Issues

All answers vary
ChaptEr 8 The Influence of Geography on Culture

Exercise 3 (p. 79)
1. “Slcon Valley” s the nckname for the
southern part of the San Francsco Bay Area and surroundng communtes, located n northern Calforna n the
Unted States. 2. Pleasant clmate, lots of open space,
proxmty to markets across the Pacfc Ocean 3. They make t easer to exchange goods.
Exercise 4 (p. 80)
1. b 2. a 3. a 4. b 5. a 6. b 7. b 8. b
Exercise 5 (p. 80)
c

b
Exercise 3 (p. 8)
Today we are gong to dscuss one geographcal feature that has been mportant to the development of
ctes. We’ll look specfcally at waterways.
Let me explan what I mean by waterways. By waterways, I mean rvers, lakes, ocean bays—water that s
deep and wde enough for

shps to travel on, . . . to transport
. . . move products back and forth.
So, let me show you why waterways have been so mportant. In the tme before ralroads, and before
road systems and trucks and arplanes,... waterways were the man way, and the least expensve way, to
exchange products. So you can see that, when a cty was close to a waterway, t could have more exchange
of products, and as a result, more economc development.
Exercise 4 (p. 8)
Also see transcript on page 25 of this booklet. 1. c 2. b 3. a
Exercise 5 (p. 8)
Also see transcript on page 25 of this booklet. 1. Explanaton lecture language: let me show
you what I mean Explanaton: people learned about the world through contact wth other people 2.
Explanaton lecture language: let’s look at
how ths worked Explanaton: the closer to waterways people lved, the more opportunty they had to
exchange deas about the world 3. Explanaton lecture language: let me explan Explanaton: cultures not
near waterways usually developed more slowly than cultures near waterways because waterways help
people exchange deas
Exercise 6 (p. 8)
end up, classc example
Exercise 7 (p. 83)
1. Rvers; the student wrtes t at the top of the
chart 2. Physcal features and clmate; these are
wrtten on the left sde of the chart 3. The student wrtes the nformaton n lne
wth each aspect on the left (so the physcal features of both regons algn wth “Physcal features” on the left,
and the clmate nformaton for each regon algns wth “Clmate” on the left) and the regon on the top (so the
physcal features and clmate nformaton for Western Europe algn under the “Western Europe” headng, and
the
physcal features and clmate of Afrca algn under the “Afrca” headng)

Exercise 4 (p. 85)
1. It’s the study of the way that the physcal
envronment of the Earth nteracts wth the people and cultures of the Earth. 2. “Barrer effects” refers to the
nfluence that geographcal features can have on cultures. 3. Isolaton can prevent cultures from
exchangng nformaton, deas, or goods. It also causes cultures to develop separate languages and prevents
or lmts cultures from changng. 4. Oceans, forests, mountans, deserts, and
tundra
Discuss the Issues

All answers vary
ChaptEr 9 The Story of Fairy Tales

Fary tales (clockwse from top rght): Lttle Red Rdng Hood (wth wolf); Cnderella; Jack and the Beanstalk;
Sleepng Beauty Answers vary
Exercise 3 (p. 9)
1. A fary tale s a story that has magcal
people and creatures n t.

2. Two popular themes are 1) a common
person rsng above hs or her low poston n lfe and 2) cauton—the consequences of not payng attenton to a
warnng. 3. Chldren learn that, f you gnore a warnng,
you wll pay a penalty.
Exercise 4 (p. 9)
1. d 2. c 3. e 4. b 5. h 6. g 7. f 8. a
Exercise 5 (p. 9)
a

b
Exercise 3 (p. 93) Excerpt 1
Today we’ll dscuss a fary tale that some say s the best-known fary tale n the world. Take a mnute and
guess whch one that s . . . . Dd you guess “Cnderella”? If you dd, you are correct.
I want to pont out that there are over 700 varatons of the story . . . . Let me repeat that , . . . 700 varatons
of the story from many countres. Italy, Denmark, Vetnam, Russa, France, to name a few. Excerpt 2
Next class, we’re havng a quz. I wll nclude names and dates on the quz, so
t s mportant to wrte these n your notes . The oldest verson of Cnderella s “Yeh-hsen” from Chna. The
Chnese verson of Cnderella s the earlest recorded verson of the tale. Ths verson s over 1000 years old, . . .
from the 9th century.
Exercise 4 (p. 94)
Also see transcript on page 26 of this booklet. 1. b 2. c 3. a
Exercise 5 (p. 94)
Also see transcript on page 26 of this booklet. 1. Important nformaton lecture language: t
s mportant to note Important nformaton: The themes n older stores lke Cnderella stll have meanng today.
2. Important nformaton lecture language:
wrte these down Important nformaton: smlartes between Cnderella and Harry Potter:
• both have characters taken n by other famles
• both lve n terrble homes
• both have a relatve ther own age 3. Important nformaton lecture language: I’ll
say t agan Important nformaton: They both have a wsh for a dfferent lfe. Ths wsh makes many of the
events n the story occur.
Exercise 6 (p. 94)
assume, purpose
Exercise 7 (p. 95)
1. Stars next to deas; captal letters; arrows;
underlne; labelng deas as mportant wth the word “KEY” wrtten n captal letters 2. The two most mportant
ponts are
hghlghted by markng them wth captal letters. The ponts are 1) the most common theme s that characters
are treated unkndly and 2) the unknd treatment helps the character look for change.


Exercise 4 (p. 97)
1. People change nto anmals; for example, a
boy becomes a brd. A prncess may sleep for a hundred years. Objects can be enchanted; for example,
mrrors talk, pumpkns become carrages, and a gene lves n a lamp. 2. Some people assume that fary tales
were
created for chldren, but ths s not true; fary tales are stores that adults told other adults. 3. The purposes are
1) they help people
wonder about the workngs of the unverse; 2) they entertaned people and helped people escape from the
routne of ther lves; 3) they cvlze people by teachng them how to be good ctzens. 4. Fary tales are actually
very deep. They are
stores about who we are and how we beleve, but they come n the form of entertanment, so they are easy
to understand.
Discuss the Issues

All answers vary
ChaptEr 0 Architecture: Form or Function?

1. (Clockwse from top rght) museum (The Pompdou Centre, Pars, France); parking garage (entrance to
the parkng garage of the Chat/Day Offce Buldng, Vence, Calforna, USA. Note, there are conference
rooms nsde the two cylnders, whch connect to the offce buldng behnd. Consequently, one could argue
that ths s an offce buldng); office building (Swss Rensurance Tower, London, England); hotel (Burj al
Arab Hotel, Duba, Unted Arab Emrates) 2. Answers vary
Exercise 3 (p. 0)
1. People should be able to understand the purpose of a buldng (functon) by ts appearance (form). 2. They
wanted to know whether people could
guess the purpose of each buldng from ts appearance. People guessed correctly only 32% of the tme. 3.
Researchers beleve that when a buldng’s form s clear, vstors can fnd ther way and cty lfe s more
comfortable and understandable.
Exercise 4 (p. 0)
1. b 2. a 3. b 4. b 5. a 6. b 7. a
Prepare to Listen and Take Notes Exercise (p. 03) Answers vary
Exercise 3 (p. 04)
Also see transcript on page 28 of this booklet. 1. c 2. a 3. b
Exercise 4 (p. 04)
Also see transcript on page 28 of this booklet. 1. Topc lecture language: Ths mornng I want
to talk about Topc: a very mportant person who really nfluenced modern archtecture 2. Bg pcture lecture
language: I’m gong to cover 3. Transton lecture language: Let me start wth
New dea: a lttle background 4. Defnton lecture language: By (vsonary), I
mean

Defnton: someone who has the ablty to magne thngs for the future. 5. Example lecture language: for
example
Example: about the way to desgn skyscrapers 6. Explanaton lecture language: what I mean s Explanaton:
the skyscraper, for Sullvan, should be tall and also be decorated wth lots of attractve shapes, lke plant
shapes, and other pretty decoratons. 7. Important nformaton lecture language: Let
me repeat that Important nformaton: Form follows functon
Exercise 5 (p. 04)
pont, concept
Exercise 6 (p. 05)
1. Wrte the most mportant words 2. Use an nformal outlne (ndentaton) 3. Use symbols to represent words
(=, +) 4. Use abbrevatons nstead of full words
(w/, LS) 5. Hghlght key deas (*, underlnng, all caps)

Exercise 4 (p. 07)
1. Lous Sullvan sad that form follows
functon. 2. He doesn’t beleve that form needs to follow
functon. He makes a game of the whole dea. 3. It has many curves and round shapes. It has
no corners. It’s very shny. It’s on the water so suggests a shp. 4. It does not reflect the dea that form
follows
functon. It’s a beautful and nterestng buldng, but t doesn’t communcate the tradtonal dea of a museum.
Discuss the Issues

All answers vary

Transcripts
ChaptEr
Now, the lectures. I’m gong to gve a lecture
The First Day in Social Psychology
n each of my classes. And durng my lectures,
Class
I’m gong to expand on the deas that you read about n your textbooks. So, for example, I mght Lecture
explan somethng that you read about n the
OK. Well, welcome, everyone, to Psychology 210. Please take a seat. Ths s Psychology 210, Introducton
to Socal Psychology. I hope everyone s n the rght room. Are you? OK, good. Let me get started.
assgnment or I mght gve you another example that wasn’t n the readng. Now I want to pont out, and ths s
pretty mportant, that my lectures wll also nclude nformaton that you won’t see n the readngs. That’s rght.
My lectures wll sometmes have new nformaton. So guess what? For today, ths afternoon, snce ths s our
frst day,
You have to come to class. Uh huh. I want to
talk to you about ths course. I’m gong to gve you some nformaton about what we wll study and how we
wll study t. So, I want to talk brefly about the feld of socal psychology and then I wll gve you more
nformaton about the course requrements. Everybody OK wth ths? OK.
All rght, the dscussons: the dscussons, class dscussons, our dscussons are an mportant aspect of ths
course. Durng our dscussons, I wll welcome your questons and comments anytme you want to say
somethng. Anytme. You should feel free to contrbute your own deas and your Frst of all, n ths course, we
are gong to look
own opnons. But . . . but, for . . . for ths to
work, at people n socal stuatons. So what does that
you have to be wllng to let the other students
do mean? That means, how people nteract wth
the same. Meanng that we . . . we all lsten to
each other people. That’s the smplest way to explan
other. All of us. That’s the deal n here. ths
course. And we’re gong to dscuss some of the theory and the research that explans all of ths. OK, but
before I go any further, let me make one pont very clear: the man objectve of ths course s to help you to
become more nterested n the feld of socal psychology and to prepare you for more studes n ths feld. That
s my hope. OK?
Oh, and by the way, I just want to say, you don’t have to agree wth me. But whenever you do express
your opnon, you do have to show me that you understand the deas we’re talkng about n class. So, what
I’m sayng s, these dscussons should show how you thnk about deas n the readngs and the deas you hear n
the lectures and dscussons, and also what you thnk about So I thnk by now everyone has had a chance to
them. You get the pcture? have a look at the
syllabus. Yeah? You saw t on my Web ste, rght? So, I thnk that you get the pcture that . . . that I’m gong
to expect a lot from you n ths socal psychology class. So I wll go over the syllabus now, OK?
Now, what about your grade? I know you want to know ths nformaton. All rght. Your grade conssts
mostly of quzzes and exams. For quzzes, you’ll be able to use your lecture notes, so attendng class and
takng good notes s gong to Frst, let’s talk about the readngs: I’ll assgn
be the key to your success n ths class. For
exams, new readngs each class perod and the readng
you wll not be able to use your notes. So, no
notes assgnments are gong to come from the textbook.
for exams. I’ll explan about the class
presentaton You should complete the assgned readngs by
and the two opnon . . . and the two, . . . excuse
the date I gve you. That’s smple. You get the
me, . . . two opnon papers later n the
semester. assgnments and then you do the readng.
We don’t need to get nto that rght now.
Lecture Ready 1: Transcripts 5

All rght. You saw on the syllabus that attendance s also gong to be a . . . a bg component n ths class. But
let me talk about that rght now. Attendance means you have to attend class regularly, but not just come to
class. You have to partcpate n class dscussons. So, what I’m sayng s your partcpaton, whatever t s, s gong
affect your grade. OK? So far, so good?
Now, I know ths seems lke a lot, but t’s really pretty smple. My expectatons are that you come to class,
turn your work n when t’s due, share your deas, lsten to others, and, and . . . and do the readngs, and you
wll do fne n ths class. No problem.
OK? All rght. That’s enough for our frst day. I wll see you next tme and we wll dscuss chapter one n your
textbooks. So there’s your frst readng assgnment—chapter one! OK. Bye, now.
ChaptEr The Pace of a Place

Lecture Hello, everyone. Good to see you all. Are you ready to begn? Great, great. In ths class, we’ve
been lookng at the behavor of people, and especally lookng at how ther behavor s affected by the place
they lve n. I’d lke to contnue ths n today’s lecture. Today, I’d lke to talk about a study that was done to
measure the pace of lfe. The study compares dfferent ctes around the world and asks the queston, “How
and why do dfferent places n the world have dfferent paces of lfe?”
As you probably know, pace tends to be part of how we descrbe the atmosphere of the place. If you’ve
traveled a bt, or read about lfe n dfferent places, you know that the pace of lfe dffers n dfferent cultures
and places. Rght? But why are some places “faster” than others? What exactly are the factors that make
up the dfferences n pace of lfe?
Before we dscuss ths queston, I want to make sure that we all have the same dea about the meanng of
“pace of lfe.” By pace of lfe, I mean the speed at whch lfe s lved or busness s carred out. OK? Let me get
that up for you.
6 Lecture Ready 1: Transcripts
So what specfc characterstcs of places and cultures make them slow or fast? One socal psychologst, a
fellow named Robert Levne, a professor at Calforna State Unversty n Fresno, Calforna, created a study
that allowed researchers to analyze some data, some numbers, that could accurately defne the pace of lfe
of a place. He wanted to know the answer to ths queston, “What makes a place have a slow or fast pace?”
Here’s how he and hs researchers went about t. They analyzed and compared 31 dfferent ctes around the
world. They looked at three dfferent factors. Let me put them up here so you can follow.
What s the average walkng speed of the place? To measure that, he randomly selected people, both men
and women, and watched the speed at whch they walked n crowded, downtown areas. Uh, he watched
them as they walked a dstance of 60 feet, or about 20 meters.
Second, he looked at speed n the workplace. Now, he dd ths n an nterestng way. He went to post offces all
around the world. Yes, that’s rght, post offces. And, he measured how long t took a postal clerk to sell
someone a stamp. They measured the tme that passed between when a clerk receved the money and the
customer receved the stamp. They looked at how much tme that took. OK, are you wth me so far? Yeah?
OK.
The thrd thng he looked at was how nterested a place was n keepng accurate tme on clocks. So, the
researchers went to 15 randomly chosen banks and looked at ther clocks. Then they compared the tme on
these clocks to the tme reported by the phone company. You know what I mean, when you call the phone
company to learn the tme of day from a recorded voce. That tme s consdered to be very accurate.
So, the researchers looked at these factors durng the workday n 31 dfferent ctes around the world to get a
specfc dea of pace. By lookng at these factors the researchers came up wth a ratng of overall pace of
lfe—the overall sense of tme urgency. Let’s look at a few hghlghts from ths survey.
The survey, by the way, was conducted n the late 1990s, so there may be some changes from what we
would fnd n the same countres today.

OK, n the “fastest” category, Swtzerland s n frst place wth hgh rankng n all three areas. Ther clock
accuracy ranked frst. Then comes Ireland and Germany. And Japan came n fourth. Really, these top four
countres were all very smlar.
Let’s look now at places where lfe s slow. The slowest countres were all non-ndustralzed countres,
meanng there s not much ndustry, not many factores producng products. You can see here that they are
from the Mddle East, Syra; Asa, Indonesa; and Latn Amerca, El Salvador, Brazl, and fnally Mexco.
So, what are the common factors n the countres at the top, and those at the bottom, of the lst? For these
experments and other studes, the researchers found fve man factors that affect the pace of lfe n cultures
around the world. Let’s look at those. People tend to move faster n places wth vtal economes—lots of
money changng hands; um, a hgh degree of ndustralzaton— lots of companes; larger populatons—many,
many people; cooler clmates, not the hot ones; and cultures that value ndvdualsm, versus valung the
group.
Interestng, don’t you thnk? Unfortunately, we can’t get nto ths dscusson now. We’ll talk about these
detals n the next class. All rght?
ChaptEr 3 Business Innovation

Practice Lecture Introduction #1 Good, good. OK, today’s a busy day so let’s go ahead and get started.
Our topic today is software nnovaton. Software. So that could be new deas n musc software or game
software many knds of software. Ths s a very hot topc. We’re going to discuss a few examples of busness
software nnovaton, so that means bankng software, spreadsheet software, that sort of thng. And f we have
tme, some of the new stock tradng software.
Introduction #2 Come on n everyone, take your seats. I wanted to get started as soon as possble. OK.
Let’s get back to our dscusson of product nnovaton. What I want to talk about today is product nnovaton
n the world of new cars. Sound OK? Good. I’m going to cover some of the basc developments n the
hstory of car nnovaton and then I’ll cover some of the latest developments n European car nnovaton. So
we’ll travel to Germany and Italy today, too. Sound lke fun? OK, let’s get started.
Introduction #3 All rght. As I sad last tme, when was last tme? Oh, one week ago already. Wow! OK, as I
sad last tme, today we’re going to discuss nnovatons n the food world. I thnk t’s very useful to know how
food companes get ther deas and then desgn ther new products. So even f you have no nterest n food,
you’re gong to learn a lot about product nnovaton. So, first we’ll look at a lst of some of the top food
companes n the country and then we’ll look at two companes that are dong some very nterestng nnovatve
thngs wth ther packagng desgns.
Lecture All rght. I thnk everyone s here, so I’m gong to go ahead and get started. Let’s go back to our
dscusson of busness nnovaton. And, yesterday I was explanng that n busness there are many types of
nnovaton. So, we sad, remember, there’s product nnovaton, there’s nnovaton n busness organzaton, of
course there’s marketng nnovaton, and there are other types of nnovaton. OK? Well, today, I want to talk
about product nnovaton. So, that means how busnesses come up wth deas for new products. First, we’ll
talk about nnovaton n the 21st century n general. Then I’ll tell you about some qualtes that successful
nnovators share and gve you two good examples.
OK? Now, n the past, busnesses got a lot of ther new deas because somethng they dd was a surprse or a
mstake. So, nnovaton was somethng they ddn’t plan. It was just luck. We all know that tmes have
changed n the 21st century. It’s not enough for companes to

depend on luck to develop new products and compete successfully n global markets. In fact, the research
shows us that the best companes make nnovaton a large part of ther busness. That means they spend a lot
of ther money on nnovaton. And that s exactly the opposte of watng for luck to happen, rght?
OK. Let’s step t up now. I want to pont out one thng that these nnovatve companes have n common, one
thng that they all have, and that s courage. Courage. What I’m sayng s these companes aren’t afrad to take
rsks. These companes are constantly tryng new deas, and even though they know, they know, that many
of ther deas are gong to fal the busness experts say that these companes “make ther own luck.” They
make ther own luck. They are rsk-takers, to put t smply.
So let’s take a look at a couple of successful, nnovatve companes, meanng companes that are creatng new
products and are dong well. OK. A great example of ths . . . a great example for us to talk about s Apple
Computers. Yeah. Apple Computers.
OK. Apple s a computer company n Calforna. A few years ago, they came up wth the dea to make a
totally new product, a dgtal musc player that was small and easy to use—the Pod. Rght? You know t. OK,
now, Steve Jobs—he’s the CEO of Apple—Steve Jobs realzed t wasn’t enough to create a fun lttle
machne for musc. People stll needed a reason to buy t. So, he asked hs company to thnk outsde the box.
He wanted hs people to come up wth a way for customers to use ths lttle machne to get musc out of ther
computers and the Internet. And then, they could lsten to the musc on ther Pod everywhere they went—at
home, school, at the gym, and so on.
At the tme, everybody sad ths was mpossble, mpossble, because nobody had ever done ths before. Well,
Apple got to work and solved all the techncal and legal problems, and today, well, today, the Pod earns
over one bllon dollars a year for Apple. So, agan, t’s that courage to take a rsk and try somethng
completely new.
Now, let’s move on because there’s a second mportant characterstc of today’s nnovatve
companes, and that s, that they thnk about ther product n a new way. OK? And when they do ths knd of
thnkng, they also nvent a new market. And of course, that means, you got t, hgher profts. Are you wth me
so far? Good?
OK. A great example of ths s Starbucks. Starbucks. You guys know Starbucks, rght? The coffee
chan—10,000 stores around the world. I just went to Starbucks n Tawan, as a matter of fact. OK, a few
years ago, Starbucks was lookng for a way to get new customers, and they wanted to . . . they wanted a
way to make customers stay n the store longer. And what else? Spend more money. That’s when they
started thnkng outsde of the box.
They realzed that ther stores could be more than a place where people buy a cup of coffee. They thought
about what people do n ther free tme, and they realzed that people spend a lot of tme on the Internet.
Everybody knows that. So, Starbucks thought people mght lke to do t outsde of ther house, where they
could maybe meet new people. So, they started to provde wreless Internet servce, the Internet, n ther
coffee shops. Rght? They even have some Starbucks where you can download musc to your computer.
Now, I’ve got to pont out that Starbucks can’t say for sure that ther profts went up after ths change, but
they dd fnd . . . they dd fnd out that customers who use the Internet at Starbucks stay n the store nne tmes
longer than customers who just drnk coffee there. So probably, probably, they spend more money at
Starbucks, too.
Well, t’s an example of how a totally new dea can change a busness. In ths case, they thought of a product
n a new, and some people say, a strange, way. A way no one had ever thought about.
Well, I see we’ve run out of tme. So, let’s pck up tomorrow.

ChaptEr 4 Global Business: The Case of MTV
Practice Lecture Introduction #1 Yes. It’s defntely tme to start. The clock s tckng and there’s a lot of
materal to cover. Let me remnd you we have a test next Thursday. OK? All rght. Now, our topic today s a
case study of Lev’s. Dd everyone get that? Lev’s, the nternatonal brand of blue jeans and of course other
casual clothes. But everyone knows Lev’s for ther jeans. All rght. Today, today I’m going to look at
several ways that Lev’s has expanded globally. In fact, you may not know that the Lev’s brand s on the lst
of the top 100 global brands.
Introduction #2 Good evenng. Yes, look at the clock. It’s sx o’clock. Thank you for beng on tme. How s
everyone? Excellent. Let’s go ahead and begn. We’re going to discuss the qualtes of successful
nternatonal brands of food today. Now, I’m talkng about ths because, n ths day and age, we’re seeng a
huge ncrease n the number of food products avalable to buy - lke sweets, snacks, and let’s nclude
beverages too - that move n and out of a lot of countres. So what I want to do today is compare the
busness plan of Hershey’s chocolate . . . to the busness plan of Lndt chocolate. Lndt s a chocolate
company from Swtzerland . . . and Hershey’s s an Amercan chocolate company. So, two chocolate
manufacturers, two chocolate companes.
Lecture All rght, folks. Let’s go ahead and get the ball rollng here. It’s Frday, and I’m sure everybody
wants to start the weekend, rght? I’m sure I’m rght about that one.
OK. We’ve been dscussng some of the factors related to successful nternatonal busness. Today, I’d like to
talk about a topc that I thnk you already know somethng about. Beleve t or not, t’s MTV. That’s rght,
MTV. Maybe your favorte TV channel. MTV.
So, MTV, the gant musc TV network. MTV s a great case study because t shows us, I mean, gves us a
good dea of how one company can do busness all around the world wth ncredble success. So, what I want
to do is discuss the reasons for the ggantc success of MTV. Are we good to go?
OK. So, frst of all, let’s look at some of the stat . . . uh, some of the statstcs for MTV, before we go on to
analyze ther busness plan. OK? OK. Frst of all, MTV has been around for 25 years or so. It reaches more
than one bllon people around the world. You heard me rght. More than one bllon people watch MTV.
Most of these vewers are young people between the ages of 10 and 34, who watch the musc vdeos and
other programs that are created for a young audence. So, n other words, MTV s already the most popular
televson network n the world, n the world. Pretty amazng stuff.
So, now, I’m hopng, I’m hopng that . . . I’m hopng that you’re wonderng what ther busness plan s for the
near future. What more could MTV want? Huh? Well, ther busness plan s to expand ther network—are
you ready?—untl MTV exsts everywhere n the world. Untl every person n the world has the ablty to
watch MTV. It’s already n lots of countres, but not n all. They want to be n all.
So, let’s do some statstcs. Let’s talk about profts. Here we go. In 2005, MTV brought n 5.2 bllon dollars.
That’s 5.2 bllon dollars from all around the world. Let me break that down for you. OK? MTV s an
Amercan company, rght? In the Unted States, MTV reaches about . . . about 88 mllon homes. But, outsde
the Unted States, MTV s n more than 331 mllon homes. And that’s n 164 countres. And you can watch t n
18 dfferent languages.
OK, here’s another way to say t. MTV s number 48 on the lst of the top one hundred brands n the world.
Got the pcture? They’re bg. Bg n the whole world! Very successful, rght? So you mght be wonderng,
“What makes MTV so successful?” I hope you’re wonderng. All rght, so let’s analyze the factors that
have led to MTV’s success.
OK. Probably the man reason for MTV’s success around the world s also maybe the most nterestng one.
You mght expect to fnd MTV

plays the same musc vdeos and the same shows all over the world. But they don’t. Nope. They play the
musc that s popular n each country. And not just each contnent—so, not Afrcan rock musc or European
rock musc, but they play the rock musc of Italy n Italy, and the rock musc of Kenya n Kenya. So, what
I’m sayng s, they play the local popular musc.
They show vdeos of local people playng local musc. And along the same lnes, they produce programs that
focus on the people of the culture of the country that they’re n. So, what I’m sayng s, MTV n Inda looks
lke Inda. In Japan, Japanese MTV looks lke Japan. MTV may be a huge, nternatonal company, but t looks
local.
All rght. So, now we have to ask, how do these . . . how does MTV do ths? How do they fnd the local
talent? Well, the answer s, they hre staff n each country. That means people who speak the country’s
language and know about the local muscal performers. And they create local programs that show these
performers. In fact, I learned that the rule at MTV s that 70% of the programs must show local
performers. So, local, local, local. That’s the story.
So, we can see that MTV really created a smart busness plan. And what’s the result? MTV’s global
market s growng 20 percent each year. Twenty percent each year! I just read that they want to ncrease ths
to 40%. They have a plan, and for now t’s workng. They’re at the top of ther game.
All rght. Next tme we’ll look agan at MTV’s success and see how we could apply these deas, all ths stuff
we sad today about ths one company, to other knds of nternatonal busnesses. OK? Bye-bye.
ChaptEr 5 Celebrities and the Media

Practice Lecture All rght. Please take a seat. Please take a seat. We need to get started. OK, I want to talk
about scence, and the scence of how people relate to celebrtes. That’s rght, scence and celebrtes. Sound
lke fun? I’m gong to cover the dea of
beauty and celebrtes and then the dea of how our brans feel pleasure when we see celebrtes.
OK. Let me start with a dscusson of beauty. It’s an easy dea: celebrtes are beautful, rght? Well, research
now tells us that when a person sees a celebrty a part of the bran that’s related to pleasure, well, that part
of the bran gets excted. Scentsts say humans have always had ths bran reacton—and, . . . and ths s
nterestng because our deas of what s beautful always change—but n any case, the bran connects beauty to
pleasure.
Next, let’s talk about another thng that happens n the bran. Bologsts say that when people see celebrtes
over and over agan, so when we see a famous actor on televson, n the moves, and n magaznes, for
example, the bran actually feels pleasure from seeng somethng t has seen before. So t seems the bran feels
pleasure from repeated meetngs wth the same face or body.
Now that we’ve talked about the brain’s reaction, let’s talk about how ths relates to the past and today. So,
the past. Scentsts say that before TV and moves and photos the human bran felt pleasure from seeng
frends and famly. Those were the people we saw agan and agan, and those were the experences that gave
the bran pleasure. Now, we have meda mages—photos, vdeo, moves—and the bran has changed. It’s
changed and t feels pleasure from seeng the faces of celebrtes, of people we don’t know and wll never
know.
Lecture Good mornng, everybody. It’s good to see you all here ths mornng. Yesterday, we talked about
news coverage and ts effects on people. Today, well, this morning, I want to talk about another knd of
coverage and that’s the coverage of celebrtes n the mass meda. Celebrtes, move stars, rock stars, and
people lke that n the meda.
The reason for ths topc s, and I’m pretty sure you all know ths, the amount of celebrty coverage has been
ncreasng tremendously. OK. Everybody knows ths has been happenng. And t’s not just celebrty news
sources. Today, t’s not unusual to see news about move stars or televson stars on the front pages of
regular newspapers. Yeah, newspapers.

I’d lke to show you some research that actually shows how much new celebrty news coverage there s. So,
take a look at ths graph. It’s got some pretty sgnfcant results. OK, so, here you see the researchers
analyzed Amercan news magaznes, so that means they looked at serous magaznes that have artcles about
government, the economy, crme, thngs lke that. The tall columns show the percentages of real
news—government, the economy, and so on. And the short, red column shows the percentage of artcles
about celebrtes. You can see that n the last 25 years or so real news coverage has gone down about 10%
and that celebrty news has doubled—meanng, there’s twce as much celebrty news now as there was n
1980. That’s bg news!
Experts who study the meda say that there s so much coverage of entertanment news—lke when a rock
star gets marred or dvorced or when an actress has a baby—so much of ths n the newspaper and magaznes
and on televson, that there s less and less tme and space for real news, lke news about events n the world.
Now, we have to ask ourselves, why dd ths change happen. Why s there so much nterest n celebrtes
today? Well, let’s move on now to dscuss that. Let’s look at one of the major reasons of the ncrease n
meda coverage of celebrtes.
In a nutshell, celebrtes sell. Back n the 1980s, newspapers were startng to lose money. More people were
gettng ther news somewhere else, not from newspapers. So newspapers began to prnt more news about
celebrtes and fewer artcles wth real news. Why? Because celebrty news sells. It’s all about ncreasng ther
profts. There’s no way around the fact. People buy celebrty news. People buy newspapers to read about
move stars and other celebrtes. That’s t.
OK. So that’s one reason for more celebrty coverage. Next, let’s talk about another reason. Ths reason s
also somethng we all know. It’s the ncrease n the number of Internet stes and televson channels. In most
places you can watch televson news 24 hours a day, rght? So the number of new sources of news s
another cause here.
Let me explan. All these new sources of news— the Web stes and cable news channels gong 24 hours a
day—they need to attract vewers and fll up broadcast tme and Internet space. They need content, and ths
content has to be popular wth many people. So, more and more they feature entertanment news, especally
Hollywood gossp.
All rght. That’s enough about the change n the meda. Let’s go on to what ths all, uh, what ths all means to
us, students of the meda. Well, research about chldren and the meda shows that kds today know much
more about the lves of rock sngers and move stars than kds of the past, and they know much less about
world and local events, lke what the Presdent does or about a new law that affects them, for example.
Other research has ponted to another negatve result of all the celebrty coverage. At the London School of
Economcs and Scence, researchers found that the human bran sn’t really made . . . t’s not meant to take
all ths constant news about celebrtes—weddngs, deaths, partes, all those bts of celebrty news. The proof
of ths, they tell us, s that chldren who watch a lot of celebrty news, they . . . they dscovered, are losng
touch wth ther frends and famles. That means they’re spendng less tme wth the mportant people n ther
lves and spendng more tme wth famous move stars or rock stars—even though, of course, they don’t
really know these celebrtes, rght?
Now, uh, to wrap up, I’m gong to br . . . uh, leave you wth some predctons for the future. Most meda
experts wll tell you that the amount of celebrty coverage s not gong to stop. It’s gong to contnue to
ncrease. And they also say that news coverage, regular news coverage, s gong to contnue to decrease.
We’ll dscuss the possble effects of ths n our group dscusson tomorrow. So, do a lttle thnkng about t, and
be prepared to share your deas. That’s t for today and I’ll see you all tomorrow.
Lecture Ready 1: Transcripts

ChaptEr 6 Communication Revolutions
Practice Lecture Now that we know about the early hstory of wrtng, I’d lke to look at the recent hstory of
communcaton. In recent hstory we see that communcaton has really been nfluenced by technology. Now
what do I mean by technology? Well, I mean the use and knowledge of any tool that humans have
nvented. And recently we see that there are qute a few technologes that make t easer to get and share
nformaton.
Televson s one technology. You all certanly know what televson s, but the technical definition is, let’s
see, televson s a system for sendng out and recevng movng pctures and sound over a dstance.
The next technology to look at s rado. Agan, we all know what rado s n the general sense, but f we
descrbe ts technology, then, by radio, I mean a system for sendng out sgnals wthout wres.
These two technologes, televson and rado, are two major ways that nformaton s transmtted to large
audences today.
Lecture OK, I’m ready to begn, so let’s get started. So, we’re gong to contnue our dscusson of mass
communcatons today. Now, I want you to remember that when you say “mass communcatons,” we mean
communcaton from one person or group of people, through a medum, whch s some communcaton devce,
to many dfferent people at once. So there are many people who are the recevers of the nformaton. All
rght? So let me just get that on the board. So, nformaton through a medum, OK, to many.
Now today, we’ll look at how mass communcaton has changed over the centures. OK? We’ll be lookng at
three major changes, revolutons really, n the hstory of mass communcaton.
Now, the frst communcatons revoluton was the development of phonetc wrtng. So, frst was the
development of phonetc wrtng. All rght. Now, ths occurred 3000 years ago. So,
Lecture Ready 1: Transcripts
that’s three thousand years ago. All rght. Now, the development of phonetc wrtng meant that wrtng
moved away from usng pctographs— OK, now, these are symbols that represent objects and deas—and
moved toward usng symbols to represent the actual sound of the spoken word.
Now, let me gve you an example. Now, n pctographc wrtng, people actually drew some knd of pcture of
an dea. So, for example, to communcate the dea of a dog, they actually drew a dog. But n phonetc wr . . .
wrtng, people represented the sound duh-aw-guh wth three letters, D-O-G.
Now, ths was revolutonary. Why? Because t made wrtng easer. It was smaller, so t was actually easer to
produce. So, we see a real change n wrtng style.
Now, not only dd the style of wrtng change, but the medum on whch the wrtng appeared changed also.
Pctographc wrtng was done on heavy clay tablets. Tablets that were so heavy that they really weren’t
portable. But around the same tme that phonetc wrtng developed, a new medum was nvented—papyrus.
Now, papyrus was a type of paper made from a grass plant. You can magne that ths paper was much
lghter than clay.
So, ths combnaton of a lght-weght medum—papyrus—and phonetc wrtng made nformaton more portable,
so t could reach a bgger audence. Now, t also made t easer and cheaper to store the nformaton. So,
nformaton became more portable and storable.
So, ths meant that for the frst tme, people had access to wrtten materal, so more people became lterate. All
rght? That is, they learned to read and wrte, whch led to wder communcaton. People n dfferent socetes
could convey nformaton to people n other parts of the world. So, you see, ths was really the begnnng of
mass communcaton—one group or one person could now communcate wth many people.
So, as socetes grew more lterate, ths resulted n a demand for materals for people to read. So, do you get
the pcture? All rght. Because at ths pont, we’re ready to look at the next change. The bgger populaton of
readers created the second communcatons revoluton, and that’s prntng.

So, the second s prntng. And t also ncludes the prntng press.
Now, a prntng press meant that nformaton could be reproduced quckly. Now, n the year 305, so 1,700
years ago, the frst wooden prntng presses were nvented n Chna. The prntng press became more wdely
used when Johannes Gutenberg nvented a prntng press n Germany n the year 1455, and that used metal
and movable type. Now, ths was a very sgnfcant nventon. The metal prntng press made t faster and easer
to prnt books and materals. And faster meant that more nformaton was avalable to many more people.
Now let me explan why ths s consdered a revoluton. Before the prntng press, knowledge and nformaton
were n the hands of only a few prvleged people. OK? A scholar who wanted to know some specfc thng or
. . . or get some specfc nformaton had to travel to the place where the nformaton was kept. But once
nformaton could be coped easly wth the prntng press, the nformaton tself could travel to people beyond
the socety that created t. OK? And wth the prntng press, nformaton was more accessble, so t was
accessble to everyone. So, you really see how bg ths revoluton was.
OK, now, t’s not a surprse that lbrares developed as well, because t was easer to store nformaton on paper.
Informaton was now both portable and easy to store. OK?
Now, ths brngs me to the thrd communcatons revoluton, and that is computers. All rght? Now, we . . . we
are all part of ths revoluton, whch began n the 1950s: the computer revoluton.
Now, computers have become the electronc storehouses and transmtters of large amounts of
nformaton—nformaton that prevously only exsted n physcal form. OK? It was carved n stone or wrtten
on paper.
Computer technology makes everythng qucker and easer. Computers process, transmt, and store
nformaton much more effcently than any prevous system. Computers have changed the nature of mass
communcaton.
So, to wrap up, you can see from these changes that there are three deas that are key to mass
communcaton. And let me just state them clearly. Frst, the ablty to store nformaton. Second, the ablty to
transport nformaton. And fnally, havng access to nformaton. These are essental to mass communcaton.
OK? See you on Tuesday.
ChaptEr 7 How Sleep Affects Thinking

Practice Lecture Last week, I asked you to answer a survey queston. The queston was, f you become
sleepy whle drvng, what do you do to stay awake? I want to start today by sharng and dscussng some of
your answers.
All of you had some nterestng thngs to share. You all had technques, thngs that you do, trcks really, to
stay awake whle drvng.
One technque that many of you use s that you use some knd of loud nose to stay awake. For example,
many of you turn the rado up and open the car wndow to hear the traffc nose. But let me say a bt about
ths. Ths mght seem lke a good dea, but actually, t doesn’t work for very long. The loud nose and wnd
make you feel more awake brefly, but they won’t keep you from feelng drowsy behnd the wheel.
Of course, drnkng caffene was another technque that many of you use. Here are some examples of the
dfferent caffene-rch thngs you all use to help you keep awake: coffee, tea, soft drnks wth caffene, and a
few people sad they eat chocolate to stay awake, because chocolate contans caffene, too. That’s true. But
let’s look at ths technque. I know that caffene drnks are a common way to try to stay awake whle drvng,
but the truth s that caffene only helps for a short tme, and drvers stll feel drowsy. So t may keep you from
fallng asleep, but t won’t stop drowsness, whch can have a bad effect on your judgment and reacton tme.
Let’s move on now and look at one last technque from your surveys, the best really. Ths technque nvolves
gettng some sleep. For instance, one student sad that he pulls over and takes a nap. Now, ths s smart
thnkng. The fact s that stoppng

and takng a 15-20 mnute nap, just a short one, s the safest way to stay awake on a long drve.
Lecture In today’s class, I’d lke to contnue our dscusson of sleep. Today, we’ll dscuss the reasons why we
sleep. In other words, we’ll answer the queston, Why do people sleep? And you mght fnd some of ths
especally nterestng because I’ll be dscussng some of the nterestng evdence on how sleep affects learnng.
We all know how t feels when we need sleep. We feel drowsy, we have trouble concentratng, you know.
But why do our bodes need sleep? It’s a good queston. Let’s look a bt at some of the reasons.
Scentsts contnue to do studes to learn more about exactly why humans need sleep. Interestngly enough,
they aren’t 100% sure. They don’t know, for example, why human bengs cannot smply rest, meanng lay
down quetly, as nsects do. But, they do know some of the reasons why we sleep. We’ll look at two of the
reasons. OK?
One reason s that t helps our bodes recover. Sleep helps the body recover from all the work t dd whle t . . .
whle the person was awake. Ths makes sense, rght? Because we all know how bad we feel when we
suffer from sleep deprvaton.
Studes show that there s another nterestng reason why we sleep. These studes show that sleep s mportant
for learnng. It ads, or helps, learnng. Let’s look at how ths works. As a person sleeps, the bran contnues to
work. It performs tasks. Tasks lke organzng long-term memory, and ntegratng new nformaton learned
durng the day, and physcal tasks, lke reparng and renewng the nerve cells n the bran.
Ths s really mportant for you as students. You’ll be nterested to know, n some experments, a person tryng
to learn somethng doesn’t actually learn t and mprove ther knowledge untl after they have had more than
sx hours of sleep. And lsten to ths. It’s surprsng. A stu . . . study done at Trent Unversty n Ontaro,
Canada, suggested that students who studed hard all week and then stayed up all nght partyng on the
weekend
lost as much as 30% of what they had learned durng the week.
Why do you thnk ths s true? It seems the bran needs tme—tme to fle away some new nformaton and sklls
n the proper places n the bran so that they can be found and used later.
So, we know ths about, uh, learnng, but scentsts want to know more. And, uh, one . . . one sce . . . one
way scentsts learn about the reasons we need to sleep s they look at what happens to people when they
don’t sleep enough—when they are deprved of sleep.
Now, there are many, um, studes done to learn about the effects of sleep deprvaton. These studes all show
the same thng: over tme, sleep deprvaton can have serous sde effects. There are three areas that are most
affected. There s mparment of our thnkng ablty and mparment of our physcal abltes and also our moods,
our psychologcal condton s affected. Now, let’s look at some examples at . . . of how the thnkng ablty of
the bran s affected by lack of sleep. OK. Now ths dagram of the bran, I’d lke to look at just one part of the
fr . . . the bran, the frontal lobe—the part of the bran that s at the forehead. You see t? Now, rght there at
the bran.
So, what does the frontal lobe do? Well, t helps the body wth speech and wth creatve thnkng. There have .
. . there have been some nterestng studes that show there s less actvty n the frontal lobe when people are
sleep deprved. So, ths means that people who are sleep . . . uh, people who are sleep deprved have
dffculty wth functons performed n the frontal lobe. So, for example, when speech s affected, people are
less able to speak clearly. Ths means that ther speech s slurred. They stutter or speak n a flat, monotone
voce. They also speak at a slower than usual pace.
Now, another example is, sleep-deprved people don’t have the speed or creatve abltes to cope wth makng
quck and logcal decsons. And once they have made the decsons, they don’t, uh, act on them very
successfully.
Studes have also shown that a lack of sleep mpars people’s ablty to focus on several dfferent but related
tasks at one tme. Ths means, for ex . . . for instance, that . . . that tasks are done but more

slowly and less effcently. A good example of this is that a person can react to a complex problem, but,
smlar to the verbal tests, they wll probably pck an unorgnal or easy soluton.
So, you can see how mportant sleep s to the bran and to your performance n class and on tests, where
speakng clearly and havng creatve answers are both very mportant sklls. So, for those of you who usually
burn the candle at both ends, I want you to go home tonght and get a good nght’s sleep—after you cram
for tomorrow’s quz, of course! See you tomorrow.
ChaptEr 8 The Influence of Geography on Culture

Practice Lecture OK, today, let’s look at the postve way that waterways nfluence the growth of ctes and
cultures. We’ve talked about how waterways allow the exchange of products, but they also allow the
exchange of deas. That’s what I’d lke to talk about today.
OK, let me start wth a queston: How do we learn about the world that exsts beyond our own culture?
Well, there are many ways that we learn about the world. Let me show you what I mean. In the past
before travel and communcaton were so easy, people learned about the world through contact, actual
contact, wth other people and other deas. There were no computers and no arplanes, for example. All
rght?
But back then, t was geographcal features lke waterways that made contact between people and deas
possble. Let’s look at how this worked. In the past, the closer to waterways that people lved, the more
opportunty they had to exchange deas about the world. And ths exchange of deas helped cultures grow
and develop.
We know that ths s true because, when we study cultures that lve n solaton from waterways, we see some
thngs that are smlar. Let me explain. Shps travelng on rvers, lakes, and oceans carred people, but they also
carred people’s deas and experences. Cultures that were not
near waterways usually developed more slowly than others, than cultures near waterways, because they
couldn’t easly talk to people from other places and exchange deas wth them.
Some people argue that access to waterways was one of the most mportant nfluences on how a culture
learned about the world.
Lecture Hello, everyone. Ready to begn? Today we are gong to talk about an aspect of geography called
cultural geography. I’d lke to dscuss the ways that the geographcal features of the Earth affect the spread
of cultures.
But frst, what s cultural geography? It’s the study of the way that the physcal envronment of the Earth
nteracts wth the people and cultures of the Earth. Let me explain more so t’s clear. Cultural geography
studes the locaton of cultures. A cultural geographer sees dfferences n cultures and wants to know what
effect the geography of the culture had n the spread, or lack of spread, of cultural elements, lke belefs and
customs.
Now, ths should gve you a pretty good pcture of the focus and nterest of cultural geography. So, let’s turn
now and look more carefully at ths dea of “culture,” and how cultures are affected by the geography of
the Earth.
Some experts say that there are, rght now, 15,000 dfferent cultures n the world. Now, by culture, I mean
groups of people who share smlar ways of gong about lfe. They have a common set of learned belefs,
values, and behavors. Culture regons dffer greatly n sze. Some are very large, lke the Islamc culture regon
that makes up mllons of square mles of North Afrca, the Mddle East, and Southwest Asa. Some are very
small, lke Spansh Harlem, whch encompasses about two square mles of Manhattan n New York Cty. So,
a cultural geographer wants to know, why? Why are there so many cultures on Earth today? If we all
started out more or less the same way, how dd we end up wth 15,000 dfferent cultures?
So, let’s look at ths dea, at how geographcal features affect the spread of culture. Today, I’ll

dscuss barrer effects. Ths s the term used to descrbe thngs that stop cultures from spreadng.
Physcal barrers are natural elements that prevent cultures from spreadng. These physcal barrers solate
people. They solate them by somehow preventng or lmtng chan . . . cultures from changng.
Isolaton s one general reason why we have so many cultures. Let’s look at how this works. When people
can easly communcate, they exchange nformaton and deas. The more they share, the more smlar, the
more alke, they tend to become because deas, belefs, and values go back and forth between the cultures.
Geographc solaton makes communcaton dffcult, and ths causes dfferences between cultures. We’ll dscuss
fve classc examples of physcal barrers.
The frst s oceans. Oceans were barrers for centures. People lvng on slands surrounded by ocean were
usually prevented from, or unable to, exchange thngs wth other cultures. So, untl shpbuldng and
navgaton, oceans were a powerful barrer. Ths s even true today. Some slands n the Pacfc Ocean are home
to people who have lttle contact wth the outsde world.
Let’s move on. Forests are another example. In the past, forests were much larger than today. In fact,
nearly all of what s now the western Unted States, for example, was contnuous forest. And ths was the
same n large parts of Afrca, Asa, Central and South Amerca.
How dd ths affect culture? Well, once a group of people settled n the forest, they became separate from
other groups. Can you magne ths? The forest was so dense that they couldn’t easly go through t. Forest
socetes were solated because t was so dffcult to travel.
OK. Our thrd example of a physcal barrer s mountans. In areas that are extremely mountanous, we see
that communcaton between cultures s also nhbted. Let me gve you an example of ths: the sland of New
Gunea. You heard of t? It’s an sland near Indonesa and Australa, n the South Pacfc Ocean. Now on ths
small sland—the total populaton s 7 mllon—there are an estmated 700 languages spoken. What an
amazng fact! It makes no sense
that so many languages exst n such a small space untl you look at the geography. Let me explain. New
Gunea s extremely mountanous and has many deep valleys. It also has dense tropcal forests n the
lowlands. These extreme geographcal features resulted n hundreds of relatvely solated areas of people and
these groups have developed ther own languages.
OK. Now, the last two types of barrers are deserts and tundra.
You can easly see why deserts have also tended to solate people and nhbt the spread of culture. I won’t go
nto that one. But tundra, . . . tundra you mght not be famlar wth. Tundra refers to areas lke you fnd n
northernmost North Amerca and Europe. It’s an area at the very hgh lattude at the top of the Earth. The
envronment s very cold, sub-freezng, and treeless. Natve peoples adapted to ths harsh envronment but the
harshness of the clmate made t dffcult to access. So, tundra, also, s a physcal barrer.
OK. Those are the fve barrer effects. The bottom lne s, physcal barrers have solated peoples and culture.
It’s hard to magne today, because of amazng advances n travel and communcaton, but these barrers were
a sgnfcant nfluence n the development of the cultures of the world. OK. See you next tme.
ChaptEr 9 The Story of Fairy Tales

Practice Lecture In today’s lecture, we’ll be dscussng two fary tales. One s very old, Cnderella—the story
of a poor grl who marres a prnce. And the other s very modern, Harry Potter—the story of a boy who
dscovers that he has magcal powers. By lookng at these two tales we’ll see that the themes used n these
stores are really qute smlar, even though they are centures apart. In fact, it is important to note that the
themes n older stores, lke Cnderella, stll have great meanng today.
OK, so Cnderella and Harry Potter have a lot n common. Let’s look at a few of the ponts that these stores
share. Now, write these down, these

comparsons of the stores, because there wll be somethng on the quz about them. OK?
OK. Frst, both characters are taken n by other famly members and the famles are very unhappy about
havng to do ths. Both lve n homes that are terrble places for them, where they are not happy and not
loved.
We also see that both have at least one relatve ther own age: Harry has a cousn and Cnderella has two
stepssters. And t s the cousn, or the stepssters, that the parents love—not Harry and Cnderella.
Next, an mportant part of every fary tale, t s n fact a key part of every tale, s that they both have a wsh, a
wsh that we see n many fary tales. They wsh that they could be somewhere else leadng a dfferent lfe. I’ll
say it again. They both wsh for a dfferent lfe and ths wsh s what makes many of the events n the story
occur.
OK, now the one fnal thng that they have n common s that. In both stores a mracle happens. The mracle s
that they are both gven a chance. A chance to change the unchangeable, to become what they wshed for,
to lve a better lfe. They both fnd ther place n the world, and people who love them.
Lecture It’s good to see you all. Looks lke you’re ready to go. OK, good. I’d lke to get started on today’s
topc. Today, we wll be dscussng fary tales. Let me start off wth a defnton so we have a clear dea of what
we mean by fary tales. Fary tales are stores that have magcal people and creatures n them.
Thngs happen n fary tales that can’t happen n ordnary lfe. Let me gve you a few examples: A boy
becomes a brd, a prncess sleeps for a hundred years, mrrors talk, pumpkns become carrages, a lamp s
home to a gene. The word we use to descrbe the events that happen n fary tales s magcal.
OK. Let’s dve n and focus today on the purpose of fary tales and answer ths queston: Why were fary tales
created? Let’s start by lookng at the audence. Who were fary tales wrtten for? Some people assume that
fary tales were created for chldren.
But ths, n fact, s absolutely not the case. From the very begnnng, thousands of years ago, fary tales were
stores that adults told other adults.
But why dd they start tellng fary tales? What was the purpose of fary tales? We wll look at three general,
dfferent deas about the purposes that fary tales serve. These purposes are important to dscuss because they
help us understand why fary tales were meant for adults, for the adult magnaton.
The frst dea s that fary tales cause a sense of wonder n the reader or lstener. Let me explan. Wonder s the
emoton that we feel when we are excted by the dea that somethng new and unexpected or unexplanable
has happened. It s ths sense of wonder, ths sense of strange and magcal thngs happenng, that some
scholars beleve s the reason that fary tales exst. They help people wonder about the workngs of the
unverse—ths unverse where anythng can happen at any tme. In fact, all knds of strange thngs happen n
fary tales.
Let me explan how ths works. If we can magne that anythng can happen to the characters n fary tales,
then we mght also beleve that thngs can happen n our own lves. That lfe can change, that problems can go
away, people can fnd answers. So, you see, fary tales help make us hopeful. They make us beleve that lfe
really can get better. Isn’t ths a wonderful explanaton?
OK, let’s move on and look at another possble purpose of fary tales, and that s entertanment. Just
entertanment. People ddn’t have TVs or rados or even theater n most places, so what dd they do? They
played musc, they talked, they told each other stores.
Scholars support ths dea by pontng out that fary tales became very popular n Europe and Amerca durng
the late 1800s. Oh, and by the way, I wll nclude some dates on the quz, so you should probably include
them in your notes. Where was I? Oh, the late 1800’s. OK. At that pont n hstory, daly lfe and work was
extremely routne and borng. Take, for example, factory work, or beng a worker on a farm. Ths knd of
work can be very hard on the body and mnd and leave lttle tme for daydreamng and lesure and

magnaton. So, fary tales helped people escape from the routne n ther lves.
OK? Now I want to dscuss one more dea about the purp . . . purpose of fary tales. Some say that fary tales
serve the purpose of cvlzng people. Now, what do I mean by cvlzng? Cvlzng really means educatng
people about good behavor. Let’s look at how ths works. Thnk of the plots n fary tales—the events n each
story. These events teach us thngs. They teach readers mportant values of lfe and socety. Values lke hard
work, honesty, goodness.
Ths s a really good way to teach people how to be good ctzens. There are always clear consequences n
these fary tales. For example, people get punshed for not obeyng ther parents, so we learn to obey our
parents. Most fary tales show characters gettng rewards when they change ther behavor and follow the
rules of the famly or socety.
So, when you take a step back, you really see that these stores, . . . these stores that you thnk of as smple
and chldlke, are really not so smple. In fact, they’re really very deep. Fary tales are stores about who we
are and what we beleve n. They may come n the form of entertanment— easy to understand tales of
wonder—but they’re actually qute powerful.
So, let me wrap up wth ths thought. If you doubt the power of fary tales, thnk for a mnute about how
many of these stores you stll know.
OK. That’s t for today. Bye-bye.
ChaptEr 0 Architecture: Form or Function?

Practice Lecture OK. OK. Settle down. I have a lot to cover today. OK? Ths mornng I want to talk about a
very mportant person who really nfluenced modern archtecture, and that’s Lous Sullvan. Yes, Lous
Sullvan. You’ve heard of hm? Yeah? Most people who have studed archtecture know somethng about
hm. OK. Well n today’s class, I’m going to cover some of the bg deas we got from Lous Sullvan because
he’s gong to be very mportant to us n ths class.
All rght. Let me start with a lttle background. Sullvan was born n Boston but soon moved to Chcago, n
1873, and that’s mportant because many of Sullvan’s great buldngs are n Chcago.
Now, Sullvan had many deas about skyscrapers. And the thng you should know about Sullvan s that he
was a true vsonary. . . . By visionary, I mean someone who has the ablty to magne thngs for the future. He
thought of thngs before anyone else.
So Sullvan had all these really new deas about, for example, about the way to desgn skyscrapers. He
beleved that the skyscraper could . . . should celebrate and show off ts heght. So what I mean is, the
skyscraper, for Sullvan, should be tall and also be decorated wth lots of attractve shapes, lke plant shapes,
and other pretty decoratons. They should not be just a tall, plan box.
Sullvan s most famous for one partcular dea. He sad that, n archtecture, form follows functon. Let me
repeat that: Form follows functon. So the purpose of a buldng should help the archtect create the desgn of
the buldng. You get the pcture? The buldng should look lke what t s, what ts purpose s.
All rght. I’d lke you to read more about Sullvan n Chapter 17 of your textbook and be prepared to dscuss
some of hs buldngs next tme.
Lecture Good afternoon, everyone. Now, before you . . . before we get started, remember you’ll have a
quz n the next class. OK?
OK. So today, we begin our discussion of modern archtecture, and ths afternoon I’ll be dscussng a very
general concept that s mportant for our understandng of modern archtecture. Now, as I dscuss ths concept,
I’m gong to gve you a lttle background on modern archtecture. Then later, I’ll move on to focus on one
gant archtect of our tmes, and that’s Frank Gehry.
OK. Frst, let me gve you a . . . a tny lttle bt of background on modern archtecture. OK, now, we all know
that a buldng does more than smply gve us shelter. We can all thnk of some buldngs that are just really
beautful, or really nterestng. So,

ths tells us that sometmes archtecture can also be, well, art. Let me explain what I mean. Let’s take a look
at these famous buldngs just to get an dea.
Here’s a buldng by the famous archtect Anton Gaud. Take a look at ths. Everyone loves ths buldng. It’s
an apartment buldng, but from our pont of vew today, t certanly s more than just a shelter for people. It’s
also very pleasng to the eye. To me and many other people, t’s very fun to look at. It’s truly a work of art.
Isn’t t fabulous?
Now, here’s the tallest buldng n the world rght now. It’s a skyscraper n Tawan, called Tape 101. Most
people who see ths buldng love t, not because t’s an offce buldng and not only because t’s so tall. It’s also
ncredbly beautful. Don’t you thnk so?
So, I thnk I’ve made my pont that . . . that archtecture has a purpose, but t’s also somethng that can be
very beautful at the same tme. It can please the eye. This is an important point.
All rght. This brings me to the key concept for today. In modern archtecture, so let’s say archtecture from
1900 to the present, there’s been ths bg queston: What s the relatonshp between a buldng’s form and ts
functon? Ths was the queston asked by the world-famous Amercan archtect named Lous Sullvan.
OK. Now, Sullvan beleved qute strongly that form follows functon. OK? But what was Sullvan’s pont?
Hmm? OK. Well, Sullvan wanted to say that the purpose of a buldng should tell the archtect how to desgn
the buldng. And consequently, people should be able to know what ts purpose was just by lookng at t.
So, most archtects agreed wth Sullvan and followed hs dea . . . ths . . . for the next several decades. Now,
I want to move on to show you how archtects have changed ther atttude about form and functon. Ths s
very nterestng. In the last, uh, let’s say, 25 years, many archtects, . . . many famous archtects, . . . have
gnored what Sullvan sad. They’ve chosen to go aganst the dea that form follows functon. And they’ve
bult some fantastc buldngs.
This leads us to my favorte modern archtect, and he’s very famous for not belevng that form follows
functon. Hs name s Frank Gehry.
Let me show you hs most famous desgn. Ths s the Guggenhem Museum n Blbao, n Span. It’s a very
well-known museum. There’s famous art nsde—pantngs and statues nsde—but do you thnk ths looks lke
a museum? I don’t thnk so. Take a look at these curves, these round shapes. Gehry desgned ths, some
people say, so there are no real corners, no straght lnes, so sometmes t looks lke a shp. And t’s on the
water, as you can see.
So when people vst the museum, what do they notce? They notce the shny curves, the reflecton of the
water, but they mght not mmedately thnk, “Ah-ha! Ths s a museum.” So what I’m trying to show you
here is that there s very lttle connecton between the form of the buldng—all these curves, all the shny
metal—and the purpose of the buldng—to show the art to people. It’s an art museum, but t doesn’t really
look lke one.
OK, snce we have a few more mnutes, let’s analyze another Frank Gehry buldng. Here t s. Ths buldng s
very playful, very fun, and t really catches the eye, huh? OK, but I have a surprse for you. Ths s actually
the computer scence research center at the Massachusetts Insttute of Technology—MIT—the most
famous unversty for scence and technology n the world. So t’s a very serous place.
So agan, we see Frank Gehry makng a knd of game out of the whole form and functon dea. He’s beng
ronc, meaning he’s actually dong the opposte of what he clams to be dong— desgnng a buldng for a
serous purpose. You could say, he’s, well, he’s really twsted the form and functon dea. And he’s had a lot
of fun along the way. Ths place s really crazy. I . . . I love t.
OK, I . . . I thnk I’d better wrap t up now. Next tme we’ll focus on one type of modern buldng, the
skyscraper. OK? See you next week.

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Build Background Knowledge

Prepare to Listen and Take Notes

Discuss the Issues

Listen and Take Notes Exercise (p. 8) Answers vary

Discuss the Issues

Prepare to Listen and Take Notes Exercise (p. 7)

Discuss the Issues

ChaptEr 4 Global Business: The Case of MTV

Build Background Knowledge

Listen and Take Notes Exercise (p. 5) Answers vary

Discuss the Issues

ChaptEr 6 Communication Revolutions

Exercise 7 (p. 6) Answers vary Prepare to Listen and Take Notes

Listen and Take Notes

Discuss the Issues

ChaptEr 7 How Sleep Affects Thinking

Prepare to Listen and Take Notes Exercise (p. 7)

Listen and Take Notes Exercise (p. 74) Answers vary

Discuss the Issues

ChaptEr 8 The Influence of Geography on Culture

Prepare to Listen and Take Notes Exercise (p. 8)

Listen and Take Notes Exercise (p. 84) Answers vary

Discuss the Issues

ChaptEr 9 The Story of Fairy Tales

Prepare to Listen and Take Notes Exercise (p. 93)

Listen and Take Notes Exercise (p. 96) Answers vary

Discuss the Issues

ChaptEr 0 Architecture: Form or Function?

Listen and Take Notes Exercise (p. 06) Answers vary

Discuss the Issues

ChaptEr The Pace of a Place

ChaptEr 3 Business Innovation

ChaptEr 5 Celebrities and the Media

ChaptEr 7 How Sleep Affects Thinking

ChaptEr 8 The Influence of Geography on Culture

ChaptEr 9 The Story of Fairy Tales

ChaptEr 0 Architecture: Form or Function?

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