TPO R & L – Cell phone 10pt

 TPO Reading PASSAGES

 

Contents

TPO1. 1

GROUNDWATER.. 1

The origin of theater. 2

Timberline Vegetation on Mountains. 3

TPO2. 4

THE ORIGINS OF CETACEANS. 4

DESERT FORMATION.. 5

Early Cinema. 6

TPO3. 7

ARCHITECTURE.. 7

The Long-Term Stability of Ecosystems. 8

Depletion of the Ogallala Aquifer. 9

TPO4. 10

Cave Art in Europe. 10

Deer Populations of the Puget Sound. 11

Petroleum Resources. 12

TPO5. 13

Minerals and Plants. 13

The Origin of the Pacific Island People. 14

The Cambrian Explosion. 15

TPO6. 16

Powering the industrial revolution. 16

William Smith. 17

Infantile Amnesia. 18

TPO7. 19

The Geologic History of the Mediterranean. 19

Ancient Rome and Greece. 20

Agriculture, Iron, and the Bantu Peoples. 21

TPO 8. 22

The Rise of Teotihuacán. 22

Extinction of the Dinosaurs. 23

Running Water on Mars?. 24

TPO9. 25

Colonizing the Americas via the Northwest Coast. 25

Reflection in Teaching. 26

The Arrival of Plant Life in Hawaii 27

TPO10. 28

Chinese Pottery. 28

Variations in the Climate. 29

Seventeenth-Century European Economic Growth. 30

TPO11. 31

Ancient Egyptian Sculpture. 31

Orientation and Navigation. 31

Begging by Nesting. 32

TPO12. 33

Which Hand Did They Use?. 33

Transition to Sound in Film.. 34

Water in the Desert. 35

TPO13. 36

Types of Social Groups. 36

Biological Clocks. 37

Methods of Studying Infant Perception. 38

TPO14. 39

Children and Advertising. 39

Maya Water Problems. 40

Pastoralism in Ancient Inner Eurasia. 41

TPO15. 42

Glacier Formation. 42

A Warm-Blooded Turtle. 43

Mass Extinction. 44

TPO16. 45

Trade and the Ancient Middle East. 45

Development of the Periodic Table. 46

Planets in Our Solar System.. 46

TPO17. 47

Europe’s Early Sea Trade with Asia. 48

Animal Signals in the Rain Forest. 48

Symbiotic Relationships. 49

TPO18. 50

Industrialization in the Netherlands and Scandinavia. 50

The Mystery of Yawning. 51

Lightning. 52

TPO19. 53

The Roman Army’s Impact on Britain. 53

Succession, Climax, and Ecosystems. 54

Discovering the Ice Ages. 55

TPO20. 56

Westward Migration. 56

Early Settlement in Southwest Asia. 57

Fossil Preservation. 58

TPO21. 59

Geothermal Energy. 59

The Origins of Agriculture. 60

Autobiographical Memory. 61

TPO22. 62

Spartine. 62

The Birth of Photography. 62

The Allende Meteorite. 63

TPO23. 64

Urban Climates. 64

Seventeenth-Century Dutch Agriculture. 65

Rock Art of the Australian Aborigines. 66

TPO24. 67

Lake Water. 67

Moving into Pueblos. 68

Breathing During Sleep. 69

TPO25. 70

The Surface of Mars. 70

The Decline of Venetian Shipping. 71

The Evolutionary Origin of Plants. 72

TPO 26. 73

Energy and the Industrial Revolution. 73

Survival of Plants and Animals in Desert Conditions. 74

Sumer and the First Cities of the Ancient Near East. 74

TPO 27. 75

Crafts in the Ancient Near East. 75

The Formation of Volcanic Islands. 76

Predator-Prey Cycles. 77

TPO 28. 78

Groundwater. 78

Early Saharan Pastoralists. 79

Buck Rubs and Buck Scrapes. 80

TPO 29. 81

Characteristics of Roman Pottery. 81

Competition. 82

The History of Waterpower. 83

TPO30. 84

Role of Play in Development. 84

The pace of Evolutionary Change. 85

The Invention of the Mechanical Clock. 86

TPO 31. 87

Speciation in Geographically Isolated Populations. 87

Early Childhood Education. 88

Savanna Formation. 89

TPO 32. 89

Plant Colonization. 89

Siam, 1851 – 1910. 90

Distributions of Tropical Bee Colonies. 91

TPO 33. 92

The First Civilizations. 92

Railroads and Commercial Agriculture in Nineteenth-Century United States. 93

Extinction Episodes of the Past. 94

TPO extra 1. 95

POPULATION AND CLIMATE.. 95

EUROPE IN THE TWELFTH CENTURY.. 96

WHAT IS A COMMUNITY?. 97

TPO extra 2. 98

HABITATS AND CHIPMUNK SPECIES. 98

CETACEAN INTELLIGENCE.. 99

A MODEL OF URBAN EXPANSION.. 100

TPO34. 101

Islamic Art and the Book. 101

The Development of Steam Power. 102

Protection of Plants by Insects. 103

 

TPO1

TPO1: GROUNDWATER

 

Groundwater is the word used to describe water that saturates the ground, filling all the available spaces. By far the most abundant type of groundwater is meteoric water; this is the groundwater that circulates as part of the water cycle. Ordinary meteoric water is water that has soaked into the ground from the surface, from precipitation (rain and snow) and from lakes and streams. There it remains, sometimes for long periods, before emerging at the surface again. At first thought it seems incredible that there can be enough space in the “solid” ground underfoot to hold all this water.   

The necessary space is there, however, in many forms. The commonest spaces are those among the particles—sand grains and tiny pebbles—of loose, unconsolidated sand and gravel. Beds of this material, out of sight beneath the soil, are common. They are found wherever fast rivers carrying loads of coarse sediment once flowed. For example, as the great ice sheets that covered North America during the last ice age steadily melted away, huge volumes of water flowed from them. The water was always laden with pebbles, gravel, and sand, known as glacial outwash, that was deposited as the flow slowed down.   

The same thing happens to this day, though on a smaller scale, wherever a sediment-laden river or stream emerges from a mountain valley onto relatively flat land, dropping its load as the current slows: the water usually spreads out fanwise, depositing the sediment in the form of a smooth, fan-shaped slope. Sediments are also dropped where a river slows on entering a lake or the sea, the deposited sediments are on a lake floor or the seafloor at first, but will be located inland at some future date, when the sea level falls or the land rises; such beds are sometimes thousands of meters thick.  

In lowland country almost any spot on the ground may overlie what was once the bed of a river that has since become buried by soil; if they are now below the water’s upper surface (the water table), the gravels and sands of the former riverbed, and its sandbars, will be saturated with groundwater.  

So much for unconsolidated sediments. Consolidated (or cemented) sediments, too, contain millions of minute water-holding pores. This is because the gaps among the original grains are often not totally plugged with cementing chemicals; also, parts of the original grains may become dissolved by percolating groundwater, either while consolidation is taking place or at any time afterwards. The result is that sandstone, for example; can be as porous as the loose sand from which it was formed.  

Thus a proportion of the total volume of any sediment, loose or cemented, consists of empty space. Most crystalline rocks are much more solid; a common exception is basalt, a form of solidified volcanic lava, which is sometimes full of tiny bubbles that make it very porous.  

The proportion of empty space in a rock is known as its porosity. But note that porosity is not the same as permeability, which measures the ease with which water can flow through a material; this depends on the sizes of the individual cavities and the crevices linking them.  

Much of the water in a sample of water-saturated sediment or rock will drain from it if the sample is put in a suitable dry place. But some will remain, clinging to all solid surfaces. It is held there by the force of surface tension without which water would drain instantly from any wet surface, leaving it totally dry. The total volume of water in the saturated sample must therefore be thought of as consisting of water that can, and water that cannot, drain away.   

The relative amount of these two kinds of water varies greatly from one kind of rock or sediment to another, even though their porosities may be the same. What happens depends on pore size. If the pores are large, the water in them will exist as drops too heavy for surface tension to hold, and it will drain away; but if the pores are small enough, the water in them will exist as thin films, too light to overcome the force of surface tension holding them in place; then the water will be firmly held. 

 

TPO1: The origin of theater

In seeking to describe the origins of theater, one must rely primarily on speculation, since there is little concrete evidence on which to draw. The most widely accepted theory, championed by anthropologists in the late nineteenth and early twentieth centuries, envisions theater as emerging out of myth and ritual. The process perceived by these anthropologists may be summarized briefly. During the early stages of its development, a society becomes aware of forces that appear to influence or control its food supply and well-being. Having little understanding of natural causes, it attributes both desirable and undesirable occurrences to supernatural or magical forces, and it searches for means to win the favor of these forces. Perceiving an apparent connection between certain actions performed by the group and the result it desires, the group repeats, refines and formalizes those actions into fixed ceremonies, or rituals. 

Stories (myths) may then grow up around a ritual. Frequently the myths include representatives of those supernatural forces that the rites celebrate or hope to influence. Performers may wear costumes and masks to represent the mythical characters or supernatural forces in the rituals or in accompanying celebrations. As a people becomes more sophisticated, its conceptions of supernatural forces and causal relationships may change. As a result, it may abandon or modify some rites. But the myths that have grown up around the rites may continue as part of the group’s oral tradition and may even come to be acted out under conditions divorced from these rites. When this occurs, the first step has been taken toward theater as an autonomous activity, and thereafter entertainment and aesthetic values may gradually replace the former mystical and socially efficacious concerns.   

Although origin in ritual has long been the most popular, it is by no means the only theory about how the theater came into being. Storytelling has been proposed as one alternative. Under this theory, relating and listening to stories are seen as fundamental human pleasures. Thus, the recalling of an event (a hunt, battle, or other feat) is elaborated through the narrator’s pantomime and impersonation and eventually through each role being assumed by a different person.  

A closely related theory sees theater as evolving out of dances that ate primarily pantomimic, rhythmical or gymnastic, or from imitations of animal noises and sounds. Admiration for the performer’s skill, virtuosity, and grace are seen as motivation for elaborating the activities into fully realized theatrical performances.  

In addition to exploring the possible antecedents of theater, scholars have also theorized about the motives that led people to develop theater. Why did theater develop, and why was it valued after it ceased to fulfill the function of ritual? Most answers fall back on the theories about the human mind and basic human needs. One, set forth by Aristotle in the fourth century B.C., sees humans as naturally imitative—as taking pleasure in imitating persons, things, and actions and in seeing such imitations. Another, advanced in the twentieth century, suggests that humans have a gift for fantasy, through which they seek to reshape reality into more satisfying forms than those encountered in daily life. Thus, fantasy or fiction (of which drama is one form) permits people to objectify their anxieties and fears, confront them, and fulfill their hopes in fiction if not fact. The theater, then, is one tool whereby people define and understand their world or escape from unpleasant realities. 

But neither the human imitative instinct nor a penchant for fantasy by itself leads to an autonomous theater. Therefore, additional explanations are needed. One necessary condition seems to be a somewhat detached view of human problems. For example, one sign of this condition is the appearance of the comic vision, since comedy requires sufficient detachment to view some deviations from social norms as ridiculous rather than as serious threats to the welfare of the entire group. Another condition that contributes to the development of autonomous theater is the emergence of the aesthetic sense. For example, some early societies ceased to consider certain rites essential to their well-being and abandoned them, nevertheless, they retained as parts of their oral tradition the myths that had grown up around the rites and admired them for their artistic qualities rather than for their religious usefulness.

    

TPO1: Timberline Vegetation on Mountains

    The transition from forest to treeless tundra on a mountain slope is often a dramatic one. Within a vertical distance of just a few tens of meters, trees disappear as a life-form and are replaced by low shrubs, herbs, and grasses. This rapid zone of transition is called the upper timberline or tree line. In many semiarid areas there is also a lower timberline where the forest passes into steppe or desert at its lower edge, usually because of a lack of moisture.

    The upper timberline, like the snow line, is highest in the tropic and lowest in the polar regions. It ranges from sea level in the polar regions to 4,500 meters in the dry subtropics and 3,500 – 4,500 meters in the moist tropics. Timberline trees are normally evergreens, suggesting that these have some advantage over deciduous trees (those that lose their leaves) in the extreme environments of the upper timberline. There are some areas, however, where broadleaf deciduous trees form the timberline. Species of birch, for example, may occur at the timberline in parts of the Himalayas.

    At the upper timberline the trees begin to become twisted and deformed. This is particularly true for trees in the middle and upper latitudes, which tend to attain greater heights on ridges, whereas in the tropics the trees reach their greater heights in the valleys. This is because middle- and upper-latitude timberlines are strongly influenced by the duration and depth of the snow cover. As the snow is deeper and lasts longer in the valleys, trees tend to attain greater heights on the ridges, even though they are more exposed to high-velocity winds and poor, thin soils there. In the tropics, the valleys appear to be more favorable because they are less prone to dry out, they have less frost, and they have deeper soils.

    There is still no universally agreed-on explanation for why there should be such a dramatic cessation of tree growth at the upper timberline. Various environmental factors may play a role. Too much snow, for example, can smother trees, and avalanches and snow creep can damage or destroy them. Late-lying snow reduces the effective growing season to the point where seedlings cannot establish themselves. Wind velocity also increases with altitude and may cause serious stress for trees, as is made evident by the deformed shapes at high altitudes. Some scientists have proposed that the presence of increasing levels of ultraviolet light with elevation may play a role, while browsing and grazing animals like the ibex may be another contributing factor. Probably the most important environmental factor is temperature, for if the growing season is too short and temperatures are too low, tree shoots and buds cannot mature sufficiently to survive the winter months.

    Above the tree line there is zone that is generally called alpine tundra.  Immediately adjacent to the timberline, the tundra consists of a fairly complete cover of low-lying shrubs, herbs, and grasses, while higher up the number and diversity of species decrease until there is much bare ground with occasional mosses and lichens and some prostrate cushion plants.  Some plants can even survive in favorable microhabitats above the snow line. The highest plants in the world occur at around 6,100 meters on Makalu in the Himalayas.  At this great height, rocks, warmed by the sun, melt small snowdrifts. 

    The most striking characteristic of the plants of the alpine zone is their low growth form. This enables them to avoid the worst rigors of high winds and permits them to make use of the higher temperatures immediately adjacent to the ground surface. In an area where low temperatures are limiting to life, the importance of the additional heat near the surface is crucial. The low growth form can also permit the plants to take advantage of the insulation provided by a winter snow cover. In the equatorial mountains the low growth form is less prevalent.

TPO2

TPO2: THE ORIGINS OF CETACEANS

 Paragraph 1:How did it come about that farming developed independently in a number of world centers (the Southeast Asian mainland, Southwest Asia, Central America, lowland and highland South America, and equatorial Africa) at more or less the same time? Agriculture developed slowly among populations that had an extensive knowledge of plants and animals. Changing from hunting and gathering to agriculture had no immediate advantages. To start with, it forced the population to abandon the nomad’s life and became sedentary, to develop methods of storage and, often, systems of irrigation. While hunter-gatherers always had the option of moving elsewhere when the resources were exhausted, this became more difficult with farming. Furthermore, as the archaeological record shows, the state of health of agriculturalists was worse than that of their contemporary hunter-gatherers.

Paragraph 2:Traditionally, it was believed that the transition to agriculture was the result of a worldwide population crisis. It was argued that once hunter-gatherers had occupied the whole world, the population started to grow everywhere and food became scarce; agriculture would have been a solution to this problem. We know, however, that contemporary hunter-gatherer societies control their population in a variety of ways. The idea of a world population crisis is therefore unlikely, although population pressure might have arisen in some areas.

Paragraph 3:Climatic changes at the end of the glacial period 13,000 years ago have been proposed to account for the emergence of farming. The temperature increased dramatically in a short period of time (years rather than centuries), allowing for a growth of the hunting-gathering population due to the abundance of resources. There were, however, fluctuations in the climatic conditions, with the consequences that wet conditions were followed by dry ones, so that the availability of plants and animals oscillated brusquely.

Paragraph 4:It would appear that the instability of the climatic conditions led populations that had originally been nomadic to settle down and develop a sedentary style of life, which led in turn to population growth and to the need to increase the amount of food available. Farming originated in these conditions. Later on, it became very difficult to change because of the significant expansion of these populations. It could be argued, however, that these conditions are not sufficient to explain the origins of agriculture. Earth had experienced previous periods of climatic change, and yet agriculture had not been developed.

.

Paragraph 5:It is archaeologist Steven Mithen’s thesis, brilliantly developed in his book The Prehistory of the Mind(1996), that approximately 40,000 years ago the human mind developed cognitive fluidity, that is, the integration of the specializations of the mind: technical, natural history (geared to understanding the behavior and distribution of natural resources), social intelligence, and the linguistic capacity. Cognitive fluidity explains the appearance of art, religion, and sophisticated speech. Once humans possessed such a mind, they were able to find an imaginative solution to a situation of severe economic crisis such as the farming dilemma described earlier. Mithen proposes the existence of four mental elements to account for the emergence of farming: (1) the ability to develop tools that could be used intensively to harvest and process plant resources; (2) the tendency to use plants and animals as the medium to acquire social prestige and power; (3) the tendency to develop “social relationships” with animals structurally similar to those developed with people—specifically, the ability to think of animals as people (anthropomorphism) and of people as animals (totemism); and (4) the tendency to manipulate plants and animals.

Paragraph 6:The fact that some societies domesticated animals and plants, discovered the use of metal tools, became literate, and developed a state should not make us forget that others developed pastoralism or horticulture (vegetable gardening) but remained illiterate and at low levels of productivity; a few entered the modem period as hunting and gathering societies. It is anthropologically important to inquire into the conditions that made some societies adopt agriculture while others remained hunter-gatherers or horticulturalists. However it should be kept in mind that many societies that knew of agriculture more or less consciously avoided it. Whether Mithen’s explanation is satisfactory is open to contention, and some authors have recently emphasized the importance of other factors.

TPO2: DESERT FORMATION

The deserts, which already occupy approximately a fourth of the Earth’s land surface, have in recent decades been increasing at an alarming pace. The expansion of desertlike conditions into areas where they did not previously exist is called desertification. It has been estimated that an additional one-fourth of the Earth’s land surface is threatened by this process.

Desertification is accomplished primarily through the loss of stabilizing natural vegetation and the subsequent accelerated erosion of the soil by wind and water. In some cases the loose soil is blown completely away, leaving a stony surface. In other cases, the finer particles may be removed, while the sand-sized particles are accumulated to form mobile hills or ridges of sand.

Even in the areas that retain a soil cover, the reduction of vegetation typically results in the loss of the soil’s ability to absorb substantial quantities of water. The impact of raindrops on the loose soil tends to transfer fine clay particles into the tiniest soil spaces, sealing them and producing a surface that allows very little water penetration. Water absorption is greatly reduced; consequently runoff is increased, resulting in accelerated erosion rates. The gradual drying of the soil caused by its diminished ability to absorb water results in the further loss of vegetation, so that a cycle of progressive surface deterioration is established.

In some regions, the increase in desert areas is occurring largely as the result of a trend toward drier climatic conditions. Continued gradual global warming has produced an increase in aridity for some areas over the past few thousand years. The process may be accelerated in subsequent decades if global warming resulting from air pollution seriously increases.

There is little doubt, however, that desertification in most areas results primarily from human activities rather than natural processes. The semiarid lands bordering the deserts exist in a delicate ecological balance and are limited in their potential to adjust to increased environmental pressures. Expanding populations are subjecting the land to increasing pressures to provide them with food and fuel. In wet periods, the land may be able to respond to these stresses. During the dry periods that are common phenomena along the desert margins, though, the pressure on the land is often far in excess of its diminished capacity, and desertification results.

Four specific activities have been identified as major contributors to the desertification processes: overcultivation, overgrazing, firewood gathering, and overirrigation. The cultivation of crops has expanded into progressively drier regions as population densities have grown. These regions are especially likely to have periods of severe dryness, so that crop failures are common. Since the raising of most crops necessitates the prior removal of the natural vegetation, crop failures leave extensive tracts of land devoid of a plant cover and susceptible to wind and water erosion.

The raising of livestock is a major economic activity in semiarid lands, where grasses are generally the dominant type of natural vegetation. The consequences of an excessive number of livestock grazing in an area are the reduction of the vegetation cover and the trampling and pulverization of the soil. This is usually followed by the drying of the soil and accelerated erosion.

Firewood is the chief fuel used for cooking and heating in many countries. The increased pressures of expanding populations have led to the removal of woody plants so that many cities and towns are surrounded by large areas completely lacking in trees and shrubs. The increasing use of dried animal waste as a substitute fuel has also hurt the soil because this valuable soil conditioner and source of plant nutrients is no longer being returned to the land.

The final major human cause of desertification is soil salinization resulting from overirrigation. Excess water from irrigation sinks down into the water table. If no drainage system exists, the water table rises, bringing dissolved salts to the surface. The water evaporates and the salts are left behind, creating a white crustal layer that prevents air and water from reaching the underlying soil.

The extreme seriousness of desertification results from the vast areas of land and the tremendous numbers of people affected, as well as from the great difficulty of reversing or even slowing the process. Once the soil has been removed by erosion, only the passage of centuries or millennia will enable new soil to form. In areas where considerable soil still remains, though, a rigorously enforced program of land protection and cover-crop planting may make it possible to reverse the present deterioration of the surface.

TPO2: Early Cinema

The cinema did not emerge as a form of mass consumption until its technology evolved from the initial “peepshow” format to the point where images were projected on a screen in a darkened theater. In the peepshow format, a film was viewed through a small opening in a machine that was created for that purpose. Thomas Edison’s peepshow device, the Kinetoscope, was introduced to the public in 1894. It was designed for use in Kinetoscope parlors, or arcades, which contained only a few individual machines and permitted only one customer to view a short, 50-foot film at any one time. The first Kinetoscope parlors contained five machines. For the price of 25 cents (or 5 cents per machine), customers moved from machine to machine to watch five different films (or, in the case of famous prizefights, successive rounds of a single fight).

These Kinetoscope arcades were modeled on phonograph parlors, which had proven successful for Edison several years earlier. In the phonograph parlors, customers listened to recordings through individual ear tubes, moving from one machine to the next to hear different recorded speeches or pieces of music. The Kinetoscope parlors functioned in a similar way. Edison was more interested in the sale of Kinetoscopes (for roughly $1,000 apiece) to these parlors than in the films that would be run in them (which cost approximately $10 to $15 each). He refused to develop projection technology, reasoning that if he made and sold projectors, then exhibitors would purchase only one machine-a projector-from him instead of several.

Exhibitors, however, wanted to maximize their profits, which they could do more readily by projecting a handful of films to hundreds of customers at a time (rather than one at a time) and by charging 25 to 50 cents admission. About a year after the opening of the first Kinetoscope parlor in 1894, showmen such as Louis and Auguste Lumiere, Thomas Armat and Charles Francis Jenkins, and Orville and Woodville Latham (with the assistance of Edison’s former assistant, William Dickson) perfected projection devices. These early projection devices were used in vaudeville theaters, legitimate theaters, local town halls, makeshift storefront theaters, fairgrounds, and amusement parks to show films to a mass audience.

With the advent of projection in 1895-1896, motion pictures became the ultimate form of mass consumption. Previously, large audiences had viewed spectacles at the theater, where vaudeville, popular dramas, musical and minstrel shows, classical plays, lectures, and slide-and-lantern shows had been presented to several hundred spectators at a time. But the movies differed significantly from these other forms of entertainment, which depended on either live performance or (in the case of the slide-and-lantern shows) the active involvement of a master of ceremonies who assembled the final program.

Although early exhibitors regularly accompanied movies with live acts, the substance of the movies themselves is mass-produced, prerecorded material that can easily be reproduced by theaters with little or no active participation by the exhibitor. Even though early exhibitors shaped their film programs by mixing films and other entertainments together in whichever way they thought would be most attractive to audiences or by accompanying them with lectures, their creative control remained limited. What audiences came to see was the technological marvel of the movies; the lifelike reproduction of the commonplace motion of trains, of waves striking the shore, and of people walking in the street; and the magic made possible by trick photography and the manipulation of the camera.

With the advent of projection, the viewer’s relationship with the image was no longer private, as it had been with earlier peepshow devices such as the Kinetoscope and the Mutoscope, which was a similar machine that reproduced motion by means of successive images on individual photographic cards instead of on strips of celluloid. It suddenly became public-an experience that the viewer shared with dozens, scores, and even hundreds of others. At the same time, the image that the spectator looked at expanded from the minuscule peepshow dimensions of 1 or 2 inches (in height) to the life-size proportions of 6 or 9 feet.

TPO3

TPO3: ARCHITECTURE

Architecture is the art and science of designing structures that organize and enclose space for practical and symbolic purposes. Because architecture grows out of human needs and aspirations, it clearly communicates cultural values. Of all the visual arts, architecture affects our lives most directly for it determines the character of the human environment in major ways.

Architecture is a three-dimensional form. It utilizes space, mass, texture, line, light, and color. To be architecture, a building must achieve a working harmony with a variety of elements. Humans instinctively seek structures that will shelter and enhance their way of life. It is the work of architects to create buildings that are not simply constructions but also offer inspiration and delight. Buildings contribute to human life when they provide shelter, enrich space, complement their site, suit the climate, and are economically feasible. The client who pays for the building and defines its function is an important member of the architectural team. The mediocre design of many contemporary buildings can be traced to both clients and architects.

In order for the structure to achieve the size and strength necessary to meet its purpose, architecture employs methods of support that, because they are based on physical laws, have changed little since people first discovered them-even while building materials have changed dramatically. The world’s architectural structures have also been devised in relation to the objective limitations of materials. Structures can be analyzed in terms of how they deal with downward forces created by gravity. They are designed to withstand the forces of compression (pushing together), tension

(pulling apart), bending, or a combination of these in different parts of the structure.

Even development in architecture has been the result of major technological changes. Materials and methods of construction are integral parts of the design of architecture structures. In earlier times it was necessary to design structural systems suitable for the materials that were available, such as wood, stone, brick. Today technology has progressed to the point where it is possible to invent new building materials to suit the type of structure desired. Enormous changes in materials and techniques of construction within the last few generations have made it possible to enclose space with much greater ease and speed and with a minimum of material. Progress in this area can be measured by the difference in weight between buildings built now and those of comparable size built one hundred ago.

Modern architectural forms generally have three separate components comparable to elements of the human body; a supporting skeleton or frame, an outer skin enclosing the interior spaces, equipment, similar to the body’s vital organs and systems. The equipment includes plumbing, electrical wiring, hot water, and air-conditioning. Of course in early architecture—such as igloos and adobe structures—there was no such equipment, and the skeleton and skin were often one.

Much of the world’s great architecture has been constructed of stone because of its beauty, permanence, and availability. In the past, whole cities grew from the arduous task of cutting and piling stone upon. Some of the world’s finest stone architecture can be seen in the ruins of the ancient Inca city of Machu Picchu high in the eastern Andes Mountains of Peru. The doorways and windows are made possible by placing over the open spaces thick stone beams that support the weight from above. A structural invention had to be made before the physical limitations of stone could be overcome and new architectural forms could be created. That invention was the arch, a curved structure originally made of separate stone or brick segments. The arch was used was used by the early cultures of the Mediterranean area chiefly for underground drains, but it was the Romans who first developed and used the arch extensively in aboveground structures. Roman builders perfected the semicircular arch made of separate blocks of stone. As a method of spanning space, the arch can support greater weight than a horizontal beam. It works in compression to divert the weight above it out to the sides, where the weight is borne by the vertical elements on either side of the arch. The arch is among the many important structural breakthroughs that have characterized architecture throughout the centuries.

 

TPO3: The Long-Term Stability of Ecosystems

Plant communities assemble themselves flexibly, and their particular structure depends on the specific history of the area. Ecologists use the term “succession” to refer to the changes that happen in plant communities and ecosystems over time. The first community in a succession is called a pioneer community, while the long-lived community at the end of succession is called a climax community. Pioneer and successional plant communities are said to change over periods from 1 to 500 years. These changes—in plant numbers and the mix of species—are cumulative. Climax communities themselves change but over periods of time greater than about 500 years.

An ecologist who studies a pond today may well find it relatively unchanged in a year’s time. Individual fish may be replaced, but the number of fish will tend to be the same from one year to the next. We can say that the properties of an ecosystem are more stable than the individual organisms that compose the ecosystem.

At one time, ecologists believed that species diversity made ecosystems stable. They believed that the greater the diversity the more stable the ecosystem. Support for this idea came from the observation that long-lasting climax communities usually have more complex food webs and more species diversity than pioneer communities. Ecologists concluded that the apparent stability of climax ecosystems depended on their complexity. To take an extreme example, farmlands dominated by a single crop are so unstable that one year of bad weather or the invasion of a single pest can destroy the entire crop. In contrast, a complex climax community, such as a temperate forest, will tolerate considerable damage from weather of pests.

The question of ecosystem stability is complicated, however. The first problem is that ecologists do not all agree what “stability” means. Stability can be defined as simply lack of change. In that case, the climax community would be considered the most stable, since, by definition, it changes the least over time. Alternatively, stability can be defined as the speed with which an ecosystem returns to a particular form following a major disturbance, such as a fire. This kind of stability is also called resilience. In that case, climax communities would be the most fragile and the least stable, since they can require hundreds of years to return to the climax state.

Even the kind of stability defined as simple lack of change is not always associated with maximum diversity. At least in temperate zones, maximum diversity is often found in mid-successional stages, not in the climax community. Once a redwood forest matures, for example, the kinds of species and the number of individuals growing on the forest floor are reduced. In general, diversity, by itself, does not ensure stability. Mathematical models of ecosystems likewise suggest that diversity does not guarantee ecosystem stability—just the opposite, in fact. A more complicated system is, in general, more likely than a simple system to break down. A fifteen-speed racing bicycle is more likely to break down than a child’s tricycle.

Ecologists are especially interested to know what factors contribute to the resilience of communities because climax communities all over the world are being severely damaged or destroyed by human activities. The destruction caused by the volcanic explosion of Mount St. Helens, in the northwestern United States, for example, pales in comparison to the destruction caused by humans. We need to know what aspects of a community are most important to the community’s resistance to destruction, as well as its recovery.

Many ecologists now  think  that the  relative  long-­term stability of climax  communities comes not from diversity  but from the  “patchiness”  of the  environment, an environment that  varies from place  to place  supports more  kinds of organisms than an environment that  is uniform. A local population that goes extinct is quickly replaced by immigrants from an adjacent community. Even if the new population is of a different species, it can approximately fill the niche vacated by the extinct population and keep the food web intact.

Ecologists are  especially  interested  to  know  what  factors contribute  to the  resilience  of communities because  climax  communities all over  the  world  are  being  severely damaged  or destroyed  by human  activities. The  destruction caused  by  the  volcanic  explosion of Mount St. Helens, in the  northwestern United  States, for example,  pales in comparison  to  the  destruction caused  by humans. We need  to know  what  aspects of a  community are  most important to the  community’s resistance to  destruction, as well as its recovery.

TPO3: Depletion of the Ogallala Aquifer

The vast grasslands of the High Plains in the central United States were settled by farmers and ranchers in the 1880’s. This region has a semiarid climate, and for 50 years after its settlement, it supported a low-intensity agricultural economy of cattle ranching and wheat farming. In the early twentieth century, however, it was discovered that much of the High Plains was underlain by a huge aquifer (a rock layer containing large quantities of groundwater). This aquifer was named the Ogallala aquifer after the Ogallala Sioux Indians, who once inhabited the region.

The Ogallala aquifer is a sandstone formation that underlies some 583,000 square kilometers of land extending from northwestern Texas to southern South Dakota. Water from rains and melting snows has been accumulating in the Ogallala for the past 30,000 years. Estimates indicate that the aquifer contains enough water to fill Lake Huron, but unfortunately, under the semiarid climatic conditions that presently exist in the region, rates of addition to the aquifer are minimal, amounting to about half a centimeter a year.

The first wells were drilled into the Ogallala during the drought years of the early

1930’s. The ensuing rapid expansion of irrigation agriculture, especially from the 1950’s onward, transformed the economy of the region. More than 100,000 wells now tap the Ogallala. Modern irrigation devices, each capable of spraying 4.5 million liters of water a day, have produced a landscape dominated by geometric patterns of circular green islands of crops. Ogallala water has enabled the High Plains region to supply significant amounts of the cotton, sorghum, wheat, and corn grown in the United States. In addition, 40 percent of American grain-fed beef cattle are fattened here.

This unprecedented development of a finite groundwater resource with an almost negligible natural recharge rate—that is, virtually no natural water source to replenish the water supply—has caused water tables in the region to fall drastically. In the 1930’s, wells encountered plentiful water at a depth of about 15 meters; currently, they must be dug to depths of 45 to 60 meters or more. In places, the water table is declining at a rate of a meter a year, necessitating the periodic deepening of wells and the use of ever-more-powerful pumps. It is estimated that at current withdrawal rates, much of the aquifer will run dry within 40 years. The situation is most critical in Texas, where the climate is driest, the greatest amount of water is being pumped, and the aquifer contains the least water. It is projected that the remaining Ogallala water will, by the year 2030, support only 35 to 40 percent of the irrigated acreage in Texas that is supported in 1980.

The reaction of farmers to the inevitable depletion of the Ogallala varies. Many have been attempting to conserve water by irrigating less frequently or by switching to crops that require less water. Other, however, have adopted the philosophy that it is best to use the water while it is still economically profitable to do so and to concentrate on high-value crops such as cotton. The incentive of the farmers who wish to conserve water is reduced by their knowledge that many of their neighbors are profiting by using great amounts of water, and in the process are drawing down the entire region’s water supplies.

In the face of the upcoming water supply crisis, a number of grandiose schemes have been developed to transport vast quantities of water by canal or pipeline from the Mississippi, the Missouri, or the Arkansas rivers. Unfortunately, the cost of water obtained through any of these schemes would increase pumping costs at least tenfold, making the cost of irrigated agricultural products from the region uncompetitive on the national and international markets. Somewhat more promising have been recent experiments for releasing capillary water (water in the soil) above the water table by injecting compressed are into the ground. Even if this process proves successful, however, it would almost triple water costs. Genetic engineering also may provide a partial solution, as new strains of drought-resistant crops continue to be developed. Whatever the final answer to the water crisis may be, it is evident that within the High Plains, irrigation water will never again be the abundant, inexpensive resource it was during the agricultural boom years of the mid-twentieth century.

 

 

TPO4

TPO4: Cave Art in Europe

The earliest discovered traces of art are beads and carvings, and then paintings, from sites dating back to the Upper Paleolithic period. We might expect that early artistic efforts would be crude, but the cave paintings of Spain and southern France show a marked degree of skill. So do the naturalistic paintings on slabs of stone excavated in southern Africa. Some of those slabs appear to have been painted as much as 28,000 years ago, which suggests that painting in Africa is as old as painting in Europe. But painting may be even order than that. The early Australians may have painted on the walls of rock shelters and cliff faces at least 30,000 years ago, and maybe as much as 60,000 years ago.

    The researchers Peter Ucko and Andree Rosenfeld identified three principal locations of paintings in the caves of western Europe: (1) in obviously inhabited rock shelters and cave entrances; (2) in galleries immediately off the inhabited areas of caves; and (3) in the inner reaches of caves, whose difficulty of access has been interpreted by some as a sign that magical-religious activities were performed there.

    The subjects of the paintings are mostly animals. The paintings rest on bare walls, with no backdrops or environmental trappings. Perhaps, like many contemporary peoples, Upper Paleolithic men and women believed that the drawing of a human image could cause death of injury, and if that were indeed their belief, it might explain why human figures are rarely depicted in cave art. Another explanation for the focus on animals might be that these people sought to improve their luck at hunting. This theory is suggested by evidence of chips in the painted figures, perhaps made by spears thrown at the drawings. But if improving their hunting luck was the chief motivation for the paintings, it is difficult to explain why only a few show signs of having been speared. Perhaps the paintings were inspired by the need to increase the supply of animals. Cave art seems to have reached a peak toward the end of the Upper Paleolithic period, when the herds of game were decreasing.

    The particular symbolic significance of the cave paintings in southwestern France is more explicitly revealed, perhaps, by the results of a study conducted by researchers Patricia Rice and Ann Paterson. The data they present suggest that the animals portrayed in the cave paintings were mostly the ones that the painters preferred for meat and for materials such as hides. For example, wild cattle (bovines) and horses are portrayed more often than we would expect by chance, probably because they were larger and heavier (meatier) than other animals in the environment. In addition, the paintings mostly portray animals that the painters may have feared the most because of their size, speed, natural weapons such as tusks and horns, and the unpredictability of their behavior. That is, mammoths, bovines, and horses are portrayed more often than deer and reindeer. Thus, the paintings are consistent with the idea that the art is related to the importance of hunting in the economy of Upper Paleolithic people. Consistent with this idea, according to the investigators, is the fact that the art of the cultural period that followed the Upper Paleolithic also seems to reflect how people got their food. But in that period, when getting food no longer depended on hunting large game animals (because they were becoming extinct), the art ceased to focus on portrayals of animals.

    Upper Paleolithic art was not confined to cave paintings. Many shafts of spears and similar objects were decorated with figures of animals. The anthropologist Alexander Marshack has an interesting interpretation of some of the engravings made during the Upper Paleolithic. He believes that as far back as 30.000 B.C., hunters may have used a system of notation, engraved on bone and stone, to mark phases of the Moon. If this is true, it would mean that Upper Paleolithic people were capable of complex thought and were consciously aware of their environment. In addition to other artworks, figurines representing the human female in exaggerated form have also been found at Upper Paleolithic sites. It has been suggested that these figurines were an ideal type or an expression of a desire fertility.

TPO4: Deer Populations of the Puget Sound

Two species of deer have been prevalent in the Puget Sound area of Washington State in the Pacific Northwest of the United States. The black-tailed deer, lowland, west-side cousin of the mule deer of eastern Washington, is now the most common. The other species, the Columbian white-tailed deer, in earlier times was common in the open prairie country, it is now restricted to the low, marshy islands and flood plains along the lower Columbia River.

    Nearly any kind of plant of the forest understory can be part of a deer’s diet. Where the forest inhibits the growth of grass and other meadow plants, the black-tailed deer browses on huckleberry, salal, dogwood, and almost any other shrub or herb. But this is fair-weather feeding. What keeps the black-tailed deer alive in the harsher seasons of plant decoy and dormancy? One compensation for not hibernating is the built-in urge to migrate. Deer may move from high-elevation browse areas in summer down to the lowland areas in late fall. Even with snow on the ground, the high bushy understory is exposed; also snow and wind bring down leafy branches of cedar, hemlock, red alder, and other arboreal fodder.

    The numbers of deer have fluctuated markedly since the entry of Europeans into Puget Sound country. The early explorers and settlers told of abundant deer in the early 1800s and yet almost in the same breath bemoaned the lack of this succulent game animal. Famous explorers of the north American frontier, lewis and had experienced great difficulty finding game west of the Rockies and not until the second of December did they kill their first elk. To keep 40 people alive that winter, they consumed approximately 150 elk and 20 deer. And when game moved out of the lowlands in early spring, the expedition decided to return east rather than face possible starvation. Later on in the early years of the nineteenth century, when Fort Vancouver became the headquarters of the Hudson’s Bay Company, deer populations continued to fluctuate. David Douglas, Scottish botanical explorer of the 1830s. Found a disturbing change in the animal life around the fort during the period between his first visit in 1825 and his final contact with the fort in 1832. A recent Douglas biographer states:” The deer which once picturesquely dotted the meadows around the fort were gone [in 1832], hunted to extermination in order to protect the crops.”

    Reduction in numbers of game should have boded ill for their survival in later times. A worsening of the plight of deer was to be expected as settlers encroached on the land, logging, burning, and clearing, eventually replacing a wilderness landscape with roads, cities, towns, and factories. No doubt the numbers of deer declined still further. Recall the fate of the Columbian white-tailed deer, now in a protected status. But for the black-tailed deer, human pressure has had just the opposite effect. Wild life zoologist Hulmut Buechner(1953), in reviewing the nature of biotic changes in Washington through recorded time, Says that “since the early 1940s, the state has had more deer than at any other time in its history, the winter population fluctuating around approximately 320,000 deer (mule and black-tailed deer), which will yield about 65,000 of either sex and any age annually for an indefinite period.”

    The causes of this population rebound are consequences of other human actions. First, the major predators of deer—wolves, cougar, and lynx–have been greatly reduced in numbers. Second, conservation has been insured by limiting times for and types of hunting. But the most profound reason for the restoration of high population numbers has been the gate of the forests. Great tracts of lowland country deforested by logging, fire, or both have become ideal feeding grounds of deer. In addition to finding an increase of suitable browse, like huckleberry and vine maple, Arthur Einarsen, longtime game biologist in the Pacific Northwest, found quality of browse in the open areas to be substantially more nutritive. The protein content of shade- grown vegetation, for example, was much lower than that for plants grown in clearings.

TPO4: Petroleum Resources

Petroleum, consisting of crude oil and natural gas, seems to originate from organic matter in marine sediment. Microscopic organisms settle to the seafloor and accumulate in marine mud. The organic matter may partially decompose, using up the dissolved oxygen in the sediment. As soon as the oxygen is gone, decay stops and the remaining organic matter is preserved.    

    Continued sedimentation—the process of deposits’ settling on the sea bottom—buries the organic matter and subjects it to higher temperatures and pressures, which convert the organic matter to oil and gas. As muddy sediments are pressed together, the gas and small droplets of oil may be squeezed out of the mud and may move into sandy layers nearby. Over long periods of time (millions of years), accumulations of gas and oil can collect in the sandy layers. Both oil and gas are less dense than water, so they generally tend to rise upward through water-saturated rock and sediment.    

Oil pools are valuable underground accumulations of oil, and oil fields are regions underlain by one or more oil pools. When an oil pool or field has been discovered, wells are drilled into the ground. Permanent towers, called derricks, used to be built to handle the long sections of drilling pipe. Now-portable drilling machines are set up and are then dismantled and removed. When the well reaches a pool, oil usually rises up the well because of its density difference with water beneath it or because of the pressure of expanding gas trapped above it. Although this rise of oil is almost always carefully controlled today, spouts of oil, or gushers, were common in the past. Gas pressure gradually dies out, and oil is pumped from the well. Water or steam may be pumped down adjacent wells to help push the oil out. At a refinery, the crude oil from underground is separated into natural gas, gasoline, kerosene, and various oils. Petrochemicals such as dyes, fertilizer, and plastic are also manufactured from the petroleum.   

 

As oil becomes increasingly difficult to find, the search for it is extended into more-hostile environments. The development of the oil field on the North Slope of Alaska and the construction the Alaska pipeline are examples of the great expense and difficulty involved in new oil discoveries. Offshore drilling platforms extend the search for oil to the ocean’s continental shelves—those gently sloping submarine regions at the edges of the continents. More than one-quarter of the world’s oil and almost one-fifth of the world’s natural gas come from offshore, even though offshore drilling is six to seven times more expensive than drilling on land. A significant part of this oil and gas comes from under the North Sea between Great Britain and Norway.   

Of course, there is far more oil underground than can be recovered. It may be in a pool too small or too far from a potential market to justify the expense of drilling. Some oil lies under regions where drilling is forbidden, such as national parks or other public lands. Even given the best extraction techniques, only about 30 to 40 percent of the oil in a given pool can be brought to the surface. The rest is far too difficult to extract and has to remain underground. 

    Moreover, getting petroleum out of the ground and from under the sea and to the consumer can create environmental problems anywhere along the line. Pipelines carrying oil can be broken by faults or landslides, causing serious oil spills. Spillage from huge oil-carrying cargo ships, called tankers, involved in collisions or accidental groundings (such as the one off Alaska in 1989) can create oil slicks at sea. Offshore platforms may also lose oil, creating oil slicks that drift ashore and foul the beaches, harming the environment. Sometimes, the ground at an oil field may subside as oil is removed. The Wilmington field near Long Beach, California, has subsided nine meters in 50 years; protective barriers have had to be built to prevent seawater from flooding the area. Finally, the refining and burning of petroleum and its products can cause air pollution. Advancing technology and strict laws, however, are helping control some of these adverse environmental effects.  

TPO5

TPO5: Minerals and Plants

Research has shown that certain minerals are required by plants for normal growth and development. The soil is the source of these minerals, which are absorbed by the plant with the water from the soil. Even nitrogen, which is a gas in its elemental state, is normally absorbed from the soil as nitrate ions. Some soils are notoriously deficient in micro nutrients and are therefore unable to support most plant life. So-called serpentine soils, for example, are deficient in calcium, and only plants able to tolerate low levels of this mineral can survive. In modern agriculture, mineral depletion of soils is a major concern, since harvesting crops interrupts the recycling of nutrients back to the soil.

Mineral deficiencies can often be detected by specific symptoms such as chlorosis (loss of chlorophyll resulting in yellow or white leaf tissues), necrosis (isolated dead patches), anthocyanin formation (development of deep red pigmentation of leaves or stem), stunted growth, and development of woody tissues in an herbaceous plant. Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient plants exhibit many of the symptoms just described. Leaves develop chlorosis, stems are short and slender, and anthocyanin discoloration occurs on stems, petioles, and lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turning a characteristic dark green often with the accumulation of anthocyanin. Typically, older leaves are affected first as the phosphorus is mobilized to young growing tissue. Iron deficiency is characterized by chlorosis between veins in young leaves.

Much of the research on nutrient deficiencies is based on growing plants hydroponically, that is, in soiless liquid nutrient solution. This technique allows researchers to create solutions that selectively omit certain nutrients and then observe the resulting effects on the plants. Hydroponics has applications beyond basic research, since it facilitates the growing of greenhouse vegetables, during winter. Aeroponics, a technique in which plants are suspended and the roots misted with a nutrient solution, is another method for growing plants without soil.

While mineral deficiencies can limit the growth of plants, an overabundance of certain minerals can be toxic and can also limit growth. Saline soils, which have high concentrations of sodium chloride and other salts, limit plant growth, and research continues to focus on developing salt-tolerant varieties of agricultural crops. Research has focused on the toxic effects of heavy metals such as lead, cadmium, mercury and aluminum, however, even copper and zinc, which are essential elements, can become toxic in high concentrations. Although most plants cannot survive in these soils, certain plants have the ability to tolerate high levels of these minerals.

Scientists have known for some time that certain plants, called hyperaccumulators, can concentrate minerals at levels a hundredfold or greater than normal. A survey of known hyperaccululators identified that 75 percent of them amassed nickel, cobalt, copper,, zinc, manganese, lead, and cadmium are other minerals of choice. Hyperaccumulators run the entire range of the plant world. They may be herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and microbial pathogens.

Only recently have investigators considered using these plants to clean up soil and waste sites that have been contaminated by toxic levels of heavy metals – an environmentally friendly approach known as phytoremediation. This scenario begins with the planting of hyperaccumulating species in the target area, such as an abandoned mine or an irrigation pond contaminated by runoff. Toxic minerals would first be absorbed by roots but later relocated to the stem and leaves. A harvest of the shoots would remove the toxic compounds off site to be burned or composted to recover the metal for industrial uses. After several years of cultivation and harvest, the site would be restored at a cost much lower than the price of excavation and reburial, the standard practice for remediation of contaminated soils. For example, in field trials, the plant alpine pennycress removed zinc and cadmium from soils near a zinc smelter, and Indian mustard, native to Pakistan and India, has been effective in reducing levels of selenium salts by 50 percent in contaminated soils.

TPO5: The Origin of the Pacific Island People

     The greater Pacific region, traditionally called Oceania, consists of three cultural areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, contains the large islands of New Guinea, the Solomons, Vanuatu, and New Calodonia. Mircronesia, the area north of Melanesia, consists primarily of small scattered islands. Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter Island, and New Zealand. Before the arrival of Europeans, the islands in the two largest cultural areas, Polynesia and Micronesia, together contained a population estimated at 700,000.

     Speculation on the origin of these Pacific islanders began as soon as outsiders encountered them, in the absence of solid linguistic, archaeological, and biological data, many fanciful and mutually exclusive theories were devised. Pacific islanders were variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. They inferred that the Egyptians even crossed the Pacific to found great civilizations of the New World (North and South America). In 1947, Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove Egyptian influences in the Americas. Contrary to these theorists, the overwhelming of physical anthropology, linguistics, and archeology shows that the Pacific islanders came from Southwest Asia and were skilled enough as navigators to sail against the prevailing winds and currents.

     The basic cultural requirements for the successful colonization of the Pacific islands include the appropriate boat-building, sailing, and navigation skills to get to the islands in the first place, domesticated plants and gardening skills suited to often marginal conditions, and a varied inventory of fishing implements and techniques. It is now generally believed that these prerequisites originated with peoples speaking Austronesian languages (a group of several hundred related languages) and began to emerge in Southwest Asia by about 5000 B.C.E. The culture of that time, based on archaeology and linguistic reconstruction, is assumed to have had a broad inventory of cultivated plants including taro, yams, banana, sugarcane, breadfruit, coconut, sago, and rice. Just as important, the culture also possessed the basic foundation for an effective maritime adaptation including outrigger canoes and a variety of fishing techniques that could be effective for overseas voyaging.

     Contrary to the arguments of some that much of the Pacific was settled by Polynesians accidentally marooned after being lost and adrift, it seems reasonable that this feat was accomplished by deliberate colonization expeditions that set out fully stocked with food and domesticated plants and animals. Detailed studies of the winds and currents using computer simulations suggest that drifting canoes would have been a most unlikely means of colonizing the Pacific. These expeditions were likely driven by population growth and political dynamics on the home islands, as well as the challenge and excitement of exploring unknown waters. Because all Polynesians, Micronesians, and many Melanesians speak Austronesian languages and grow crops derived from Southwest Asia, all these peoples most certainly derived from that region and not the New World or elsewhere. The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a New World domesticate, has sometimes been used to support Heyerdahl’s “American Indians in the Pacific” theories. However, this is one plant out of a long list of Southwest Asian domesticates. As Patrick Kirch, an American anthropologist, points out, rather than being brought by rafting South Americans, sweet potatoes might just have easily been brought back by returning Polynesian navigators who could have reached the west coast of South America.

TPO5: The Cambrian Explosion

      The geologic timescale is marked by significant geologic and biological events, including the origin of Earth about 4.6 billion years ago, the origin of life about 3.5 billion years ago, the origin of eukaryotic life-forms (living things that have cells with true nuclei) about 1.5 billion years ago, and the origin of animals about 0.6 billion years ago. The last event marks the beginning of the Cambrian period. Animals originated relatively late in the history of Earth—in only the last 10 percent of Earth’s history. During a geologically brief 100-million-year period, all modern animal groups (along with other animals that are now extinct) evolved. This rapid origin and diversification of animals is often referred to as “the Cambrian explosion”.

      Scientists have asked important questions about this explosion for more than a century. Why did it occur so late in the history of Earth? The origin of multicellular forms of life seems a relatively simple step compared to the origin of life itself. Why does the fossil record not document the series of evolutionary changes during the evolution of animals? Why did animal life evolve so quickly? Paleontologists continue to search the fossil record for answers to these questions.

       One interpretation regarding the absence of fossils during this important 100-million-year period is that early animals were soft bodied and simply did not fossilize. Fossilization of soft-bodied animals is less likely than fossilization of hard-bodied animals, but it does occur. Conditions that promote fossilization of soft-bodied animals include very rapid covering by sediments that create an environment that discourages decomposition. In fact, fossil beds containing soft-bodied animals have been known for many years. 

      The Ediacara fossil formation, which contains the oldest known animal fossils, consists exclusively of soft-bodied forms. Although named after a site in Australia, the Ediacara formation is worldwide in distribution and dates to Precambrian times. This 700-million-year-old formation gives few clues to the origins of modern animals, however, because paleontologists believe it represents an evolutionary experiment that failed. It contains no ancestors of modern animal groups.

      A slightly younger fossil formation containing animal remains is the Tommotian formation, named after a locale in Russia. It dates to the very early Cambrian period, and it also contains only soft-bodied forms. At one time, the animals present in these fossil beds were assigned to various modern animal groups, but most paleontologists now agree that all Tommotian fossils represent unique body forms that arose in the early Cambrian period and disappeared before the end of the period, leaving no descendants in modern animal groups.

      A third fossil formation containing both soft-bodied and hard-bodied animals provides evidence of the result of the Cambrian explosion. This fossil formation, called the Burgess Shale, is in Yoho National Park in the Canadian Rocky Mountains of British Columbia. Shortly after the Cambrian explosion, mud slides rapidly buried thousands of marine animals under conditions that favored fossilization. These fossil beds provide evidence of about 32 modern animal groups, plus about 20 other animal body forms that are so different from any modern animals that they cannot be assigned to any one of the modern groups. These unassignable animals include a large swimming predator called Anomalocaris and a soft-bodied animal called Wiwaxia, which ate detritus or algae. The Burgess Shale formation also has fossils of many extinct representatives of modern animal groups. For example, a well-known Burgess Shale animal called Sidneyia is a representative of a previously unknown group of arthropods (a category of animals that includes insects, spiders, mites, and crabs).      

Fossil formations like the Burgess Shale show that evolution cannot always be thought of as a slow progression. The Cambrian explosion involved rapid evolutionary diversification, followed by the extinction of many unique animals. Why as this evolution so rapid? No one really knows. Many zoologists believe that it was because so many ecological niches were available with virtually no competition from existing species. Will zoologists ever know the evolutionary sequences in the Cambrian explosion? Perhaps another ancient fossil bed of soft-bodied animals from 600-million-year-old seas is awaiting discovery. 

TPO6

TPO6: Powering the industrial revolution

In Britain, one of most dramatic changes of the Industrial Revolution was the harnessing of power. Until the reign of George Ⅲ (1760-1820), available sources of power for work and travel had not increased since the Middle Ages. There were three sources of power, animal or human muscles; the wind, operating on sail or windmill; and running water. Only the last of these was suited at all to the continuous operating of machines, and although waterpower abounded in Lancashire and Scotland and ran grain mills as well as textile mills, it had one great disadvantage: Streams flowed where nature intended them to, and water-driven factories had to be located on their banks, whether or not the location was desirable for other reasons. Furthermore, even the most reliable waterpower varied with the seasons and disappeared in a drought. The new age of machinery, in short, could not have been born without a new source of both movable and constant power. 

The source had long been known but not exploited. Early in the century, a pump had come into use in which expanding steam raised a piston in a cylinder, and atmospheric pressure brought it down again when the steam condensed inside the cylinder to form a vacuum. This “atmospheric engine”, invented by Tomas Savey and vastly improved by his partner Thomas Newcomen, embodied revolutionary principles, but it was so slow and wasteful of fuel that it could not be employed outside the coal mines for which it had been designed. In the 1760s, James Watt perfected a separate condenser for the steam, so that the cylinder did not have to be cooled at every stroke; then he devised a way to make the piston turn a wheel and thus convert reciprocating (back and forth) motion into rotary motion. He thereby transformed an inefficient pump of limited use into a steam engine of a thousand uses. The final step came when steam was introduced into the cylinder to drive the piston background as well as forward, thereby increasing the speed of the engine and cutting its fuel consumption. 

Watt’s steam engine soon showed what it could do. It liberated industry from dependence on running water. The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form of nighttime illumination to be discovered in a millennium and a half. Coal gas rivaled smoky oil lamps and flickering candles, and early in the new century, well-to-do Londoners grew accustomed to gaslights houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal: blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution, as coal and iron ore were the raw materials. 

By 1800 more than a thousand steam engines were in use in the British Isles, and Britain retained a virtual monopoly on steam engine production until the 1830s. Steam power did not merely spin cotton and roll iron; early in the new century, it also multiplied ten times over the amount of paper that a single worker could produce in a day. At the same time, operators of the first printing presses run by steam rather than by hand found it possible to produce a thousand pages in an hour rather than thirty. Steam also promised to eliminate a transportation problem not fully solved by either canal boats or turnpikes. Boats could carry heavy weights, but canals could not cross hilly terrain; Turnpikes could cross the hills, but the roadbeds could not stand up under great weights. These problems needed still another solution, and the ingredients for it lay close at hand. In some industrial regions, heavily laden wagons, with flanged wheels, were being hauled by horses along metal rails: and the stationary steam engine was puffing in the factory and mine. Another generation passed before inventors succeeded in combining these ingredients, by putting the engine on wheels and the wheels on the rails, so as to provide a machine to take the place of the horse. Thus the railroad age sprang from what had already happened in the eighteenth century. 

TPO6: William Smith

In 1769 in a little town in Oxfordshire, England, a child with the very ordinary name of William Smith was born into the poor family of a village backsmith. He received rudimentary village schooling, but mostly he roamed his uncle’s farm collecting the fossils that were so abundant in the rocks of the Cotswold hills. When he grew older, William Smith taught himself surveying from books he bought with his small savings, and at the end of eighteen he was apprenticed to a surveyor of the local parish. He then proceeded to teach himself geology, and when he was twenty-four, he went to work for the company that was excavating the Somerset Coal Canal in the south of England. 

This was before the steam locomotive, and canal building was at its height. The companies building the canals to transport coal needed surveyors to help them find the coal deposits worth mining as well as to determine the best courses for the canals. This job gave Smith an opportunity to study the fresh rock outcrops created by the newly dug canal. He later worked on similar jobs across the length and breadth of England, all the while studying the newly revealed strata and collecting all the fossils he could find. Smith used mail coaches to travel as much as 10,000 miles per year. In 1815 he published the first modern geological map, ” A map of the Strata of England and Wales with a part of Scotland, ” a map so meticulously researched that it can still be used today.

In 1831 when Smith was finally recognized by the Geological Society of London as the “father of English geology,” it was not only for his maps but also for something even more important. Ever since people had begun to catalog the strata in particular outcrops, there had been the hope that these could somehow be used to calculate geological time. But as more and more accumulations of strata were cataloged in more and more places, it became clear that the sequences of rocks sometimes differed from region to region and that no rock type was ever going to become a reliable time maker throughout the world. Even without the problem of regional differences, rocks present a difficulty as unique time makers. Quartz is quartz- a silicon ion surrounded by four oxygen ions-there’s no difference at all between two-million-year-old Pleistocene quartz and Cambrian quartz created over 500 million years ago. 

As he collected fossils from strata throughout England, Smith began to see the fossils told a different story from the rocks. Particularly in the younger strata, the rocks were often so similar that he had trouble distinguishing the strata, but he never had trouble telling the fossils apart. While rock between two consistent strata might in one place be shale and in another sandstone, the fossils in that shale or sandstone were always the same. Some fossils endured through so many millions of years that they appear in many strata, but others occur only in a few strata, and a few species had their births and extinctions within one particular stratum. Fossils are thus identifying markers for particular periods in Earth’s history. 

Not only could Smith identify rock strata by the fossils they contained, he could see a pattern emerging : certain fossils always appear in more ancient sediments, while others begin to be seen as the strata become more recent.  By following the fossils, Smith was able to put all the strata of England’s earth into relative temporal sequence. About the same time, Georges Cuvier made the same discovery while studying the rocks around Paris. Soon it was realized that this principle of faunal ( animal ) succession was valid not only in England or France but virtually everywhere. It was actually a principle of floral succession as well, because plants showed the same transformation through time as did fauna. Limestone may be found in the Cambrian or -300 million years later- in the Jurassic strata, but a trilobite- the ubiquitous marine arthropod that had its birth in the Cambrian- will never be found in Jurassic strata, not a dinosaur in the Cambrian.

TPO6: Infantile Amnesia

What do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults’ memories of the next few years also tend to be scanty.  Most people remember only a few events-usually ones that were meaningful and distinctive, such as being hospitalized or a sibling’s birth.  

How might this inability to recall early experiences be explained? The sheer passage of time does not account for it, adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation-that infants do not form enduring memories at this point in development-also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression-or holding back-of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods, either.

Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’ and toddlers’ long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions. 

A second explanation involves the influence of the social world on children’s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending, children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.

A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.

This view is supported by a variety of factors that can create mismatches between very young children’s encoding and older children’s and adults’ retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctor’s office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.

These three explanations of infantile amnesia are not mutually exclusive: indeed, they support each other. Physiological immaturity may be part of my why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations -physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events-seem likely to be involved in overcoming infantile amnesia.

  

TPO7

TPO7: The Geologic History of the Mediterranean

In 1970 geologists Kenneth J. Hsu and William B. F. Ryan were collecting research data while aboard the oceanographic research vessel Glomar Challenger. An objective of this particular cruise was to investigate the floor of the Mediterranean and to resolve questions about its geologic history. One question was related to evidence that the invertebrate fauna (animals without spines) of the Mediterranean had changed abruptly about 6 million years ago. Most of the older organisms were nearly wiped out, although a few hardy species survived. A few managed to migrate into the Atlantic. Somewhat later, the migrants returned, bringing new species with them. Why did the near extinction and migrations occur?

Another task for the Glomar Challenger’s scientists was to try to determine the origin of the domelike masses buried deep beneath the Mediterranean seafloor. These structures had been detected years earlier by echo-sounding instruments, but they had never been penetrated in the course of drilling. Were they salt domes such as are common along the United States Gulf Coast, and if so, why should there have been so much solid crystalline salt beneath the floor of the Mediterranean?

With questions such as these clearly before them, the scientists aboard the Glomar Challenger proceeded to the Mediterranean to search for the answers. On August 23,1970, they recovered a sample. The sample consisted of pebbles of hardened sediment that had once been soft, deep-sea mud, as well as granules of gypsum and fragments of volcanic rock. Not a single pebble was found that might have indicated that the pebbles came from the nearby continent. In the days following, samples of solid gypsum were repeatedly brought on deck as drilling operations penetrated the seafloor. Furthermore, the gypsum was found to possess peculiarities of composition and structure that suggested it had formed on desert flats. Sediment above and below the gypsum layer contained tiny marine fossils, indicating open-ocean conditions. As they drilled into the central and deepest part of the Mediterranean basin, the scientists took solid, shiny, crystalline salt from the core barrel. Interbedded with the salt were thin layers of what appeared to be windblown silt.

The time had come to formulate a hypothesis. The investigators theorized that about 20 million years ago, the Mediterranean was a broad seaway linked to the Atlantic by two narrow straits. Crustal movements closed the straits, and the landlocked Mediterranean began to evaporate. Increasing salinity caused by the evaporation resulted in the extermination of scores of invertebrate species. Only a few organisms especially tolerant of very salty conditions remained. As evaporation continued, the remaining brine (salt water) became so dense that the calcium sulfate of the hard layer was precipitated. In the central deeper part of the basin, the last of the brine evaporated to precipitate more soluble sodium chloride (salt). Later, under the weight of overlying sediments, this salt flowed plastically upward to form salt domes. Before this happened, however, the Mediterranean was a vast desert 3,000 meters deep. Then, about 5.5 million years ago came the deluge. As a result of crustal adjustments and faulting, the Strait of Gibraltar, where the Mediterranean now connects to the Atlantic, opened, and water cascaded spectacularly back into the Mediterranean. Turbulent waters tore into the hardened salt flats, broke them up, and ground them into the pebbles observed in the first sample taken by the Challenger. As the basin was refilled, normal marine organisms returned. Soon layers of oceanic ooze began to accumulate above the old hard layer.

The salt and gypsum, the faunal changes, and the unusual gravel provided abundant evidence that the Mediterranean was once a desert

 

TPO7: Ancient Rome and Greece

There is a quality of cohesiveness about the Roman world that applied neither to Greece nor perhaps to any other civilization, ancient or modem. Like the stones of a Roman wall, which were held together both by the regularity of the design and by that peculiarly powerful Roman cement, so the various parts of the Roman realm were bonded into a massive, monolithic entity by physical, organizational, and psychological controls. The physical bonds included the network of military garrisons, which were stationed in every province, and the network of stone-built roads that linked the provinces with Rome. The organizational bonds were based on the common principles of law and administration and on the universal army of officials who enforced common standards of conduct. The psychological controls were built on fear and punishment—on the absolute certainty that anyone or anything that threatened the authority of Rome would be utterly destroyed.

The source of the Roman obsession with unity and cohesion may well have lain in the pattern of Rome’s early development. Whereas Greece had grown from scores of scattered cities, Rome grew from one single organism. While the Greek world had expanded along the Mediterranean sea lanes, the Roman world was assembled by territorial conquest. Of course, the contrast is not quite so stark: in Alexander the Great the Greeks had found the greatest territorial conqueror of all time; and the Romans, once they moved outside Italy, did not fail to learn the lessons of sea power. Yet the essential difference is undeniable. The key to the Greek world lay in its high-powered ships; the key to Roman power lay in its marching legions. The Greeks were wedded to the sea; the Romans, to the land. The Greek was a sailor at heart; the Roman, a landsman.

Certainly, in trying to explain the Roman phenomenon, one would have to place great emphasis on this almost animal instinct for the territorial imperative. Roman priorities lay in the organization, exploitation, and defense of their territory. In all probability it was the fertile plain of Latium, where the Latins who founded Rome originated, that created the habits and skills of landed settlement, landed property, landed economy, landed administration, and a land-based society. From this arose the Roman genius for military organization and orderly government. In turn, a deep attachment to the land, and to the stability which rural life engenders, fostered the Roman virtues: gravitas, a sense of responsibility, peitas, a sense of devotion to family and country, and iustitia, a sense of the natural order.

Modern attitudes to Roman civilization range from the infinitely impressed to the thoroughly disgusted. As always, there are the power worshippers, especially among historians, who are predisposed to admire whatever is strong, who feel more attracted to the might of Rome than to the subtlety of Greece. At the same time, there is a solid body of opinion that dislikes Rome. For many, Rome is at best the imitator and the continuator of Greece on a larger scale. Greek civilization had quality; Rome, mere quantity. Greece was original; Rome, derivative. Greece had style; Rome had money. Greece was the inventor; Rome, the research and development division. Such indeed was the opinion of some of the more intellectual Romans. “Had the Greeks held novelty in such disdain as we,” asked Horace in his Epistles, “what work of ancient date would now exist?”

Rome’s debt to Greece was enormous. The Romans adopted Greek religion and moral philosophy. In literature, Greek writers were consciously used as models by their Latin successors. It was absolutely accepted that an educated Roman should be fluent in Greek. In speculative philosophy and the sciences, the Romans made virtually no advance on early achievements.

Yet it would be wrong to suggest that Rome was somehow a junior partner in Greco-Roman civilization The Roman genius was projected into new spheres—especially into those of law, military organization, administration, and engineering Moreover, the tensions that arose within the Roman state produced literary and artistic sensibilities of the highest order. It was no accident that many leading Roman soldiers and statesmen were writers of high caliber.

 

TPO7: Agriculture, Iron, and the Bantu Peoples

There is evidence of agriculture in Africa prior to 3000 B.C. It may have developed independently, but many scholars believe that the spread of agriculture and iron throughout Africa linked it to the major centers of the Near East and Mediterranean world. The drying up of what is now the Sahara desert had pushed many peoples to the south into sub-Saharan Africa. These peoples settled at first in scattered hunting-and-gathering bands, although in some places near lakes and rivers, people who fished, with a more secure food supply, lived in larger population concentrations. Agriculture seems to have reached these people from the Near East, since the first domesticated crops were millets and sorghums whose origins are not African but West Asian. Once the idea of planting diffused, Africans began to develop their own crops, such as certain varieties of rice, and they demonstrated a continued receptiveness to new imports. The proposed areas of the domestication of African crops lie in a band that extends from Ethiopia across southern Sudan to West Africa. Subsequently, other crops, such as bananas, were introduced from Southeast Asia.

Livestock also came from outside Africa. Cattle were introduced from Asia, as probably were domestic sheep and goats. Horses were apparently introduced by the Hyksos invaders of Egypt (1780-1560 B.C.) and then spread across the Sudan to West Africa. Rock paintings in the Sahara indicate that horses and chariots were used to traverse the desert and that by 300-200 B.C., there were trade routes across the Sahara. Horses were adopted by peoples of the West African savannah, and later their powerful cavalry forces allowed them to carve out large empires. Finally, the camel was introduced around the first century AD. This was an important innovation, because the camel’s ability to thrive in harsh desert conditions and to carry large loads cheaply made it an effective and efficient means of transportation. The camel transformed the desert from a barrier into a still difficult, but more accessible, route of trade and communication.

Iron came from West Asia, although its routes of diffusion were somewhat different than those of agriculture. Most of Africa presents a curious case in which societies moved directly from a technology of stone to iron without passing through the intermediate stage of copper or bronze metallurgy, although some early copper-working sites have been found in West Africa. Knowledge of iron making penetrated into the forests and savannahs of West Africa at roughly the same time that iron making was reaching Europe. Evidence of iron making has been found in Nigeria, Ghana, and Mali.

This technological shift caused profound changes in the complexity of African societies. Iron represented power. In West Africa the blacksmith who made tools and weapons had an important place in society, often with special religious powers and functions. Iron hoes, which made the land more productive, and iron weapons, which made the warrior more powerful, had symbolic meaning in a number of West African societies. Those who knew the secrets of making iron gained ritual and sometimes political power.

Unlike in the Americas, where metallurgy was a very late and limited development, Africans had iron from a relatively early date, developing ingenious furnaces to produce the high heat needed for production and to control the amount of air that reached the carbon and iron ore necessary for making iron. Much of Africa moved right into the Iron Age, taking the basic technology and adapting it to local conditions and resources.

The diffusion of agriculture and later of iron was accompanied by a great movement of people who may have carried these innovations. These people probably originated in eastern Nigeria. Their migration may have been set in motion by an increase in population caused by a movement of peoples fleeing the desiccation, or drying up, of the Sahara. They spoke a language, proto-Bantu (“bantu” means “the people”), which is the parent tongue of a large number of Bantu languages still spoken throughout sub-Saharan Africa. Why and how these people spread out into central and southern Africa remains a mystery, but archaeologists believe that their iron weapons allowed them to conquer their hunting-gathering opponents, who still used stone implements. Still, the process is uncertain, and peaceful migration—or simply rapid demographic growth—may have also caused the Bantu explosion.

TPO 8

TPO8: The Rise of Teotihuacán

The city of Teotihuacan, which lay about 50 kilometers northeast of modern-day Mexico City, began its growth by 200 -100 B.C. At its height, between about AD. 150 and 700, it probably had a population of more than 125,000 people and covered at least 20 square kilometers. It had over 2,000 apartment complexes, a great market, a large number of industrial workshops, an administrative center, a number of massive religious edifices, and a regular grid pattern of streets and buildings. Clearly, much planning and central control were involved in the expansion and ordering of this great metropolis. Moreover, the city had economic and perhaps religious contacts with most parts of Mesoamerica (modern Central America and Mexico).

How did this tremendous development take place, and why did it happen in the Teotihuacan Valley? Among the main factors are Teotihuacan’s geographic location on a natural trade route to the south and east of the Valley of Mexico, the obsidian resources in the Teotihuacan Valley itself, and the valley’s potential for extensive irrigation. The exact role of other factors is much more difficult to pinpoint—for instance, Teotihuacan’s religious significance as a shrine, the historical situation in and around the Valley of Mexico toward the end of the first millennium B.C., the ingenuity and foresightedness of Teotihuacan’s elite, and, finally, the impact of natural disasters, such as the volcanic eruptions of the late first millennium B.C.

This last factor is at least circumstantially implicated in Teotihuacan’s rise Prior to

200 B.C., a number of relatively small centers coexisted in and near the Valley of Mexico. Around this time, the largest of these centers, Cuicuilco, was seriously affected by a volcanic eruption, with much of its agricultural land covered by lava. With Cuicuilco eliminated as a potential rival, any one of a number of relatively

modest towns might have emerged as a leading economic and political power in Central Mexico. The archaeological evidence clearly indicates, though, that Teotihuacan was the center that did arise as the predominant force in the area by the first century A.D.

It seems likely that Teotihuacan’s natural resources—along with the city elite’s ability to recognize their potential—gave the city a competitive edge over its neighbors. The valley, like many other places in Mexican and Guatemalan highlands, was rich in obsidian. The hard volcanic stone was a resource that had been in great demand for many years, at least since the rise of the Olmecs (a people who flourished between 1200 and 400 B.C.), and it apparently had a secure market. Moreover, recent research on obsidian tools found at Olmec sites has shown that some of the obsidian obtained by the Olmecs originated near Teotihuacan. Teotihuacan obsidian must have been recognized as a valuable commodity for many centuries before the great city arose.

Long-distance trade in obsidian probably gave the elite residents of Teotihuacan access to a wide variety of exotic goods, as well as a relatively prosperous life. Such success may have attracted immigrants to Teotihuacan. In addition, Teotihuacan’s elite may have consciously attempted to attract new inhabitants. It is also probable that as early as 200 B.C. Teotihuacan may have achieved some religious significance and its shrine (or shrines) may have served as an additional population magnet. Finally, the growing population was probably fed by increasing the number and size of irrigated fields

The picture of Teotihuacan that emerges is a classic picture of positive feedback among obsidian mining and working, trade, population growth, irrigation, and religious tourism. The thriving obsidian operation, for example, would necessitate more miners, additional manufacturers of obsidian tools, and additional traders to carry the goods to new markets. All this led to increased wealth, which in turn would attract more immigrants to Teotihuacan. The growing power of the elite, who controlled the economy, would give them the means physically coerce people to move to Teotihuacan and serve as additions to the labor force, More irrigation works would have to be built to feed the growing population, and this resulted in more power and wealth for the elite.

TPO8: Extinction of the Dinosaurs

Paleozoic Era   334 to 248 millions years ago

Masozoic Era    245 to 65 million years ago 

-Triassic Period 

-Jurassic Period 

-Cretaceous Period

Cenozoic Era    65 million years ago to the present

Paleontologists have argued for a long time that the demise of the dinosaurs was caused by climatic alterations associated with slow changes in the positions of continents and seas resulting from plate tectonics off and on throughout the Cretaceous (the last period of the Mesozoic era, during which dinosaurs flourished), large shallow seas covered extensive areas of the continents. Data from diverse sources, including geochemia evidence preserved in seafloor sediments, indicate that the Late Cretaceous climate was milder than today’s. The days were not too hot, nor the nights too cold. The summers were not too warm, nor the winters too frigid. The shallow seas on the continents probably buffered the temperature of the nearby air, keeping it relatively constant.

At the end of the Cretaceous, the geological record shows that these seaways retreated from the continents back into the major ocean basins. No one knows why over a period of about 100,000 years, while the seas pulled back, climates around the world became dramatically more extreme warmer days, cooler nights; hotter summers, colder winters. Perhaps dinosaurs could not tolerate these extreme temperature changes and became extinct

If true, though, why did cold-blooded animals such as snakes, lizards, turtles, and crocodiles survive the freezing winters and torrid summers? These animals are at the mercy of the climate to maintain a livable body temperature. It’s hard to understand why they would not be affected whereas dinosaurs were left too crippled to cope, especially if, as some scientists believe, dinosaurs were warm blooded Critics also point out that the shallow seaways had retreated from and advanced on the continents numerous times during the Mesozoic, so why did the dinosaurs survive the climatic changes associated with the earlier fluctuations but not with this one? Although initially appealing, the hypothesis of a simple climatic change related to sea levels is insufficient to explain all the data

Dissatisfaction with conventional explanations for dinosaur extinctions led to a surprising observation that, in turn, has suggested a new hypothesis. Many plants and animals disappear abruptly from the fossil record as one moves from layers of rock documenting the end of the Cretaceous up into rocks representing the beginning of the Cenozoic (the era after the Mesozoic). Between the last layer of Cretaceous rock and the first layer of Cenozoic rock, there is often a thin layer of clay. Scientists felt that they could get an idea of how long the extinctions took by determining how long it took to deposit this one centimeter of clay and they thought they could determine the time it took to deposit the clay by determining the amount of the element iridium (lr) it contained

Ir has not been common at Earth’s surface since the very beginning of the planets history. Because it usually exists in a metallic state, it was preferentially incorporated in Earth’s core as the planet cooled and consolidated. Ir is found in high concentrations in some meteorites, in which the solar system’s original chemical composition is preserved. Even today, microscopic meteorites continually bombard Earth, falling on both land and sea. By measuring how many of these meteorites fall to Earth over a given period of time, scientists can estimate how long it might have taken to deposit the observed amount of Ir in the boundary clay These calculations suggest that a period of about one million years would have been required. However, other reliable evidence suggests that the deposition of the boundary clay could not have taken one million years. So the unusually high concentration of Ir seems to require a special explanation

In view of these facts, scientists hypothesized that a single large asteroid about 10 to 15 kilometers across, collided with Earth, and the resulting fallout created the boundary clay. Their calculations show that the impact kicked up a dust cloud that cut off sunlight for several months, inhibiting photosynthesis in plants; decreased surface

temperatures on continents to below freezing; caused extreme episodes acid rain               and significantly raised long-term global temperatures through the greenhouse effect. This disruption of food chain and climate would have eradicated the dinosaurs and other organisms in less than fifty years. 

TPO8: Running Water on Mars?

Photographic evidence suggests that liquid water once existed in great quantity on the surface of Mars. Two types of flow features are seen: runoff channels and outflow channels. Runoff channels are found in the southern highlands. These flow features are extensive systems—sometimes hundreds of kilometers in total length—of interconnecting, twisting channels that seem to merge into larger, wider channels. They bear a strong resemblance to river systems on Earth, and geologists think that they are dried-up beds of long-gone rivers that once carried rainfall on Mars from the mountains down into the valleys. Runoff channels on Mars speak of a time 4 billion years ago (the age of the Martian highlands), when the atmosphere was thicker, the surface warmer, and liquid water widespread.

Outflow channels are probably relics of catastrophic flooding on Mars long ago. They appear only in equatorial regions and generally do not form extensive interconnected networks. Instead, they are probably the paths taken by huge volumes of water draining from the southern highlands into the northern plains. The onrushing water arising from these flash floods likely also formed the odd teardrop-shaped “islands” (resembling the miniature versions seen in the wet sand of our beaches at low tide) that have been found on the plains close to the ends of the outflow channels. Judging from the width and depth of the channels, the flow rates must have been truly enormous—perhaps as much as a hundred times greater than the 105 tons per second carried by the great Amazon river. Flooding shaped the outflow channels approximately 3 billion years ago, about the same time as the northern volcanic plains formed.

Some scientists speculate that Mars may have enjoyed an extended early period during which rivers, lakes, and perhaps even oceans adorned its surface. A 2003 Mars Global Surveyor image shows what mission specialists think may be a delta—a fan-shaped network of channels and sediments where a river once flowed into a larger body of water, in this case a lake filling a crater in the southern highlands. Other researchers go even further, suggesting that the data provide evidence for large open expanses of water on the early Martian surface. A computer-generated view of the Martian north polar region shows the extent of what may have been an ancient ocean covering much of the northern lowlands. The Hellas Basin, which measures some 3,000 kilometers across and has a floor that lies nearly 9 kilometers below the basin’s rim, is another candidate for an ancient Martian sea.

These ideas remain controversial. Proponents point to features such as the terraced “beaches” shown in one image, which could conceivably have been left behind as a lake or ocean evaporated and the shoreline receded. But detractors maintain that the terraces could also have been created by geological activity, perhaps related to the geologic forces that depressed the Northern Hemisphere far below the level of the south, in which case they have nothing whatever to do with Martian water. Furthermore, Mars Global Surveyor data released in 2003 seem to indicate that the Martian surface contains too few carbonate rock layers—layers containing compounds of carbon and oxygen—that should have been formed in abundance in an ancient ocean Then absence supports the picture of a cold, dry Mars that never experienced the extended mild period required to form lakes and oceans. However, more recent data imply that at least some parts of the planet did in fact experience long periods in the past during which liquid water existed on the surface

Aside from some small-scale gullies (channels) found since 2000. which are inconclusive, astronomers have no direct evidence for liquid water anywhere on the surface of Mars today, and the amount of water vapor in the Martian atmosphere is tiny. Yet even setting aside the unproven hints of ancient oceans, the extent outflow channels suggests that a huge total volume of water existed on Mars in the past. Where did all the water go? The answer may be that virtually all the water on Mars is now locked in the permafrost layer under the surface, with more contained in the planet’s polar caps.

TPO9

TPO9: Colonizing the Americas via the Northwest Coast

It has long been accepted that the Americas were colonized by a migration of peoples from Asia slowly traveling across a land bridge called Beringia (now the Bering Strait between northeastern Asia and Alaska) during the last Ice Age. ■The first water craft theory about this migration was that around 11,000-12,000 years ago there was an ice-free corridor stretching from eastern Beringia to tie areas of North America south of the great northern glaciers. It was this midcontinental corridor between two massive ice sheets—the Laurentide to the east and the Cordilleran to the west—that enabled the southward migration. ■But belief in this ice-free corridor began to crumble when paleoecologist Glen MacDonald demonstrated that some of the most important radiocarbon dates used to support the existence of an ice-free corridor were incorrect. ■He persuasively argued that such an ice-free corridor did not exist until much later, when the continental ice began its final retreat. ■

Support is growing for the alternative theory that people using watercraft, possibly skin boats, moved southward from Beringia along the Gulf of Alaska and then southward along the Northwest Coast of North America possibly as early as 16,000 years ago. This route would have enabled humans to enter southern areas of the Americas prior to the melting of the continental glaciers. Until the early 1970s, most archaeologists did not consider the coast a possible migration route into the Americas because geologists originally believed that during the last Ice Age the entire Northwest Coast was covered by glacial ice. It had been assumed that the ice extended westward from the Alaskan/Canadian mountains to the very edge of the continental shelf, the flat, submerged part of the continent that extends into the ocean. This would have created a barrier of ice extending from the Alaska Peninsula, through the Gulf of Alaska and southward along the Northwest Coast of North America to what is today the state of Washington.

The most influential proponent of the coastal migration route has been Canadian archaeologist Knut Fladmark. He theorized that with the use of watercraft, people gradually colonized unglaciated refuges and areas along the continental shelf exposed by the lower sea level. Fladmark’s hypothesis received additional support from the fact that the greatest diversity in Native American languages occurs along the west coast of the Americas, suggesting that this region has been settled the longest.

More recent geologic studies documented deglaciation and the existence of ice-free areas throughout major coastal areas of British Columbia, Canada, by 13,000 years ago. Research now indicates that sizable areas of southeastern Alaska along the inner continental shelf were not covered by ice toward the end of the last Ice Age. One study suggests that except for a 250-mile coastal area between southwestern British Columbia and Washington State, the Northwest Coast of North America was largely free of ice by approximately 16,000 years ago. Vast areas along the coast may have been deglaciated beginning around 16,000 years ago, possibly providing a coastal corridor for the movement of plants, animals, and humans sometime between 13,000 and 14,000 years ago.

The coastal hypothesis has gained increasing support in recent years because the remains of large land animals, such as caribou and brown bears, have been found in southeastern Alaska dating between 10.000 and 12,500 years ago. This is the time period in which most scientists formerly believed the area to be inhospitable for humans. It has been suggested that if the environment were capable of supporting breeding populations of bears, there would have been enough food resources to support humans. Fladmark and others believe that the first human colonization of America occurred by boat along the Northwest Coast during the very late Ice Age. possibly as early as 14,000 years ago. The most recent geologic evidence indicates that it may have been possible for people to colonize ice-free regions along the continental shelf that were still exposed by the lower sea level between 13,000 and 14,000 years ago.

The coastal hypothesis suggests an economy based on manne mammal hunting, saltwater fishing, shellfish gathering, and the use of watercraft. Because of the barrier of ice to the east, the Pacific Ocean to the west, and populated areas to the north, there may have been a greater impetus for people to move in a southerly direction.

TPO9: Reflection in Teaching

Teachers, it is thought, benefit from the practice of reflection, the conscious act of thinking deeply about and carefully examining the interactions and events within their own classrooms. Educators T. Wildman and J Niles (1987) describe a scheme for developing reflective practice in experienced teachers. This was justified by the view that reflective practice could help teachers to feel more intellectually involved in their role and work in teaching and enable them to cope with the paucity of scientific fact and the uncertainty of knowledge in the discipline of teaching.

Wildman and Niles were particularly interested in investigating the conditions under which reflection might flourish—a subject on which there is little guidance in the literature. They designed an experimental strategy for a group of teachers in Virginia and worked with 40 practicing teachers over several years. They were concerned that many would be “drawn to these new, refreshing conceptions of teaching only to find that the void between the abstractions and the realities of teacher reflection is too great to bridge. Reflection on a complex task such as teaching is not easy.” The teachers were taken through a program of talking about teaching events, moving on to reflecting about specific issues in a supported, and later an independent manner.

Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being “utilitarian… and not rich or detailed enough to drive systematic reflection.” Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.

Helping this group of teachers to revise their thinking about classroom events became central. ■This process took time and patience and effective trainers. ■The researchers estimate that the initial training of the teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection.

■Wildman and Niles identify three principles that facilitate reflective practice in a teaching situation. ■The first is support from administrators in an education system, enabling teachers to understand the requirements of reflective practice and how it relates to teaching students. The second is the availability of sufficient time and space. The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills. The third is the development of a collaborative environment with support from other teachers. Support and encouragement were also required to help teachers in the program cope with aspects of their professional life with which they were not comfortable. Wildman and Niles make a summary comment: “Perhaps the most important thing we learned is the idea of the teacher-as-reflective-practitioner will not happen simply because it is a good or even compelling idea.”

The work of Wildman and Niles suggests the importance of recognizing some of the difficulties of instituting reflective practice. Others have noted this, making a similar point about the teaching profession’s cultural inhibitions about reflective practice. Zeichner and Liston (1987) point out the inconsistency between the role of the teacher as a (reflective) professional decision maker and the more usual role of the teacher as a technician, putting into practice the ideas of others. More basic than the cultural issues is the matter of motivation. Becoming a reflective practitioner requires extra work (Jaworski, 1993) and has only vaguely defined goals with, perhaps, little initially perceivable reward and the threat of vulnerability. Few have directly questioned what might lead a teacher to want to become reflective. Apparently, the most obvious reason for teachers to work toward reflective practice is that teacher educators think it is a good thing. There appear to be many unexplored matters about the motivation to reflect—for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.

  

TPO9: The Arrival of Plant Life in Hawaii

When the Hawaiian Islands emerged from the sea as volcanoes, starting about five million years ago they were far removed from other landmasses. Then, as blazing sunshine alternated with drenching rains, the harsh, barren surfaces of the black rocks slowly began to soften. Winds brought a variety of life-forms.

Spores light enough to float on the breezes were carried thousands of miles from more ancient lands and deposited at random across the bare mountain flanks. A few of these spores found a toehold on the dark, forbidding rocks and grew and began to work their transformation upon the land. Lichens were probably the first successful flora. These are not single individual plants; each one is a symbiotic combination of an alga and a fungus. The algae capture the Sun’s energy by photosynthesis and store it in organic molecules. The fungi absorb moisture and mineral salts from the rocks, passing these on in waste products that nourish algae. It is significant that the earliest living things that built communities on these islands are examples of symbiosis, a phenomenon that depends upon the close cooperation of two or more forms of life and a principle that is very important in island communities.

Lichens helped to speed the decomposition of the hard rock surfaces, preparing a soft bed of soil that was abundantly supplied with minerals that had been carried in the molten rock from the bowels of Earth. Now, other forms of life could take hold: ferns and mosses (two of the most ancient types of land plants) that flourish’ even in rock crevices. ■These plants propagate by producing spores— tiny fertilized cells that contain all the instructions for making a new plant— but the spores are unprotected by any outer coating and carry no supply of nutrient. ■Vast numbers of them fall on the ground beneath the mother plants. ■Sometimes they are earned farther afield by water or by wind. ■But only those few spores that settle down in very favorable locations can start new life; the vast majority fall on barren ground. By force of sheer numbers, however, the mosses and ferns reached Hawaii, survived, and multiplied. Some species developed great size, becoming tree ferns that even now grow in the Hawaiian forests.

Many millions of years after ferns evolved (but long before the Hawaiian Islands were born from the sea), another kind of flora evolved on Earth: the seed-bearing plants. This was a wonderful biological invention .The seed has an outer coating that surrounds the genetic material of the new plant, and inside this covering is a concentrated supply of nutrients. Thus, the seed’s chances of survival are greatly enhanced over those of the naked spore. One type of seed-bearing plant, the angiosperm, includes all forms of blooming vegetation. In the angiosperm the seeds are wrapped in an additional layer of covering. Some of these coats are hard— like the shell of a nut— for extra protection. Some are soft and tempting, like a peach or a cherry. In some angiosperms the seeds are equipped with gossamer wings, like the dandelion and milkweed seeds. These new characteristics offered better ways for the seeds to move to new habitats. They could travel through the air, float in water, and lie dormant for many months.

Plants with large, buoyant seeds—like coconuts—drift on ocean currents and are washed up on the shores. Remarkably resistant to the vicissitudes of ocean travel, they can survive prolonged immersion in saltwater. When they come to rest on warm beaches and the conditions are favorable, the seed coats soften Nourished by their imported supply of nutrients, the young plants push out their roots and establish their place in the sun.

By means of these seeds, plants spread more widely to new locations, even to isolated islands like the Hawaiian archipelago, which lies more than 2,000 miles west of California and 3,500 miles east of Japan The seeds of grasses, flowers, and blooming trees made the long trips to these islands (Grasses are simple forms of angiosperms that bear their encapsulated seeds on long stalks.) In a surprisingly short time, angiosperms filled many of the land areas on Hawaii that had been bare.

TPO10

TPO10: Chinese Pottery

China has one of the world’s oldest continuous civilizations-despite invasions and occasional foreign rule. A country as vast as China with so long-lasting a civilization has a complex social and visual history, within which pottery and porcelain play a major role.

The function and status of ceramics in China varied from dynasty to dynasty, so they may be utilitarian, burial, trade, collectors’ or even ritual objects, according to their quality and the era in which they were made .The ceramics fall into three broad types-earthenware, stoneware, and porcelain-for vessels, architectural items such as roof tiles, and modeled objects and figures. In addition, there was an important group of sculptures made for religious use, the majority of which were produced in earthenware.

The earliest ceramics were fired to earthenware temperatures, but as early as the fifteenth century B C, high-temperature stoneware were being made with glazed surfaces. During the Six Dynasties period (A.D.265-589), kilns in north China were producing high-fired ceramics of good quality. Whitewares produced in Hebei and Henan provinces from the seventh to the tenth centuries evolved into the highly prized porcelains of the Song dynasty (A.D. 960-1279), long regarded as one of the high points in the history of China’s ceramic industry. The tradition of religious sculpture extends over most historical periods but is less clearly delineated than that of stonewares or porcelains, for it embraces the old custom of earthenware burial ceramics with later religious images and architectural ornament. Ceramic products also include lead-glazed tomb models of the Han dynasty, three-color lead-glazed vessels and figures of the Tang dynasty, and Ming three-color temple ornaments, in which the motifs were outlined in a raised trail of slip, as well as the many burial ceramics produced in imitation of vessels made in materials of higher intrinsic value.

Trade between the West and the settled and prosperous Chinese dynasties introduced new forms and different technologies. One of the most far-reaching examples is the impact of the fine ninth-century AD. Chinese porcelain wares imported into the Arab world. So admired were these pieces that they encouraged the development of earthenware made in imitation of porcelain and instigated research into the method of their manufacture. From the Middle East the Chinese acquired a blue pigment—a purified form of cobalt oxide unobtainable at that time in China—that contained only a low level of manganese. Cobalt ores found in China have a high manganese content, which produces a more muted blue-gray color. In the seventeenth century, the trading activities of the Dutch East India Company resulted in vast quantities of decorated Chinese porcelain being brought to Europe, which stimulated and influenced the work of a wide variety of wares, notably Delft. The Chinese themselves adapted many specific vessel forms from the West, such as bottles with long spouts, and designed a range of decorative patterns especially for the European market.

Just as painted designs on Greek pots may seem today to be purely decorative, whereas in fact they were carefully and precisely worked out so that at the time, their meaning was clear, so it is with Chinese pots. To twentieth-century eyes, Chinese pottery may appear merely decorative, yet to the Chinese the form of each object and its adornment had meaning and significance. The dragon represented the emperor, and the phoenix, the empress; the pomegranate indicated fertility, and a pair of fish, happiness; mandarin ducks stood for wedded bliss; the pine tree, peach, and crane are emblems of long life; and fish leaping from waves indicated success in the civil service examinations. Only when European decorative themes were introduced did these meanings become obscured or even lost.

From early times pots were used in both religious and secular contexts. The imperial court commissioned work and in the Yuan dynasty (A.D. 1279-1368) an imperial ceramic factory was establish at Jingdezhen. Pots played an important part in some religious ceremonies. Long and often lyrical descriptions of the different types of ware exist that assist in classifying pots, although these sometimes confuse an already large and complicated picture.

 

TPO10: Variations in the Climate

One of the most difficult aspects of deciding whether current climatic events reveal evidence of the impact of human activities is that it is hard to get a measure of what constitutes the natural variability of the climate. We know that over the past millennia the climate has undergone major changes without any significant human intervention. We also know that the global climate system is immensely complicated and that everything is in some way connected, and so the system is capable of fluctuating in unexpected ways. We need therefore to know how much the climate can vary of its own accord in order to interpret with confidence the extent to which recent changes are natural as opposed to being the result of human activities.

Instrumental records do not go back far enough to provide us with reliable measurements of global climatic variability on timescales longer than a century. What we do know is that as we include longer time intervals the record shows increasing evidence of slow swings in climate between different regimes. To build up a better picture of fluctuations appreciably further back in time requires us to use proxy records.

Over long periods of time, substances whose physical and chemical properties change with the ambient climate at the time can be deposited in a systematic way to provide a continuous record of changes in those properties over time, sometimes for hundreds or thousands of years. Generally, the layering occurs on an annual basis hence the observed changes in the records can be dated. Information on temperature rainfall, and other aspects of the climate that can be inferred from the systematic changes in properties is usually referred to as proxy data. Proxy temperature records have been reconstructed from ice core drilled out of the central Greenland ice cap, calcite shells embedded in layered lake sediments in Western Europe, ocean floor sediment cores from the tropical Atlantic Ocean, ice cores from Peruvian glaciers, and ice cores from eastern Antarctica. While these records provide broadly consistent indications that temperature variations can occur on a global scale, there are some intriguing differences, which suggest that the pattern of temperature variations in regional climates can also differ significantly from each other.

What the proxy records make abundantly clear is that there have been significant natural changes in the climate over timescales longer than a few thousand years. Equally striking, however, is the relative stability of the climate in the past 10,000 years (the Holocene period).

To the extent that the coverage of the global climate from these records can provide a measure of its true variability, it should at least indicate how all the natural causes of climate change have combined. These include the chaotic fluctuations of the atmosphere, the slower but equally erratic behavior of the oceans, changes in the land surfaces, and the extent of ice and snow. Also included will be any variations that have arisen from volcanic activity, solar activity, and, possibly, human activities.

 

One way to estimate how all the various processes leading to climate variability will combine is by using computer models of the global climate. They can do only so much to represent the full complexity of the global climate and hence may give only limited information about natural variability. Students suggest that to date the variability in computer simulations is considerably smaller than in data obtained from the proxy records.

In addition to the internal variability of the global climate system itself, there is the added factor of external influences, such as volcanoes and solar activity. There is a growing body of opinion that both these physical variations have a measurable impact on the climate. Thus we need to be able to include these in our deliberations. Some current analyses conclude that volcanoes and solar activity explain quite a considerable amount of the observed variability in the period from the seventeenth to the early twentieth centuries, but that they cannot be invoked to explain the rapid warning in recent decades.  

TPO10: Seventeenth-Century European Economic Growth

In the late sixteen century and into the seventeenth, Europe continued the growth that had lifted it out of the relatively less prosperous medieval period (from the mid 400s to the late 1400s). Among the key factors behind this growth were increased agricultural productivity and an expansion of trade

Populations cannot grow unless the rural economy can produce enough additional food to feed more people. During the sixteenth century, farmers brought more land into cultivation at the expense of forests and fens (low-lying wetlands). Dutch land reclamation in the Netherlands in the sixteenth and seventeenth centuries provides the most spectacular example of the expansion of farmland: the Dutch reclaimed more than 36,000 acres from 1590 to 1615 alone.

Much of the potential for European economic development lay in what at first glance would seem to have been only sleepy villages. Such villages, however, generally lay in regions of relatively advanced agricultural production, permitting not only the survival of peasants but also the accumulation of an agricultural surplus for investment. They had access to urban merchants, markets, and trade routes.

Increased agricultural production in turn facilitated rural industry, an intrinsic part of the expansion of industry. Woolens and textile manufacturers, in particular, utilized rural cottage (in-home) production, which took advantage of cheap and plentiful rural labor. In the German states, the ravages of the Thirty Years’ War (1618-1648) further moved textile production into the countryside. Members of poor peasant families spun or wove cloth and linens at home for scant remuneration in an attempt to supplement meager family income.

More extended trading networks also helped develop Europe’s economy in this period. English and Dutch ships carrying rye from the Baltic states reached Spain and Portugal. Population growth generated an expansion of small-scale manufacturing, particularly of handicrafts, textiles, and metal production in England, Flanders, parts of northern Italy, the southwestern German states, and parts of Spain. Only iron smelting and mining required marshaling a significant amount of capital (wealth invested to create more wealth).

The development of banking and other financial services contributed to the expansion of trade. By the middle of the sixteenth century, financiers and traders commonly accepted bills of exchange in place of gold or silver for other goods. Bills of exchange, which had their origins in medieval Italy, were promissory notes (written promises to pay a specified amount of money by a certain date) that could be sold to third parties.

■In this way, they provided credit. At mid-century, an Antwerp financier only slightly exaggerated when he claimed, “One can no more trade without bills of exchange than sail without water.” ■Merchants no longer had to carry gold and silver over long, dangerous journeys. ■ An Amsterdam merchant purchasing soap from a merchant in Marseille could go to an exchanger and pay the exchanger the equivalent sum in guilders, the Dutch currency. ■The exchanger would then send a bill of exchange to a colleague in Marseille, authorizing the colleague to pay the Marseille merchant in the merchant’s own currency after the actual exchange of goods had taken place.

Bills of exchange contributed to the development of banks, as exchangers began to provide loans. Not until the eighteenth century, however, did such banks as the Bank of Amsterdam and the Bank of England begin to provide capital for business investment. Their principal function was to provide funds for the state.

The rapid expansion in international trade also benefitted from an infusion of capital, stemming largely from gold and silver brought by Spanish vessels from the Americas This capital financed the production of goods storage, trade, and even credit across Europe and overseas. Moreover, an increased credit supply was generated by investments and loans by bankers and wealthy merchants to states and by joint-stock partnerships- an English innovation (the first major company began in 1600). Unlike short-term financial cooperation between investors for a single commercial undertaking, joint-stock companies provided permanent funding of capital by drawing on the investments of merchants and other investors who purchased shares in the company.

TPO11

Ancient Egyptian Sculpture

     In order to understand ancient Egyptian art, it is vital to know as much as possible of the elite Egyptians’ view of the world and the functions and contexts of the art produced for them. Without this knowledge we can appreciate only the formal content of Egyptian art, and we will fail to understand why it was produced or the concepts that shaped it and caused it to adopt its distinctive forms. In fact, a lack of understanding concerning the purposes of Egyptian art has often led it to be compared unfavorably with the art of other cultures. Why did the Egyptians not develop sculpture in which the body turned and twisted through space like classical Greek statuary? Why do the artists seem to get left and right confused? And why did they not discover the geometric perspective as European artists did in the Renaissance? The answer to such questions has nothing to do with a lack of skill or imagination on the part of Egyptian artists and everything to do with the purposes for which they were producing their art.

     The majority of three-dimensional representations, whether standing, seated, or kneeling, exhibit what is called frontality: they face straight ahead, neither twisting nor turning. When such statues are viewed in isolation, out of their original context and without knowledge of their function, it is easy to criticize them for their rigid attitudes that remained unchanged for three thousand years. Frontality is, however, directly related to the functions of Egyptian statuary and the contexts in which the statues were set up. Statues were created not for their decorative effect but to play a primary role in the cults of the gods, the king, and the dead. They were designed to be put in places where these beings could manifest themselves in order to be the recipients of ritual actions. Thus it made sense to show the statue looking ahead at what was happening in front of it, so that the living performer of the ritual could interact with the divine or deceased recipient. Very often such statues were enclosed in rectangular shrines or wall niches whose only opening was at the front, making it natural for the statue to display frontality. Other statues were designed to be placed within an architectural setting, for instance, in front of the monumental entrance gateways to temples known as pylons, or in pillared courts, where they would be placed against or between pillars: their frontality worked perfectly within the architectural context.

     Statues were normally made of stone, wood, or metal. Stone statues were worked from single rectangular blocks of material and retained the compactness of the original shape. The stone between the arms and the body and between the legs in standing figures or the legs and the seat in seated ones was not normally cut away. From a practical aspect this protected the figures against breakage and psychologically gives the images a sense of strength and power, usually enhanced by a supporting back pillar. By contrast, wooden statues were carved from several pieces of wood that were pegged together to from the finished work, and metal statues were either made by wrapping sheet metal around a wooden core or cast by the lost wax process. The arms could be held away from the body and carry separate items in their hands; there is no back pillar. The effect is altogether lighter and freer than that achieved in stone, but because both perform the same function, formal wooden and metal statues still display frontality.

     Apart from statues representing deities, kings, and named members of the elite that can be called formal, there is another group of three-dimensional representations that depicts generic figures, frequently servants, from the nonelite population. ■ The function of these is quite different. ■ Many are made to be put in the tombs of the elite in order to serve the tomb owners in the afterlife. ■ Unlike formal statues that are limited to static poses of standing, sitting, and kneeling, these figures depict a wide range of actions, such as grinding grain, baking bread, producing pots, and making music, and they are shown in appropriate poses, bending and squatting as they carry

out their tasks. ■

Orientation and Navigation

     To South Americans, robins are birds that fly north every spring. To North Americans, the robins simply vacation in the south each winter. Furthermore, they fly to very specific places in South America and will often come back to the same trees in North American yards the following spring. The question is not why they would leave the cold of winter so much as how they find their way around. The question perplexed people for years, until, in 1950’s, a German scientist named Gustave Kramer provided some answers and, in the process, raised new questions.

     Kramer initiated important new kinds of research regarding how animals orient and navigate. Orientation is simply facing in the right direction; navigation involves finding one’s way from point A to point B.

     Early in his research, Kramer found that caged migratory birds become very restless at about the time they would normally have begun migration in the wild. Furthermore, he noticed that as they fluttered around in the cage, they often launched themselves in the direction of their normal migratory route. He then set up experiments with caged starlings and found that their orientation was, in fact, in the proper migratory direction except when the sky was overcast, at which times there was no clear direction to their restless movements. Kramer surmised, therefore, that they were orienting according to the position of the Sun. To test this idea, he blocked their view of the Sun and used mirrors to change its apparent position. He found that under these circumstances, the birds oriented with respect to the new “Sun.” They seemed to be using the Sun as a compass to determine direction. At the time, this idea seemed preposterous. How could a bird navigate by the Sun when some of us lose our way with road maps? Obviously, more testing was in order.

     So, in another set of experiments, Kramer put identical food boxes around the cage, with food in only one of the boxes. ■  The boxes were stationary, and the one containing food was always at the same point of the compass. ■  However, its position with respect to the surroundings could be changed by revolving either the inner cage containing the birds or the outer walls, which served as the background. ■  As long as the birds could see the Sun, no matter how their surroundings were altered, they went directly to the correct food box. ■  Whether the box appeared in front of the right wall or the left wall, they showed no signs of confusion. On overcast days, however, the birds were disoriented and had trouble locating their food box.

     In experimenting with artificial suns, Kramer made another interesting discovery. If the artificial Sun remained stationary, the birds would shift their direction with respect to it at a rate of about 15 degrees per hour, the Sun’s rate of movement across the sky. Apparently, the birds were assuming that the “Sun” they saw was moving at that rate. When the real Sun was visible, however, the birds maintained a constant direction as it moved across the sky. In other words, they were able to compensate for the Sun’s movement. This meant that some sort of biological clock was operating – and a very precise clock at that.

     What about birds that migrate at night? Perhaps they navigate by the night sky. To test the idea, caged night-migrating birds were placed on the floor of a planetarium during their migratory period. A planetarium is essentially a theater with a domelike ceiling onto which a night sky can be projected for any night of the year. When the planetarium sky matched the sky outside, the birds fluttered in the direction of their normal migration. But when the dome was rotated, the birds changed their direction to match the artificial sky. The results clearly indicated that the birds were orienting according to the stars.

     There is accumulating evidence indicating that birds navigate by using a wide variety of environmental cues. Other areas under investigation include magnetism, landmarks, coastlines, sonar, and even smells. The studies are complicated by the fact that the data are sometimes contradictory and the mechanisms apparently change from time to time. Furthermore, one sensory ability may back up another.

 

Begging by Nesting

     Many signals that animals make seem to impose on the signalers costs that are overly damaging. ■ A classic example is noisy begging by nesting songbirds when a parent returns to the nest with food. ■ These loud cheeps and peeps might give the location of the nest away to a listening hawk or raccoon, resulting in the death of the defenseless nestlings. ■ In fact, when tapes of begging tree swallows were played at an artificial swallow nest containing an egg, the egg in that “noisy” nest was taken or destroyed by predators before the egg in a nearby quiet nest in 29 of 37 trials. ■

     Further evidence for the costs of begging comes from a study of differences in the begging calls of warbler species that nest on the ground versus those that nest in the relative safety of trees. The young of ground-nesting warblers produce begging cheeps of higher frequencies than do their tree-nesting relatives. These higher-frequency sounds do not travel as far, and so may better conceal the individuals producing them, who are especially vulnerable to predators in their ground nests. David Haskell created artificial nests with clay eggs and placed them on the ground beside a tape recorder that played the begging calls of either tree-nesting or of ground-nesting warblers. The eggs “advertised” by the tree-nesters’ begging calls were found bitten significantly more often than the eggs associated with the ground-nesters’ calls.

     The hypothesis that begging calls have evolved properties that reduce their potential for attracting predators yields a prediction: baby birds of species that experience high rates of nest predation should produce softer begging signals of higher frequency than nestlings of other species less often victimized by nest predators. This prediction was supported by data collected in one survey of 24 species from an Arizona forest, more evidence that predator pressure favors the evolution of begging calls that are hard to detect and pinpoint.

     Given that predators can make it costly to beg for food, what benefit do begging nestlings derive from their communications? One possibility is that a noisy baby bird provides accurate signals of its real hunger and good health, making it worthwhile for the listening parent to give it food in a nest where several other offspring are usually available to be fed. If this hypothesis is true, then it follows that nestlings should adjust the intensity of their signals in relation to the signals produced by their nestmates, who are competing for parental attention. When experimentally deprived baby robins are placed in a nest with normally fed siblings, the hungry nestlings beg more loudly than usual – but so do their better-fed siblings, though not as loudly as the hungrier birds.

     If parent birds use begging intensity to direct food to healthy offspring capable of vigorous begging, then parents should make food delivery decisions on the basis of their offspring’s calls. Indeed, if you take baby tree swallows out of a nest for an hour, feeding half the set and starving the other half, when the birds are replaced in the nest, the starved youngsters beg more loudly than the fed birds, and the parent birds feed the active beggars more than those who beg less vigorously.

     As these experiments show, begging apparently provides a signal of need that parents use to make judgments about which offspring can benefit most from a feeding. But the question arises, why don’t nestlings beg loudly when they aren’t all that hungry? By doing so, they could possibly secure more food, which should result in more rapid growth or larger size, either of which is advantageous. The answer lies apparently not in the increased energy costs of exaggerated begging – such energy costs are small relative to the potential gain in calories – but rather in the damage that any successful cheater would do to its siblings, which share genes with one another. An individual’s success in propagating his or her genes can be affected by more than just his or her own personal reproductive success. Because close relatives have many of the same genes, animals that harm their close relatives may in effect by destroying some of their own genes. Therefore, a begging nestling that secures food at the expense of its siblings might actually leave behind fewer copies of its genes overall than it might otherwise.

 

TPO12

Which Hand Did They Use?

      We all know that many more people today are right-handed than left-handed. Can one trace this same pattern far back in prehistory? ■ Much of the evidence about right-hand versus left-hand dominance comes from stencils and prints found in rock shelters in Australia and elsewhere, and in many Ice Age caves in France, Spain, and Tasmania. ■ When a left hand has been stenciled, this implies that the artist was right-handed, and vice versa. ■ Even though the paint was often sprayed on by mouth, one can assume that the dominant hand assisted in the operation. One also has to make the assumption that hands were stenciled palm downward – a left hand stenciled palm upward might of course look as if it were a right hand. ■ Of 158 stencils in the French cave of Gargas, 136 have been identified as left, and only 22 as right, right-handedness was therefore heavily predominant.

     Cave art furnishes other types of evidence of this phenomenon. Most engravings, for example, are best lit from the left, as befits the work of right-handed artists, who generally prefer to have the light source on the left so that the shadow of their hand does not fall on the tip of the engraving tool or brush. In the few cases where an Ice Age figure is depicted holding something, it is mostly, though not always, in the right hand.

     Clues to right-handedness can also be found by other methods. Right-handers tend to have longer, stronger, and more muscular bones on the right side, and Marcellin Boule as long ago as 1911 noted the La Chapelle-aux-Saints Neanderthal skeleton had a right upper arm bone that was noticeably stronger than the left. Similar observations have been made on other Neanderthal skeletons such as La Ferrassie I and Neanderthal itself.

     Fractures and other cut marks are another source of evidence. Right-handed soldiers tend to be wounded on the left. The skeleton of a 40- or 50-year-old Nabatean warrior, buried 2,000 years ago in the Negev Desert, Israel, had multiple healed fractures to the skull, the left arm, and the ribs.

     Tools themselves can be revealing. Long-handed Neolithic spoons of yew wood preserved in Alpine villages dating to 3000 B.C. have survived; the signs of rubbing on their left side indicate that their users were right-handed. The late Ice Age rope found in the French cave of Lascaux consists of fibers spiraling to the right, and was therefore tressed by a right-hander.

     Occasionally one can determine whether stone tools were used in the right hand or the left, and it is even possible to assess how far back this feature can be traced. In stone toolmaking experiments, Nick Toth, a right-hander, held the core (the stone that would become the tool) in his left hand and the hammer stone in his right. As the tool was made, the core was rotated clockwise, and the flakes, removed in sequence, had a little crescent of cortex (the core’s outer surface) on the side Toth’s knapping produced 56 percent flakes with the cortex on the right, and 44 percent left-oriented flakes. A left-handed toolmaker would produce the opposite pattern. Toth has applied these criteria to the similarly made pebble tools from a number of early sites (before 1.5 million years) at Koobi For a, Kenya, probably made by Homo habilis. At seven sites he found that 57 percent of the flakes were right-handed, and 43 percent left, a pattern almost identical to that produced today.

     About 90 percent of modern humans are right-handed: we are the only mammal with a preferential use of one hand. The part of the brain responsible for fine control and movement is located in the left cerebral hemisphere, and the findings above suggest that the human brain was already asymmetrical in its structure and function not long after 2 million years ago. Among Neanderthalers of 70,000 – 35,000 years ago, Marcellin Boule noted that the La Chapelle-aux-Saints individual had a left hemisphere slightly bigger than the right, and the same was found for brains of specimens from Neanderthal, Gibraltar, and La Quina.

 

 

Transition to Sound in Film

     The shift from silent to sound film at the end of the 1920’s marks, so far, the most important transformation in motion picture history. Despite all the highly visible technological developments in theatrical and home delivery of the moving image that have occurred over the decades since then, no single innovation has come close to being regarded as a similar kind of watershed. In nearly every language, however the words are phrased, the most basic division in cinema history lies between films that are mute and films that speak.

     Yet this most fundamental standard of historical periodization conceals a host of paradoxes. Nearly every movie theater, however modest, had a piano or organ to provide musical accompaniment to silent pictures. In many instances, spectators in the era before recorded sound experienced elaborate aural presentations alongside movies’ visual images, from the Japanese benshi (narrators) crafting multivoiced dialogue narratives to original musical compositions performed by symphony-size orchestras in Europe and the United States. In Berlin, for the premiere performance outside the Soviet Union of The Battleship Potemkin, film director Sergei Eisenstein worked with Austrian composer Edmund Meisei (1874 -1930) on a musical score matching sound to image; the Berlin screenings with live music helped to bring the film its wide international fame.

     Beyond that, the triumph of recorded sound has overshadowed the rich diversity of technological and aesthetic experiments with the visual image that were going forward simultaneously in the 1920’s. New color processes, larger or differently shaped screen sizes, multiple-screen projections, even television, were among the developments invented or tried out during the period, sometimes with starting success. The high costs of converting to sound and the early limitations of sound technology were among the factors that suppressed innovations or retarded advancement in these other areas. The introduction of new screen formats was put off for a quarter century, and color, though utilized over the next two decades for special productions, also did not become a norm until the 1950’s.

     Though it may be difficult to imagine from a later perspective, a strain of critical opinion in the 1920’s predicted that sound film would be a technical novelty that would soon fade from sight, just as had many previous attempts, dating well back before the First Would War, to link images with recorded sound. These critics were making a common assumption – that the technological inadequacies of earlier efforts (poor synchronization, weak sound amplification, fragile sound recordings) would invariably occur again. To be sure, their evaluation of the technical flaws in 1920’s sound experiments was not so far off the mark, yet they neglected to take into account important new forces in the motion picture field that, in a sense, would not take no for an answer.

     These forces were the rapidly expanded electronics and telecommunications companies that were developing and linking telephone and wireless technologies in the 1920’s. In the United States, they included such firms as American Telephone and Telegraph, General Electric, and Westinghouse. They were interested in all forms of sound technology and all potential revenues for commercial exploitation. Their competition and collaboration were creating the broadcasting industry in the United States, beginning with the introduction of commercial radio programming in the early 1920’s. ■ With financial assets considerably greater than those in the motion picture industry, and perhaps a wider vision of the relationships among entertainment and communications media, they revitalized research into recording sound for motion pictures.

     ■ In 1929 the United States motion picture industry released more than 300 sounded films – a rough figure, since a number were silent films with music tracks, or films prepared in dual versions, to take account of the many cinemas not yet wired for sound. ■ At the production level, in the United States the conversion was virtually complete by 1930. ■ In Europe it took a little longer, mainly because there were more small producers for whom the costs of sound were prohibitive, and in other parts of the world problems with rights or access to equipment delayed the shift to sound production for a few more years (though cinemas in major cities may have been wired in order to play foreign sound films). The triumph of sound cinema was swift, complete, and enormously popular.

 

Water in the Desert

     Rainfall is not completely absent in desert areas, but it is highly variable. An annual rainfall of four inches is often used to define the limits of a desert. The impact of rainfall upon the surface water and groundwater resources of the desert is greatly influenced by landforms. Flats and depressions where water can collect are common features, but they make up only a small part of the landscape.

     Arid lands, surprisingly, contain some of the world’s largest river systems, such as the Murray-Darling in Australia, the Rio Grande in North America, the Indus in Asia, and the Nile in Africa. These rivers and river systems are known as “exogenous” because their sources lie outside the arid zone. They are vital for sustaining life in some of the driest parts of the world. For centuries, the annual floods of the Nile, Tigris, and Euphrates, for example, have brought fertile silts and water to the inhabitants of their lower valleys. Today, river discharges are increasingly controlled by human intervention, creating a need for international river-basin agreements. The filling of the Ataturk and other dams in Turkey has drastically reduced flows in the Euphrates, with potentially serious consequences for Syria and Iraq.

     The flow of exogenous rivers varies with the season. The desert sections of long rivers respond several months after rain has fallen outside the desert, so that peak flows may be in the dry season. This is useful for irrigation, but the high temperatures, low humidities, and different day lengths of the dry season, compared to the normal growing season, can present difficulties with some crops.

     Regularly flowing rivers and streams that originate within arid lands are known as “endogenous.” These are generally fed by groundwater springs, and many issue from limestone massifs, such as the Atlas Mountains in Morocco. Basaltic rocks also support springs, notably at the Jabal Al-Arab on the Jordan-Syria border. ■ Endogenous rivers often do not reach the sea but drain into inland basins, where the water evaporates or is lost in the ground. ■ Most desert streambeds are normally dry, but they occasionally receive large flows of water and sediment. ■

     Deserts contain large amounts of groundwater when compared to the amounts

they hold in surface stores such as lakes and rivers. ■ But only a small fraction of groundwater enters the hydrological cycle – feeding the flows of streams, maintaining lake levels, and being recharged (or refilled) through surface flows and rainwater. In recent years, groundwater has become an increasingly important source of freshwater for desert dwellers. The United Nations Environment Programme and the World Bank have funded attempts to survey the groundwater resources of arid lands and to develop appropriate extraction techniques. Such programs are much needed because in many arid lands there is only a vague idea of the extent of groundwater resources. It is known, however, that the distribution of groundwater is uneven, and that much of it lies at great depths.

     Groundwater is stored in the pore spaces and joints of rocks and unconsolidated (unsolidified) sediments or in the openings widened through fractures and weathering. The water-saturated rock or sediment is known as an “aquifer.” Because they are porous, sedimentary rocks, such as sandstones and conglomerates, are important potential sources of groundwater. Large quantities of water may also be stored in limestones when joints and cracks have been enlarged to form cavities. Most limestone and sandstone aquifers are deep and extensive but may contain groundwaters that are not being recharged. Most shallow aquifers in sand and gravel deposits produce lower yields, but they can be rapidly recharged. Some deep aquifers are known as “fossil” waters. The term “fossil” describes water that has been present for several thousand years. These aquifers became saturated more than 10,000 years ago and are no longer being recharged.

     Water does not remain immobile in and aquifer but can seep out at springs or leak into other aquifers. The rate of movement may be very slow, in the Indus plain, the movement of saline (salty) groundsaters has still not reached equilibrium after 70 years of being tapped. The mineral content of groundwater normally increases with the depth, but even quite shallow aquifers can be highly saline.

TPO13

Types of Social Groups

Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction – and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.

     People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links formed when we cooperate with other people to achieve some goal. Occasionally, this may mean working with instead of against competitors More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.

     Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups; we view the people as ends in themselves and valuable in their own right. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups; we perceive people as means to ends rather than as ends in their own right.

Sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.

     A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face-to-face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.

     Primary groups are fundamental to us and to society. First, primary groups are critical to the socialization process. Within them, infants and children are introduced to the ways of their society. Such groups are the breeding grounds in which we acquire the norms and values that equip us for social life. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society’s cultural patterns and provide the sense of oneness so critical for social solidarity.

     Second, primary groups are fundamental because they provide the settings in which we meet most of our personal needs. Within them, we experience companionship, love, security, and an overall sense of well-being.  Not surprisingly, sociologists find that the strength of a group’s primary ties has implications for the group’s functioning.  For example, the stronger the primary group ties of a sports team playing together, the better their records is. 

     Third, primary groups are fundamental because they serve as powerful instruments for social control. Their members command and dispense many of the rewards that are so vital to us and that make our lives seem worthwhile. Should the use of rewards fail, members can frequently win by rejecting or threatening to ostracize those who deviate from the primary group’s norms. For instance, some social groups employ shunning (a person can remain in the community, but others are forbidden to interact with the person) as a device to bring into line individuals whose behavior goes beyond that allowed by the particular group. Even more important, primary groups define social reality for us by structuring our experiences. By providing us with definitions of situations, they elicit from us behavior that conforms to group-devised meanings. Primary groups, then, serve both as carriers of social norms and as enforcers of them.

Biological Clocks

     Survival and successful reproduction usually require the activities of animals to be coordinated with predictable events around them. Consequently, the timing and rhythms of biological functions must closely match periodic events like the solar day, the tides, the lunar cycle, and the seasons. The relations between animal activity and these periods, particularly for the daily rhythms, have been of such interest and importance that a huge amount of work has been done on them and the special research fields of chronobiology has emerged. Normally, the constantly changing levels of an animal’s activity – sleeping, feeding, moving, reproducing, metabolizing, and producing enzymes and hormones, for example – are well coordinated with environmental rhythms, but the key question is whether the animal’s schedule is driven by external cues, such as sunrise or sunset, or is instead dependent somehow on internal timers that themselves generate the observed biological rhythms. Almost universally, biologists accept the idea that all eukaryotes (a category that includes most organisms except bacteria and certain algae) have internal clocks. By isolating organisms completely from external periodic cues, biologists learned that organisms have internal clocks. For instance, apparently normal daily periods of biological activity were maintained for about a week by the fungus Neurospora when it was intentionally isolated from all geophysical timing cues while orbiting in a space shuttle. The continuation of biological rhythms in an organism without external cues attests to its having an internal clock.

     When crayfish are kept continuously in the dark, even for four to five months, their compound eyes continue to adjust on a daily schedule for daytime and nighttime vision. Horseshoe crabs kept in the dark continuously for a year were found to maintain a persistent rhythm of brain activity that similarly adapts their eyes on a daily schedule for bright or for weak light. Like almost all daily cycles of animals deprived of environmental cues, those measured for the horseshoe crabs in these conditions were not exactly 24 hours. Such a rhythm whose period is approximately – but not exactly – a day is called circadian. For different individual horseshoe crabs, the circadian period ranged from 22.2 to 25.5 hours. A particular animal typically maintains its own characteristic cycle duration with great precision for many days. Indeed, stability of the biological clock’s period is one of its major features, even when the organism’s environment is subjected to considerable changes in factors, such as temperature, that would be expected to affect biological activity strongly. Further evidence for persistent internal rhythms appears when the usual external cycles are shifted –either experimentally or by rapid east-west travel over great distances. Typically, the animal’s daily internally generated cycle of activity continues without change. As a result, its activities are shifted relative to the external cycle of the new environment. The disorienting effects of this mismatch between external time cues and internal schedules may persist, like our jet lag, for several days or weeks until certain cues such as the daylight/darkness cycle reset the organism’s clock to synchronize with the daily rhythm of the new environment.

     Animals need natural periodic signals like sunrise to maintain a cycle whose period is precisely 24 hours.   Such an external cue not only coordinates an animal’s daily rhythms with particular features of the local solar day but also – because it normally does so day after day – seems to keep the internal clock’s period close to that of Earth’s rotation.  Yet despite this synchronization of the period of the internal cycle, the animal’s timer itself continues to have its own genetically built-in period close to, but different from, 24 hours.  Without the external cue, the difference accumulates and so the internally regulated activities of the biological day drift continuously, like the tides, in relation to the solar day.   This drift has been studied extensively in many animals and in biological activities ranging from the hatching of fruit fly eggs to wheel running by squirrels. Light has a predominating influence in setting the clock. Even a fifteen-minute burst of light in otherwise sustained darkness can reset an animal’s circadian rhythm. Normally, internal rhythms are kept in step by regular environmental cycles. For instance, if a homing pigeon is to navigate with its Sun compass, its clock must be properly set by cues provided by the daylight/darkness cycle.

 

 

 

Methods of Studying Infant Perception

     In the study of perceptual abilities of infants, a number of techniques are used to determine infants’ responses to various stimuli. Because they cannot verbalize or fill out questionnaires, indirect techniques of naturalistic observation are used as the primary means of determining what infants can see, hear, feel, and so forth. Each of these methods compares an infant’s state prior to the introduction of a stimulus with its state during or immediately following the stimulus. The difference between the two measures provides the researcher with an indication of the level and duration of the response to the stimulus. For example, if a uniformly moving pattern of some sort is passed across the visual field of a neonate (newborn), repetitive following movements of the eye occur. The occurrence of these eye movements provides evidence that the moving pattern is perceived at some level by the newborn. Similarly, changes in the infant’s general level of motor activity – turning the head, blinking the eyes, crying, and so forth – have been used by researchers as visual indicators of the infant’s perceptual abilities.

     Such techniques, however, have limitations. First, the observation may be unreliable in that two or more observers may not agree that the particular response occurred, or to what degree it occurred. Second, responses are difficult to quantify. Often the rapid and diffuse movements of the infant make it difficult to get an accurate record of the number of responses. The third, and most potent, limitation is that it is not possible to be certain that the infant’s response was due to the stimulus presented or to a change from no stimulus to a stimulus. The infant may be responding to aspects of the stimulus different than those identified by the investigator. Therefore, when observational assessment is used as a technique for studying infant perceptual abilities, care must be taken not to overgeneralize from the data or to rely on one or two studies as conclusive evidence of a particular perceptual ability of the infant.

     Observational assessment techniques have become much more sophisticated reducing the limitations just presented. Film analysis of the infant’s responses, heart and respiration rate monitors, and nonnutritive sucking devices are used as effective tools in understanding infant perception.  Film analysis permits researchers to carefully study the infant’s responses over and over and in slow motion. Precise measurements can be made of the length and frequency of the infant’s attention between two stimuli.  Heart and respiration monitors provide the investigator with the number of heartbeats or breaths taken when a new stimulus is presented.  Numerical increases are used as quantifiable indicators of heightened interest in the new stimulus. Increases in nonnutritive sucking were first used as an assessment measure by researchers in 1969. They devised an apparatus that connected a baby’s pacifier to a counting device. As stimuli were presented, changes in the infant’s sucking behavior were recorded. Increases in the number of sucks were used as an indicator of the infant’s attention to or preference for a given visual display.

     Two additional techniques of studying infant perception have come into vogue. The first is the habituation-dishabituation technique, in which a single stimulus is presented repeatedly to the infant until there is a measurable decline (habituation) in whatever attending behavior is being observed. At that point a new stimulus is presented, and any recovery (dishabituation) in responsiveness is recorded. If the infant fails to dishabituate and continues to show habituation with the new stimulus, it is assumed that the baby is unable to perceive the new stimulus as different. The habituation-dishabituation paradigm has been used most extensively with studies of auditory and olfactory perception in infants. The second technique relies on evoked potentials, which are electrical brain responses that may be related to a particular stimulus because of where they originate. Changes in the electrical pattern of the brain indicate that the stimulus is getting through to the infant’s central nervous system and eliciting some form of response.

     Each of the preceding techniques provides the research with evidence that the infant can detect or discriminate between stimuli. With these sophisticated observational assessment and electro physiological measures, we know that the neonate of only a few days is far more perceptive than previously suspected. However, these measures are only “indirect” indicators of the infant’s perceptual abilities.

TPO14

Children and Advertising

Young children are trusting of commercial advertisements in the media, and advertisers have sometimes been accused of taking advantage of this trusting outlook. The Independent Television Commission, regulator of television advertising in the United Kingdom, has criticized advertisers for “misleadingness”—creating a wrong impression either intentionally or unintentionally—in an effort to control advertisers’ use of techniques that make it difficult for children to judge the true size, action, performance, or construction of a toy.

General concern about misleading tactics that advertisers employ is centered on the use of exaggeration. Consumer protection groups and parents believe that children are largely ill-equipped to recognize such techniques and that often exaggeration is used at the expense of product information. Claims such as “the best” or “better than” can be subjective and misleading; even adults may be unsure as to their meaning. They represent the advertiser’s opinions about the qualities of their products or brand and, as a consequence, are difficult to verify. Advertisers sometimes offset or counterbalance an exaggerated claim with a disclaimer—a qualification or condition on the claim. For example, the claim that breakfast cereal has a health benefit may be accompanied by the disclaimer “when part of a nutritionally balanced breakfast.” However, research has shown that children often have difficulty understanding disclaimers: children may interpret the phrase “when part of a nutritionally balanced breakfast” to mean that the cereal is required as a necessary part of a balanced breakfast. The author George Comstock suggested that less than a quarter of children between the ages of six and eight years old understood standard disclaimers used in many toy advertisements and that disclaimers are more readily comprehended when presented in both audio and visual formats. Nevertheless, disclaimers are mainly presented in audio format only.

Fantasy is one of the more common techniques in advertising that could possibly mislead a young audience. Child-oriented advertisements are more likely to include magic and fantasy than advertisements aimed at adults. In a content analysis of Canadian television, the author Stephen Kline observed that nearly all commercials for character toys featured fantasy play. Children have strong imaginations and the use of fantasy brings their ideas to life, but children may not be adept enough to realize that what they are viewing is unreal. Fantasy situations and settings are frequently used to attract children’s attention, particularly in food advertising. Advertisements for breakfast cereals have, for many years, been found to be especially fond of fantasy techniques, with almost nine out often including such content. Generally, there is uncertainty as to whether very young children can distinguish between fantasy and reality in advertising. Certainly, rational appeals in advertising aimed at children are limited, as most advertisements use emotional and indirect appeals to psychological states or associations.

The use of celebrities such as singers and movie stars is common in advertising. The intention is for the positively perceived attributes of the celebrity to be transferred to the advertised product and for the two to become automatically linked in the audience’s mind. In children’s advertising, the “celebrities” are often animated figures from popular cartoons. In the recent past, the role of celebrities in advertising to children has often been conflated with the concept of host selling. Host selling involves blending advertisements with regular programming in a way that makes it difficult to distinguish one from the other. Host selling occurs, for example, when a children’s show about a cartoon lion contains an ad in which the same lion promotes a breakfast cereal. The psychologist Dale Kunkel showed that the practice of host selling reduced children’s ability to distinguish between advertising and program material. It was also found that older children responded more positively to products in host selling advertisements.

Regarding the appearance of celebrities in advertisements that do not involve host selling, the evidence is mixed. Researcher Charles Atkin found that children believe that the characters used to advertise breakfast cereals are knowledgeable about cereals, and children accept such characters as credible sources of nutritional information. This finding was even more marked for heavy viewers of television. In addition, children feel validated in their choice of a product when a celebrity endorses that product. A study of children in Hong Kong, however, found that the presence of celebrities in advertisements could negatively affect the children’s perceptions of a product if the children did not like the celebrity in question.

Maya Water Problems

To understand the ancient Mayan people who lived in the area that is today southern Mexico and Central America and the ecological difficulties they faced, one must first consider their environment, which we think of as “jungle” or “tropical rainforest.” This view is inaccurate, and the reason proves to be important. Properly speaking, tropical rainforests grow in high-rainfall equatorial areas that remain wet or humid all year round. But the Maya homeland lies more than sixteen hundred kilometers from the equator, at latitudes 17 to 22 degrees north, in a habitat termed a “seasonal tropical forest.” That is, while there does tend to be a rainy season from May to October, there is also a dry season from January through April. If one focuses on the wet months, one calls the Maya homeland a “seasonal tropical forest”; if one focuses on the dry months, one could instead describe it as a “seasonal desert.” 

From north to south in the Yucatan Peninsula, where the Maya lived, rainfall ranges from 18 to 100 inches (457 to 2,540 millimeters) per year, and the soils become thicker, so that the southern peninsula was agriculturally more productive and supported denser populations. But rainfall in the Maya homeland is unpredictably variable between years; some recent years have had three or four times more rain than other years. As a result, modern farmers attempting to grow corn in the ancient Maya homelands have faced frequent crop failures, especially in the north. The ancient Maya were presumably more experienced and did better, but nevertheless they too must have faced risks of crop failures from droughts and hurricanes.

Although southern Maya areas received more rainfall than northern areas, problems of water were paradoxically more severe in the wet south. While that made things hard for ancient Maya living in the south, it has also made things hard for modern archaeologists who have difficulty understanding why ancient droughts caused bigger problems in the wet south than in the dry north. The likely explanation is that an area of underground freshwater underlies the Yucatan Peninsula, but surface elevation increases from north to south, so that as one moves south the land surface lies increasingly higher above the water table. In the northern peninsula the elevation is sufficiently low that the ancient Maya were able to reach the water table at deep sinkholes called cenotes, or at deep caves. In low-elevation north coastal areas without sinkholes, the Maya would have been able to get down to the water table by digging wells up to 75 feet (22 meters) deep. But much of the south lies too high above the water table for cenotes or wells to reach down to it. Making matters worse, most of the Yucatan Peninsula consists of karst, a porous sponge-like limestone terrain where rain runs straight into the ground and where little or no surface water remains available.

How did those dense southern Maya populations deal with the resulting water problem? It initially surprises us that many of their cities were not built next to the rivers but instead on high terrain in rolling uplands. The explanation is that the Maya excavated depressions, or modified natural depressions, and then plugged up leaks in the karst by plastering the bottoms of the depressions in order to create reservoirs, which collected rain from large plastered catchment basins and stored it for use in the dry season. For example, reservoirs at the Maya city of Tikal held enough water to meet the drinking water needs of about 10,000 people for a period of 18 months. At the city of Coba the Maya built dikes around a lake in order to raise its level and make their water supply more reliable. But the inhabitants of Tikal and other cities dependent on reservoirs for drinking water would still have been in deep trouble if 18 months passed without rain in a prolonged drought. A shorter drought in which they exhausted their stored food supplies might already have gotten them in deep trouble, because growing crops required rain rather than reservoirs. 

Pastoralism in Ancient Inner Eurasia

Pastoralism is a lifestyle in which economic activity is based primarily on livestock. Archaeological evidence suggests that by 3000 B.C., and perhaps even earlier, there had emerged on the steppes of Inner Eurasia the distinctive types of pastoralism that were to dominate the region’s history for several millennia. Here, the horse was already becoming the animal of prestige in many regions, though sheep, goats, and cattle could also play a vital role. It is the use of horses for transportation and warfare that explains why Inner Eurasian pastoralism proved the most mobile and the most militaristic of all major forms of pastoralism. The emergence and spread of pastoralism had a profound impact on the history of Inner Eurasia, and also, indirectly, on the parts of Asia and Europe just outside this area. In particular, pastoralism favors a mobile lifestyle, and this mobility helps to explain the impact of pastoralist societies on this part of the world.

The mobility of pastoralist societies reflects their dependence on animal-based foods. While agriculturalists rely on domesticated plants, pastoralists rely on domesticated animals. As a result, pastoralists, like carnivores in general, occupy a higher position on the food chain. All else being equal, this means they must exploit larger areas of land than do agriculturalists to secure the same amount of food, clothing, and other necessities. So pastoralism is a more extensive lifeway than farming is. However, the larger the terrain used to support a group, the harder it is to exploit that terrain while remaining in one place. So, basic ecological principles imply a strong tendency within pastoralist lifeways toward nomadism (a mobile lifestyle). As the archaeologist Roger Cribb puts it, “The greater the degree of pastoralism, the stronger the tendency toward nomadism.” A modern Turkic nomad interviewed by Cribb commented: “The more animals you have, the farther you have to move.”

Nomadism has further consequences. It means that pastoralist societies occupy and can influence very large territories. This is particularly true of the horse pastoralism that emerged in the Inner Eurasian steppes, for this was the most mobile of all major forms of pastoralism. So, it is no accident that with the appearance of pastoralist societies there appear large areas that share similar cultural, ecological, and even linguistic features. By the late fourth millennium B.C., there is already evidence of large culture zones reaching from Eastern Europe to the western borders of Mongolia. Perhaps the most striking sign of mobility is the fact that by the third millennium B.C., most pastoralists in this huge region spoke related languages ancestral to the modern Indo-European languages. The remarkable mobility and range of pastoral societies explain, in part, why so many linguists have argued that the Indo-European languages began their astonishing expansionist career not among farmers in Anatolia (present-day Turkey), but among early pastoralists from Inner Eurasia. Such theories imply that the Indo-European languages evolved not in Neolithic (10,000 to 3,000 B.C.) Anatolia, but among the foraging communities of the cultures in the region of the Don and Dnieper rivers, which took up stock breeding and began to exploit the neighboring steppes.

Nomadism also subjects pastoralist communities to strict rules of portability. If you are constantly on the move, you cannot afford to accumulate large material surpluses. Such rules limit variations in accumulated material goods between pastoralist households (though they may also encourage a taste for portable goods of high value such as silks or jewelry). So, by and large, nomadism implies a high degree of self-sufficiency and inhibits the appearance of an extensive division of labor. Inequalities of wealth and rank certainly exist, and have probably existed in most pastoralist societies, but except in periods of military conquest, they are normally too slight to generate the stable, hereditary hierarchies that are usually implied by the use of the term class.  Inequalities of gender have also existed in pastoralist societies, but they seem to have been softened by the absence of steep hierarchies of wealth in most communities, and also by the requirement that women acquire most of the skills of men, including, often, their military skills.

TPO15

Glacier Formation

     Glaciers are slowly moving masses of ice that have accumulated on land in areas where more snow falls during a year than melts. Snow falls as hexagonal crystals, but once on the ground, snow is soon transformed into a compacted mass of smaller, rounded grains.  As the air space around them is lessened by compaction and melting, the grains become denser.  With further melting, refreezing, and increased weight from newer snowfall above, the snow reaches a granular recrystalized stage intermediate between flakes and ice know as firm.  With additional time, pressure, and refrozen meltwater from above, the small firm granules become larger, interlocked crystals of blue glacial ice.  When the ice is thick enough, usually over 30 meters, the weight of the snow and firm will cause the ice crystals toward the bottom to become plastic and to flow outward or downward from the area of snow accumulation.

     Glaciers are open systems, with snow as the system’s input and meltwater as the system’s mail output. The glacial system is governed by two basic climatic variables: precipitation and temperature. For a glacier to grow or maintain its mass, there must be sufficient snowfall to match or exceed the annual loss through melting, evaporation, and calving, which occurs when the glacier loses solid chunks as icebergs to the sea or to large lakes. If summer temperatures are high for too long, then all the snowfall from the previous winter will melt. Surplus snowfall is essential for a glacier to develop. A surplus allows snow to accumulate and for the pressure of snow accumulated over the years to transform buried snow into glacial ice with a depth great enough for the ice to flow. Glaciers are sometimes classified by temperature as faster-flowing temperate glaciers or as slower-flowing polar glaciers.

     Glaciers are part of Earth’s hydrologic cycle and are second only to the oceans in the total amount of water contained. About 2 percent of Earth’s water is currently frozen as ice. Two percent may be a deceiving figure, however, since over 80 percent of the world’s freshwater is locked up as ice in glaciers, with the majority of it in Antarctica. The total amount of ice is even more awesome if we estimate the water released upon the hypothetical melting of the world’s glaciers. Sea level would rise about 60 meters. This would change the geography of the planet considerably. In contrast, should another ice age occur, sea level would drop drastically. During the last ice age, sea level dropped about 120 meters.

     When snow falls on high mountains or in polar regions, it may become part of the glacial system. Unlike rain, which returns rapidly to the sea or atmosphere, the snow that becomes part of a glacier is involved in a much more slowly cycling system. Here water may be stored in ice form for hundreds or even hundreds of thousands of years before being released again into the liquid water system as meltwater. In the meantime, however, this ice is not static. Glaciers move slowly across the land with tremendous energy, carving into even the hardest rock formations and thereby reshaping the landscape as they engulf, push, drag, and finally deposit rock debris in places far from its original location. As a result, glaciers create a great variety of landforms that remain long after the surface is released from its icy covering.

     Throughout most of Earth’s history, glaciers did not exist, but at the present time about 10 percent of Earth’s land surface is covered by glaciers. Present-day glaciers are found in Antarctica, in Greenland, and at high elevations on all the continent except Australia. In the recent past, from about 2.4 million to about 10,000 years ago, nearly a third of Earth’s land area was periodically covered by ice thousands of meters thick. In the much more distant past, other ice ages have occurred.

A Warm-Blooded Turtle

     When it comes to physiology, the leatherback turtle is, in some ways, more like a reptilian whale than a turtle. It swims father into the cold of the northern and southern oceans than any other sea turtle, and it deals with the chilly waters in a way unique among reptiles.

     A warm-blooded turtle may seem to be a contradiction in terms. Nonetheless, an adult leatherback can maintain a body temperature of between 25 and 26° C (77-79°F) in seawater that is only 8° C (46.4°). Accomplishing this feat requires adaptations both to generate heat in the turtle’s body and to keep it from escaping into the surrounding waters. Leatherbacks apparently do not generate internal heat the way we do, or the way birds do, as a by-product of cellular metabolism. A leatherback may be able to pick up some body heat by basking at the surface; its dark, almost black body color may help it to absorb solar radiation. However, most of its internal heat comes from the action of its muscles.

     Leatherbacks keep their body heat in three different ways. The first, and simplest, is size. The bigger the animal is, the lower its surface-to-volume ratio; for every ounce of body mass, there is proportionately less surface through which heat can escape. An adult leatherback is twice the size of the biggest cheloniid sea turtles and will therefore take longer to cool off. Maintaining a high body temperature through sheer bulk is called gigantothermy.  It works for elephants, for whales, and, perhaps, it worked for many of the larger dinosaurs.  It apparently works, in a smaller way, for some other sea turtles.  Large loggerhead and green turtles can maintain their body temperature at a degree or two above that of the surrounding water, and gigantothermy is probably the way they do it. Muscular activity helps, too, and an actively swimming green turtle may be 7° C (12.6° F) warmer than the waters it swims through.

     Gigantothermy, though, would not be enough to keep a leatherback warm in cold northern waters. It is not enough for whales, which supplement it with a thick layer of insulating blubber (fat). Leatherbacks do not have blubber, but they do have a reptilian equivalent: thick, oil-saturated skin, with a layer of fibrous, fatty tissue just beneath it. Insulation protects the leatherback everywhere but on its head and flippers. Because the flippers are comparatively thin and blade like, they are the one part of the leatherback that is likely to become chilled. There is not much that the turtle can do about this without compromising the aerodynamic shape of the flipper. The problem is that as blood flows through the turtle’s flippers, it risks losing enough heat to lower the animal’s central body temperature when it returns. The solution is to allow the flippers to cool down without drawing heat away from the rest of the turtle’s body. The leatherback accomplishes this by arranging the blood vessels in the base of its flipper into a countercurrent exchange system.

     In a countercurrent exchange system, the blood vessels carrying cooled blood from the flippers run close enough to the blood vessels carrying warm blood from the body to pick up some heat from the warmer blood vessels; thus, the heat is transferred from the outgoing to the ingoing vessels before it reaches the flipper itself. This is the same arrangement found in an old-fashioned steam radiator, in which the coiled pipes pass heat back and forth as water courses through them. The leatherback is certainly not the only animal with such an arrangement; gulls have a countercurrent exchange in their legs. That is why a gull can stand on an ice floe without freezing.

     All this applies, of course, only to an adult leatherback. Hatchlings are simply too small to conserve body heat, even with insulation and countercurrent exchange systems. We do not know how old, or how large, a leatherback has to be before it can switch from a cold-blooded to a warm-blooded mode of life. Leatherbacks reach their immense size in a much shorter time than it takes other sea turtles to grow. Perhaps their rush to adulthood is driven by a simple need to keep warm.

Mass Extinction

     Cases in which many species become extinct within a geologically short interval of time are called mass extinctions.  There was one such event at the end of the Cretaceous period (around 70 million years ago).  There was another, even larger, mass extinction at the end of the Permian period (around 250 million years ago).  The Permian event has attracted much less attention than other mass extinctions because mostly unfamiliar species perished at that time.

     The fossil record shows at least five mass extinctions in which many families of marine organisms died out. The rates of extinction happening today are as great as the rates during these mass extinctions. Many scientists have therefore concluded that a sixth great mass extinction is currently in progress.

     What could cause such high rates of extinction? There are several hypotheses, including warming or cooling of Earth, changes in seasonal fluctuations or ocean currents, and changing positions of the continents. Biological hypotheses include ecological changes brought about by the evolution of cooperation between insects and flowering plants or of bottom-feeding predators in the oceans. Some of the proposed mechanisms required a very brief period during which all extinctions suddenly took place; other mechanisms would be more likely to have taken place more gradually, over an extended period, or at different times on different continents. Some hypotheses fail to account for simultaneous extinctions on land and in the seas. Each mass extinction may have had a different cause. Evidence points to hunting by humans and habitat destruction as the likely causes for the current mass extinction.

     American paleontologist David Raup and John Sepkoski, who have studied extinction rates in a number of fossil groups, suggest that episodes of increased extinction have recurred periodically, approximately every 26 million years since the mid-Cretaceous period. The late Cretaceous extinction of the dinosaurs and ammonoids was just one of the more drastic in a whole series of such recurrent extinction episodes. The possibility that mass extinctions may recur periodically has given rise to such hypotheses as that of a companion star with a long-period orbit deflecting other bodies from their normal orbits, making some of them fall to Earth as meteors and causing widespread devastation upon impact.

     Of the various hypotheses attempting to account for the late Cretaceous extinctions, the one that has attracted the most attention in recent years is the asteroid-impact hypotheses first suggested by Luis and Walter Alvarez. According to this hypothesis, Earth collided with an asteroid with an estimated diameter of 10 kilometers, or with several asteroids, the combined mass of which was comparable. The force of collision spewed large amounts of debris into the atmosphere, darkening the skies for several years before the finer particles settled. The reduced level of photosynthesis led to a massive decline in plant life of all kinds, and this caused massive starvation first to herbivorous and subsequently to carnivores. The mass extinction would have occurred very suddenly under this hypothesis.

     One interesting test of the Alvarez hypothesis is based on the presence of the rare-earth element iridium (Ir). Earth’s crust contains very little of this element, but most asteroids contain a lot more. Debris thrown into the atmosphere by an asteroid collision would presumably contain large amounts of iridium, and atmospheric currents would carry this material all over the globe. A search of sedimentary deposits that span the boundary between the Cretaceous and Tertiary periods shows that there is a dramatic increase in the abundance of iridium briefly and precisely at this boundary. This iridium anomaly offers strong support for the Alvarez hypothesis even though no asteroid itself has ever been recovered.

     An asteroid of this size would be expected to leave an immense crater, even if the asteroid itself was disintegrated by the impact. The intense heat of the impact would produce heat-shocked quartz in many types of rock. Also, large blocks thrown aside by the impact would form secondary craters surrounding the main crater. To date, several such secondary craters have been found along Mexico’s Yucatan Peninsula, and heat-shocked quartz has been found both in Mexico and in Haiti. A location called Chicxulub, along the Yucatan coast has been suggested as the primary impact site.

TPO16

Trade and the Ancient Middle East

Trade was the mainstay of the urban economy in the Middle East, as caravans negotiated the surrounding desert, restricted only by access to water and by mountain ranges. This has been so since ancient times, partly due to the geology of the area, which is mostly limestone and sandstone, with few deposits of metallic ore and other useful materials. Ancient demands for obsidian (a black volcanic rock useful for making mirrors and tools) led to trade with Armenia to the north, while jade for cutting tools was brought from Turkistan, and the precious stone lapis lazuli was imported from Afghanistan. One can trace such expeditions back to ancient Sumeria, the earliest known Middle Eastern civilization. Records show merchant caravans and trading post set up by the Sumerians in the surrounding mountains and deserts of Persia and Arabia, where they traded grain for raw materials, such as timber and stones, as well as for metals and gems.

Reliance on trade had several important consequences.  Production was generally in the hands of skilled individual artisans doing piecework under the tutelage of a master who was also the shop owner.  In these shops differences of rank were blurred as artisans and masters labored side by side in the same modest establishment, were usually members of the same guild and religious sect, lived in the same neighborhoods, and often had assumed (or real) kinship relationships.  The worker was bound to the master by a mutual contract that either one could repudiate, and the relationship was conceptualized as one of partnership. 

This mode of craft production favored the growth of self-governing and ideologically egalitarian craft guilds everywhere in the Middle Eastern city. These were essentially professional associations that provided for the mutual aid and protection of their members, and allowed for the maintenance of professional standards. The growth of independent guilds was furthered by the fact that surplus was not a result of domestic craft production but resulted primarily from international trading; the government left working people to govern themselves, much as shepherds of tribal confederacies were left alone by their leaders. In the multiplicity of small-scale local egalitarian or quasi-egalitarian organizations for fellowship, worship, and production that flourished in this laissez-faire environment, individuals could interact with one another within a community of harmony and ideological equality, following their own popularly elected leaders and governing themselves by shared consensus while minimizing distinctions of wealth and power.

The mercantile economy was also characterized by a peculiar moral stance that is typical of people who live by trade – an attitude that is individualistic, calculating, risk taking, and adaptive to circumstances. As among tribespeople, personal relationships and a careful weighing of character have always been crucial in a mercantile economy with little regulation, where one’s word is one’s bond and where informal ties of trust cement together an international trade network. Nor have merchants and artisans ever had much tolerance for aristocratic professions of moral superiority, favoring instead an egalitarian ethic of the open market, where steady hard work, the loyalty of one’s fellows, and entrepreneurial skill make all the difference. And, like the pastoralists, Middle Eastern merchants and artisans unhappy with their environment could simply pack up and leave for greener pastures – an act of self-assertion wholly impossible in most other civilizations throughout history.

Dependence on long-distance trade also meant that the great empires of the Middle East were built both literally and figuratively on shifting sand. The central state, though often very rich and very populous, was intrinsically fragile, since the development of new international trade routes could undermine the monetary base and erode state power, as occurred when European seafarers circumvented Middle Eastern merchants after Vasco da Gama’s voyage around Africa in the late fifteenth-century opened up a southern route. The ecology of the region also permitted armed predators to prowl the surrounding barrens, which were almost impossible for a state to control. Peripheral peoples therefore had a great advantage in their dealings with the center, making government authority insecure and anxious.

Development of the Periodic Table

The periodic table is a chart that reflects the periodic recurrent of chemical and physical properties of the elements when the elements are arranged in order of increasing atomic number (the number of protons in the nucleus). It is a monumental scientific achievement, and its development illustrates the essential interplay between observation, prediction, and testing required for scientific progress. In the 1800’s scientists were searching for new elements. By the late 1860’s more than 60 chemical elements had been identified, and much was known about their descriptive chemistry. Various proposals were put forth to arrange the elements into groups based on similarities in chemical and physical properties. The next step was to recognize a connection between group properties (physical or chemical similarities) and atomic mass (the measured mass of an individual atom of an element). When the elements known at the time were ordered by increasing atomic mass, it was found that successive elements belonged to different chemical groups and that the order of the groups in this sequence was fixed and repeated itself at regular intervals.  Thus when the series of elements was written so as to begin a new horizontal row with each alkali metal, elements of the same groups were automatically assembled in vertical columns in a periodic table of the elements.  This table was the forerunner of the modern table.

When the German chemist Lothar Meyer and (independently) the Russian Dmitry Mendeleyev first introduced the periodic table in 1869-70, one-third of the naturally occurring chemical elements had not yet been discovered. Yet both chemists were sufficiently farsighted to leave gaps where their analyses of periodic physical and chemical properties indicated that new elements should be located. Mendeleyev was bolder than Meyer and even assumed that if a measured atomic mass put an element in the wrong place in the table, the atomic mass was wrong. In some cases this was true. Indium, for example, had previously been assigned an atomic mass between those of arsenic and selenium. Because there is no space in the periodic table between these two elements, Mendeleyev suggested that the atomic mass of indium be changed to a completely different value, where it would fill an empty space between cadmium and tin. In fact, subsequent work has shown that in a periodic table, elements should not be ordered strictly by atomic mass. For example, tellurium comes before iodine in the periodic table, even though its atomic mass is slightly greater. Such anomalies are due to the relative abundance of the “isotopes” or varieties of each element. All the isotopes of a given element have the same number of protons, but differ in their number of neutrons, and hence in their atomic mass. The isotopes of a given element have the same chemical properties but slightly different physical properties. We not know that atomic number (the number of protons in the nucleus), not atomic mass number (the number of protons and neutrons), determines chemical behavior.

Mendeleyev went further than Meyer in another respect: he predicted the properties of six elements yet to be discovered. For example, a gap just below aluminum suggested a new element would be found with properties analogous to those of aluminum. Mendeleyev designated this element “eka-aluminum” (eka is the Sanskrit word for “next”) and predicted its properties. Just five years later and element with the proper atomic mass was isolated and named gallium by its discoverer. The close correspondence between the observed properties of gallium and Mendeleyev’s predictions for eka-aluminum lent strong support to the periodic law. Additional support came in 1885 when eka-silicon, which had also been described in advance by Mendeleyev, was discovered and named germanium.

The structure of the periodic table appeared to limit the number of possible elements. It was therefore quite surprising when John William Strutt, Lord Rayleigh, discovered a gaseous element in 1894 that did not fit into the previous classification scheme. A century earlier, Henry Cavendish had noted the existence of a residual gas when oxygen and nitrogen are removed from air, but its importance had not been realized. Together with William Ramsay, Rayleigh isolated the gas (separating it from other substances into its pure state) and named it argon. Ramsay then studied a gas that was present in natural gas deposits and discovered that it was helium, an element whose presence in the Sun had been noted earlier in the spectrum of sunlight but that had not previously been known on Earth. Rayleigh and Ramsay postulated the existence of a new group of elements, and in 1898 other members of the series (neon, krypton, and xenon) were isolated.

Planets in Our Solar System

The Sun is the hub of a huge rotating system consisting of nine planets, their satellites, and numerous small bodies, including asteroids, comets, and meteoroids. An estimated 99.85 percent of the mass of our solar system is contained within the Sun, while the planets collectively make up most of the remaining 0.15 percent.

The planets, in order of their distance from the Sun, are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. Under the control of the Sun’s gravitational force, each planet maintains an elliptical orbit and all of them travel in the same direction.

The planets in our solar system fall into two groups: the terrestrial (Earth-like) planets (Mercury, Venus, Earth, and Mars) and the Jovian (Jupiter-like) planets (Jupiter, Saturn, Uranus, and Neptune). Pluto is not included in either category, because its great distance from Earth and its small size make this planet’s true nature a mystery.

The most obvious difference between the terrestrial and the Jovian planets is their size. The largest terrestrial planet, Earth has a diameter of only one quarter as great as the diameter of the smallest Jovian planet, Neptune, and its mass is only one seventeenth as great. Hence, the Jovian planets are often called giants. Also, because of their relative locations, the four Jovian planets are known as the outer planets, while the terrestrial planets are known as the inner planets. There appears to be a correlation between the positions of these planets and their sizes.

Other dimensions along which the two groups differ markedly are density and composition. The densities of the terrestrial planets average about 5 times the density of water, whereas the Jovian planets have densities that average on 1.5 times the density of water. One of the outer planets, Saturn, has a density of only 0.7 that of water, which means that Saturn would float in water. Variations in the composition of the planets are largely responsible for the density differences.  The substances that make up both groups of planets are divided into three groups – gases, rocks, and ices – based on their melting points.  The terrestrial planets are mostly rocks: dense rocky and metallic material, with minor amounts of gases.  The Jovian planets, on the other hand, contain a large percentage of the gases hydrogen and helium, with varying amounts of ices: mostly water, ammonia, and methane ices. 

The Jovian planets have very thick atmospheres consisting of varying amounts of hydrogen, helium, methane, and ammonia. By comparison, the terrestrial planets have meager atmospheres at best. A planet’s ability to retain an atmosphere depends on its temperature and mass. Simply stated, a gas molecule can “evaporate” from a planet if it reaches a speed known as the escape velocity. For Earth, this velocity is 11 kilometers per second. Any material, including a rocket, must reach this speed before it can leave Earth and go into space. The Jovian planets, because of their greater masses and thus higher surface gravities, have higher escape velocities (21-60 kilometers per second) than the terrestrial planets. Consequently, it is more difficult for gases to “evaporate” from them. Also, because the molecular motion of a gas depends on temperature, at the low temperatures of the Jovian planets even the lightest gases are unlikely to acquire the speed needed to escape. On the other hand, a comparatively warm body with a small surface gravity, like Earth’s moon, is unable to hold even the heaviest gases and thus lacks an atmosphere. The slightly larger terrestrial planets Earth, Venus, and Mars retain some heavy gases like carbon dioxide, but even their atmospheres make up only an infinitesimally small portion of their total mass.

The orderly nature of our solar system leads most astronomers to conclude that the planets formed at essentially the same time and from the same material as the Sun. It is hypothesized that the primordial cloud of dust and gas from which all the planets are thought to have condensed had a composition somewhat similar to that of Jupiter. However, unlike Jupiter, the terrestrial planets today are nearly void of light gases and ices. The explanation may be that the terrestrial planets were once much larger and richer in these materials but eventually lost them because of these bodies’ relative closeness to the Sun, which meant that their temperatures were relatively high.

TPO17

Europe’s Early Sea Trade with Asia

In the fourteenth century, a number of political developments cut Europe’s overland trade routes to southern and eastern Asia, with which Europe had had important and highly profitable commercial ties since the twelfth century. This development, coming as it did when the bottom had fallen out of the European economy, provided an impetus to a long-held desire to secure direct relations with the East by establishing a sea trade. Widely reported, if somewhat distrusted, accounts by figures like the famous traveler from Venice. Marco Polo, of the willingness of people in China to trade with European and of the immensity of the wealth to be gained by such contact made the idea irresistible. Possibilities for trade seemed promising, but no hope existed for maintaining the traditional routes over land. A new way had to be found.

The chief problem was technological: How were the Europeans to reach the East? Europe’s maritime tradition had developed in the context of easily navigable seas – the Mediterranean, the Baltic, and to a lesser extent, the North Sea between England and the Continent – not of vast oceans. New types of ships were needed, new methods of finding one’s way, new techniques for financing so vast a scheme. The sheer scale of the investment it took to begin commercial expansion at sea reflects the immensity of the profits that such East-West trade could create. Spices were the most sought-after commodities. Spices not only dramatically improved the taste of the European diet but also were used to manufacture perfumes and certain medicines. But even high-priced commodities like spices had to be transported in large bulk in order to justify the expense and trouble of sailing around the African continent all the way to India and China. 

The principal seagoing ship used throughout the Middle Ages was the galley, a long, low ship fitted with sails but driven primarily by oars. The largest galleys had as many as 50 oarsmen. Since they had relatively shallow hulls, they were unstable when driven by sail or when on rough water: hence they were unsuitable for the voyage to the East. Even if they hugged the African coastline, they had little chance of surviving a crossing of the Indian Ocean. Shortly after 1400, shipbuilders began developing a new type of vessel properly designed to operate in rough, open water: the caravel. It had a wider and deeper hull than the galley and hence could carry more cargo: increased stability made it possible to add multiple masts and sails. In the largest caravels, two main masts held large square sails that provided the bulk of the thrust driving the ship forward, while a smaller forward mast held a triangular-shaped sails, called a lateen sail, which could be moved into a variety of positions to maneuver the ship.

The astrolabe had long been the primary instrument for navigation, having been introduced in the eleventh century. It operated by measuring the height of the Sun and the fixed stars: by calculating the angles created by these points. It determined the degrees of latitude at which one stood (The problem of determining longitude, though, was not solved until the eighteen century.) By the early thirteenth century, western Europeans had also developed and put into use the magnetic compass, which helped when clouds obliterated both the Sun and the stars. Also beginning in the thirteen century, there were new maps refined by precise calculations and the reports of sailors that made it possible to trace one’s path with reasonable accuracy. Certain institutional and practical norms had become established as well. A maritime code known as the Consulate of the Sea, which originated in the western Mediterranean region in the fourteenth century, won acceptance by a majority of sea goers as the normative code for maritime conduct. It defined such matters as the authority of a ship’s officers, protocols of command, pay structures, the rights of sailors, and the rules of engagement when ships met one another on the sea-lanes. Thus by about 1400 the key elements were in place to enable Europe to begin its seaward adventure.

 

 

 

Animal Signals in the Rain Forest

The daytime quality of light in forests varies with the density of the vegetation, the angle of the Sun, and the amount of cloud in the sky. Both animals and plants have different appearances in these various lighting conditions. A color or pattern that is relatively indistinct in one kind of light may be quite conspicuous in another.

In the varied and constantly changing light environment of the forest, an animal must be able to send visual signals to members of its own species and at the same time avoid being detected by predators. An animal can hide from predators by choosing the light environment in which its pattern is least visible. This may require moving to different parts of the forest at different times of the day or under different weather conditions, or it may be achieved by changing color according to the changing light conditions. Many species of amphibians (frogs and toads) and reptiles (lizards and snakes) are able to change their color patterns to camouflage themselves. Some also signal by changing color. The chameleon lizard has the most striking ability to do this. Some chameleon species can change from a rather dull appearance to a full riot of carnival colors in seconds. By this means, they signal their level of aggression or readiness to mate.

Other species take into account the changing conditions of light by performing their visual displays only when the light is favorable. A male bird of paradise may put himself in the limelight by displaying his spectacular plumage in the best stage setting to attract a female. Certain butterflies move into spots of sunlight that have penetrated to the forest floor and display by opening and closing their beautifully patterned wings in the bright spotlights. They also compete with each other for the best spot of sunlight.

Very little light filters through the canopy of leaves and branches in a rain forest to reach ground level – or close to the ground – and at those levels the yellow-to-green wavelengths predominate. A signal might be most easily seen if it is maximally bright. In the green-to-yellow lighting conditions of the lowest levels of the forest, yellow and green would be the brightest colors, but when an animal is signaling, these colors would not be very visible if the animal was sitting in an area with a yellowish or greenish background. The best signal depends not only on its brightness but also on how well it contrasts with the background against which it must be seen. In this part of the fain forest, therefore, red and orange are the best colors for signaling, and they are the colors used in signals by the ground-walking Australian brush turkey. This species, which lives in the rain forests and scrublands of the east coast of Australia, has a brown-to-black plumage with bare, bright-red skin on the head and neck and a neck collar of orange-yellow loosely hanging skin. During courtship and aggressive displays, the turkey enlarges its colored neck collar by inflating sacs in the neck region and then flings about a pendulous part of the colored signaling apparatus as it utters calls designed to attract or repel. This impressive display is clearly visible in the light spectrum illuminating the forest floor.

Less colorful birds and animals that inhabit the rain forest tend to rely on forms of signaling other than the visual, particularly over long distances. The piercing cries of the rhinoceros hornbill characterize the Southeast Asian rain forest, as do the unmistakable calls of the gibbons.  In densely wooded environments, sound is the best means of communication over distance because in comparison with light, it travels with little impediment from trees and other vegetation.  In forests, visual signals can be seen only at short distances, where they are not obstructed by tress.  The male riflebird exploits both of these modes of signaling simultaneously in his courtship display. The sounds made as each wing is opened carry extremely well over distance and advertise his presence widely. The ritualized visual display communicates in close quarters when a female has approached.

Symbiotic Relationships

A symbiotic relationship is an interaction between two or more species in which one species lives in or on another species. There are three main types of symbiotic relationships: parasitism, commensalisms, and mutualism. The first and the third can be key factors in the structure of a biological community, that is, all the populations of organisms living together and potentially interacting in a particular area.

Parasitism is a kind of predator-prey relationship in which one organism the parasite, derives its food at the expense of its symbiotic associate, the host. Parasites are usually smaller than their hosts. An example of a parasite is a tapeworm that lives inside the intestines of a larger animal and absorbs nutrients from its host. Natural selection favors the parasites that are best able to find and feed on hosts. At the same time, defensive abilities of hosts are also selected for. As an example, plants make chemicals toxic to fungal and bacterial parasites, along with ones toxic to predatory animals (sometimes they are the same chemicals). In vertebrates, the immune system provides a multiple defense against internal parasites.

At times, it is actually possible to watch the effects of natural selection in host-parasite relationships. For example, Australia during the 1940s was overrun by hundreds of millions of European rabbits.  The rabbits destroyed huge expanses of Australia and threatened the sheep and cattle industries.  In 1950, myxoma virus, a parasite that affects rabbits, was deliberately introduced into Australia to control the rabbit population.  Spread rapidly by mosquitoes, the virus devastated the rabbit population.  The virus was less deadly to the offspring of surviving rabbits, however, and it caused less and less harm over the years. Apparently, genotypes (the genetic make-up of an organism) in the rabbit population were selected that were better able to resist the parasite. Meanwhile, the deadliest strains of the virus perished with their hosts as natural selection favored strains that could infect hosts but not kill them. Thus, natural selection stabilized this host-parasite relationship.

In contrast to parasitism, in commensalisms, one partner benefits without significantly affecting the other. Few cases of absolute commensalisms probably exist, because it is unlikely that one of the partners will be completely unaffected. Commensal associations sometimes involve one species’ obtaining food that is inadvertently exposed by another. For instance, several kinds of birds feed on insects flushed out of the grass by grazing cattle. It is difficult to imagine how this could affect the cattle, but the relationship may help or hinder them in some way not yet recognized.

The third type of symbiosis, mutualism, benefits both partners in the relationship. Legume plants and their nitrogen-fixing bacteria, and the interactions between flowering plants and their pollinators, are examples of mutualistic association. In the first case, the plants provide the bacteria with carbohydrates and other organic compounds, and the bacteria have enzymes that act as catalysts that eventually add nitrogen to the soil, enriching it. In the second case, pollinators (insects, birds) obtain food from the flowering plant, and the plant has its pollen distributed and seeds dispersed much more efficiently than they would be if they were carried by the wind only. Another example of mutualism would be the bull’s horn acacia tree, which grows in Central and South America. The tree provides a place to live for ants of the genus Pseudomyrmex. The ants live in large, hollow thorns and eat sugar secreted by the tree. The ants also eat yellow structures at the tip of leaflets: these are protein rich and seem to have no function for the tree except to attract ants. The ants benefit the host tree by attacking virtually anything that touches it. They sting other insects and large herbivores (animals that eat only plants) and even clip surrounding vegetation that grows near the tree. When the ants are removed, the trees usually die, probably because herbivores damage them so much that they are unable to compete with surrounding vegetation for light and growing space.

The complex interplay of species in symbiotic relationships highlights an important point about communities. Their structure depends on a web of diverse connections among organism.

TPO18

Industrialization in the Netherlands and Scandinavia

     While some European countries, such as England and Germany, began to industrialize in the eighteenth century, the Netherlands and the Scandinavian countries of Denmark, Norway, and Sweden developed later.  All four of these countries lagged considerably behind in the early nineteenth century.  However, they industrialized rapidly in the second half of the century, especially in the last two or three decades.  In view of their later start and their lack of coal – undoubtedly the main reason they were not among the early industrializers – it is important to understand the sources of their success. 

     All had small populations. At the beginning of the nineteenth century, Denmark and Norway had fewer than 1 million people, while Sweden and the Netherlands had fewer than 2.5 million inhabitants. All exhibited moderate growth rates in the course of the century (Denmark the highest and Sweden the lowest), but all more than doubled in population by 1900. Density varied greatly. The Netherlands had one of the highest population densities in Europe, whereas Norway and Sweden had the lowest. Denmark was in between but closer to the Netherlands.

     Considering human capital as a characteristic of the population, however, all four countries were advantaged by the large percentages of their populations who could read the write. In both 1850 and 1914, the Scandinavian countries had the highest literacy rates in Europe, or in the world, and the Netherlands was well above the European average. This fact was of enormous value in helping the national economies find their niches in the evolving currents of the international economy.  

  

Location was an important factor for all four countries. All had immediate access to the sea, and this had important implications for a significant international resource, fish, as well as for cheap transport, merchant marines, and the shipbuilding industry. Each took advantage of these opportunities in its own way. The people of the Netherlands, with a long tradition of fisheries and mercantile shipping, had difficulty in developing good harbors suitable for steamships; eventually they did so at Rotterdam and Amsterdam, with exceptional results for transit trade with Germany and central Europe and for the processing of overseas foodstuffs and raw materials (sugar, tobacco, chocolate, grain, and eventually oil). Denmark also had an admirable commercial history, particularly with respect to traffic through the Sound (the strait separating Denmark and Sweden). In 1857, in return for a payment of 63 million kronor from other commercial nations, Denmark abolished the Sound toll dues, the fees it had collected since 1497 for the use of the Sound. This, along with other policy shifts toward free trade, resulted in a significant increase in traffic through the Sound and in the port of Copenhagen.

     The political institutions of the four countries posed no significant barriers to industrialization or economic growth. The nineteenth century passed relatively peacefully for these countries, with progressive democratization taking place in all of them. They were reasonably well governed, without notable corruption or grandiose state projects, although in all of them the government gave some aid to railways, and in Sweden the state built the main lines. As small countries dependent on foreign markets, they followed a liberal trade policy in the main, though a protectionist movement developed in Sweden. In Denmark and Sweden agricultural reforms took place gradually from the late eighteenth century through the first half of the nineteenth, resulting in a new class of peasant landowners with  a definite market orientation.

     The key factor in the success of these countries (along with high literacy, which contributed to it) was their ability to adapt to the international division of labor determined by the early industrializers and to stake out areas of specialization in international markets for which they were especially well suited. This meant a great dependence on international commerce, which had notorious fluctuations, but it also meant high returns to those factors of production that were fortunate enough to be well placed in times of prosperity. In Sweden exports accounted for 18 percent of the national income in 1870, and in 1913, 22 percent of a much larger national income. In the early twentieth century, Denmark exported 63 percent of its agricultural production: butter, port products, and eggs. It exported 80 percent of its butter, almost all to Great Britain, where it accounted for 40 percent of British butter imports.

The Mystery of Yawning

     According to conventional theory, yawning takes place when people are bored or sleepy and serves the function of increasing alertness by reversing, through deeper breathing, the drop in blood oxygen levels that are caused by the shallow breathing that accompanies lack of sleep or boredom. Unfortunately, the few scientific investigations of yawning have failed to find any connection between how often someone yawns and how much sleep they have had or how tired they are. About the closest any research has come to supporting the tiredness theory is to confirm just a developmental fossil with no that adults yawn more often on weekdays than at weekends, and that school children yawn more frequently in their first year at primary school than they do in kindergarten.

     Another flaw of the tiredness theory is that yawning does not raise alertness or physiological activity, as the theory would predict. When researchers measured then heart rate, muscle tension and skin conductance of people before, during, and after yawning, they did detect some changes in skin conductance following yawning, indicating a slight increase in physiological activity. However, similar changes occurred when the subjects were asked simply to open their mouths or to breathe deeply. Yawning did nothing special to their state of physiological activity. Experiments have also cast serious doubt on the belief that yawning is triggered by a drop in blood oxygen or a rise in blood carbon dioxide.  Volunteers were told to think about yawning while they breathed either normal air, pure oxygen, or an air mixture with an above-normal level of carbon dioxide.  If the theory was correct, breathing air with extra carbon dioxide should have triggered yawing, while breathing pure oxygen should have suppressed yawning.  In fact, neither condition made any difference to the frequency of yawning, which remained constant at about 24 yawns per hour.  Another experiment demonstrated that physical exercise, which was sufficiently vigorous to double the rate of breathing, had no effect on the frequency of yawning. Again, the implication is that yawning has little of nothing to do with oxygen.

     A completely different theory holds that yawning assists in the physical development of the lungs early in life, but has no remaining biological function in adults. It has been suggested that yawning and hiccupping might serve to clear out the fetus’s airways. The lungs of a fetus secrete a liquid that mixes with its mother’s amniotic fluid. Babies with congenital blockages that prevent this fluid from escaping from their lungs are sometimes born with deformed lungs. It might be that yawning helps to clear out the lungs by periodically lowering the pressure in them. According to this theory, yawning in adults is just a developmental fossil with no biological function. But, while accepting that not everything in life can be explained by Darwinian evolution, there are sound reasons for being skeptical of theories like this one, which avoid the issue of what yawning does for adults. Yawning is distracting, consumes energy and takes time. It is almost certainly doing something significant in adults as well as in fetuses. What could it be?

     The empirical evidence, such as it is, suggests an altogether different function for yawning – namely, that yawning prepares us for a change in activity level. Support for this theory came from a study of yawning behavior in everyday life. Volunteers wore wrist-mounted devices that automatically recorded their physical activity for up to two weeks; the volunteers also recorded their yawns by pressing a button on the device each time they yawned. The data showed that yawning tended to occur about 15 minutes before a period of increased behavioral activity. Yawning bore no relationship to sleep patterns, however. This accords with anecdotal evidence that people often yawn in situations where they are neither tired nor bored, but are preparing for impending mental and physical activity. Such yawning is often referred to as “incongruous” because it seems out of place, at least on the tiredness view: soldiers yawning before combat, musicians yawning before performing, and athletes yawning before competing. Their yawning seems to have nothing to do with sleepiness or boredom – quite the reverse – but it does precede a change in activity level.

 

Lightning

     Lightning is a brilliant flash of light produced by an electrical discharge from a storm cloud. The electrical discharge takes place when the attractive tension between a region of negatively charged particles and a region of positively charged particles becomes so great that the charged particles suddenly rush together. The coming together of the oppositely charged particles neutralizes the electrical tension and releases a tremendous amount of energy, which we see as lightning. The separation of positively and negatively charged particles takes place during the development of the storm cloud.

     The separation of charged particles that forms in a storm cloud has a sandwich-like structure. Concentrations of positively charged particles develop at the top and bottom of the cloud, but the middle region becomes negatively charged.

Recent measurements made in the field together with laboratory simulations offer a promising explanation of how this structure of charged particles forms. What happens is that small (millimeter-to-centimeter-size) pellets of ice form in the cold upper regions of the cloud. When these ice pellets fall, some of them strike much smaller ice crystals in the center of the cloud. The temperature at the center of the cloud is about -15 C or lower. At such temperatures, the collision between the ice pellets and the ice crystals causes electrical charges to shift so that the ice pellets acquire a negative charge and the ice crystals become positively charged. The updraft wind current carry the light, positively charged ice crystals up to the top of the cloud. The heavier, negatively charged ice pellets are left to concentrate in the center. This process explains why the top of the cloud becomes positively charged, while the center becomes negatively charged. The negatively charged region is large: several hundred meters thick and several kilometers in diameter. Below this large, cold, negatively charged region, the cloud is warmer than -15 C, and at these temperatures, collisions between ice crystals and falling ice pellets produce positively charged ice pellets that then populate a small region at the base of the cloud.

     Most lightning talks place within a cloud when the charge separation within the cloud collapses. However, as the storm cloud develops, the ground beneath the cloud becomes positively charged and lightning can take place in the form of an electrical discharge between the negative charge of the cloud and the positively charged ground. Lightning that strikes the ground is the most likely to be destructive, so even though it represents only 20 percent of all lightning, it has received a lot of scientific attention. Using high-speed photography, scientists have determined that there are two steps to the occurrence of lightning from a cloud to the ground. First, a channel, or path, is formed that connect the cloud and the ground. Then a strong current of electrons follows that path from the clouds to the ground, and it is that current that illuminates the channel as the lightning we see.

     The formation of the channel is initiated when electrons surge from the cloud base toward the ground. When a stream of these negatively charged electrons comes within 100 meters of the ground, it is met by a stream of positively charged particles that comes up from the ground. When the negatively and positively charged streams meet, a complete channel connecting the cloud and the ground is formed. The channel is only a few centimeters in diameter, but that is wide enough for electrons to follow the channel to the ground in the visible form of a flash of lightning. The stream of positive particles that meets the surge of electron from the cloud often arises from a tall, pointed structure such as a metal flagpole or a tower. That is why the subsequent lightning that follows the completed channel often strikes a tall structure.

     Once a channel has been formed, it is usually used by several lightning discharges, each of them consisting of a stream of electrons from the cloud meeting a stream of positive particles along the established path. Sometimes, however, a stream of electrons following an established channel is met by a positive stream making a new path up from the ground.  The result is a forked lightning that strikes the ground in two places. 

TPO19

The Roman Army’s Impact on Britain

In the wake of the Roman Empire’s conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications, and participation in the local economy. Assessing the impact of the army on the civilian population starts from the realization that the soldiers were always unevenly distributed across the country. Areas rapidly incorporated into the empire were not long affected by the military. Where the army remained stationed, its presence was much more influential. The imposition of a military base involved the requisition of native lands for both the fort and the territory needed to feed and exercise the soldiers’ animals. The imposition of military rule also robbed local leaders of opportunities to participate in local government, so social development was stunted and the seeds of disaffection sown. This then meant that the military had to remain to suppress rebellion and organize government.

Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally a fort had two kinds of impact. Its large population needed food and other supplies.  Some of these were certainly brought from long distances, but demands were inevitably placed on the local area. Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy.  When not campaigning, soldiers needed to be occupied; otherwise they represented a potentially dangerous source of friction and disloyalty.  Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.

Each soldier received his pay, but in regions without a developed economy there was initially little on which it could be spent. The pool of excess cash rapidly stimulated a thriving economy outside fort gates. Some of the demand for the services and goods was no doubt fulfilled by people drawn from far afield, but some local people certainly became entwined in this new economy. There was informal marriage with soldiers, who until AD 197 were not legally entitled to wed, and whole new communities grew up near the forts. These settlements acted like small towns, becoming centers for the artisan and trading populations.

The army also provided a means of personal advancement for auxiliary soldiers recruited from the native peoples, as a man obtained hereditary Roman citizenship on retirement after service in an auxiliary regiment. Such units recruited on an ad hoc (as needed) basis from the area in which they were stationed, and there was evidently large-scale recruitment within Britain. The total numbers were at least 12,500 men up to the reign of the emperor Hadrian (A.D. 117 – 138), with a peak around A.D. 80. Although a small proportion of the total population, this perhaps had a massive local impact when a large proportion of the young men were removed from an area. Newly raised regiments were normally transferred to another province from whence it was unlikely that individual recruits would ever return. Most units raised in Britain went elsewhere on the European continent, although one is recorded in Morocco. The reverse process brought young men to Britain, where many continued to live after their 20 to 25 years of service, and this added to the cosmopolitan Roman character of the frontier population. By the later Roman period, frontier garrisons (groups of soldiers) were only rarely transferred, service in units became effectively hereditary, and forts were no longer populated or maintained at full strength.

This process of settling in as a community over several generations, combined with local recruitment, presumably accounts for the apparent stability of the British northern frontier in the later Roman period. It also explains why some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain, at the beginning of the fifth century A.D. The circumstances that had allowed natives to become Romanized also led the self-sustained military community of the frontier area to become effectively British.

Succession, Climax, and Ecosystems

In the late nineteenth century, ecology began to grow into an independent science from its roots in natural history and plant geography. The emphasis of this new “community ecology” was on the composition and structure of communities consisting of different species. In the early twentieth century, the American ecologist Frederic Clements pointed out that a succession of plant communities would develop after a disturbance such as a volcanic eruption, heavy flood, or forest fire. An abandoned field, for instance, will be invaded successively by herbaceous plants (plants with little or no woody tissue), shrubs, and trees, eventually becoming a forest. Light-loving species are always among the first invaders, while shade-tolerant species appear later in the succession.

Clements and other early ecologists saw almost lawlike regularity in the order of succession, but that has not been substantiated. A general trend can be recognized, but the details are usually unpredictable. Succession is influenced by many factors: the nature of the soil, exposure to sun and wind, regularity of precipitation, chance colonizations, and many other random processes.

The final stage of a succession, called the climax by Clements and early ecologists, is likewise not predictable or of uniform composition. There is usually a good deal of turnover in species composition, even in a mature community. The nature of the climax is influenced by the same factors that influenced succession. Nevertheless, mature natural environments are usually in equilibrium. They change relatively little through time unless the environment itself changes.

For Clements, the climax was a “superorganism,” an organic entity. Even some authors who accepted the climax concept rejected Clements’ characterization of it as a superorganism, and it is indeed a misleading metaphor. An ant colony may be legitimately called a superorganism because its communication system is so highly organized that the colony always works as a whole and appropriately according to the circumstances. But there is no evidence for such an interacting communicative network in a climax plant formation. Many authors prefer the term “association” to the term “community” in order to stress the looseness of the interaction.

Even less fortunate was the extension of this type of thinking to include animals as well as plants. This resulted in the “biome,” a combination of coexisting flora and fauna. Though it is true that many animals are strictly associated with certain plants, it is misleading to speak of a “spruce-moose biome,” for example, because there is no internal cohesion to their association as in an organism. The spruce community is not substantially affected by either the presence or absence of moose. Indeed, there are vast areas of spruce forest without moose. The opposition to the Clementsian concept of plant ecology was initiated by Herbert Gleason, soon joined by various other ecologists. Their major point was that the distribution of a given species was controlled by the habitat requirements of that species and that therefore the vegetation types were a simple consequence of the ecologies of individual plant species.

With “climax,” “biome,” “superorganism,” and various other technical terms for the association of animals and plants at a given locality being criticized, the term “ecosystem” was more and more widely adopted for the whole system of associated organisms together with the physical factors of their environment. Eventually, the energy-transforming role of such a system was emphasized. Ecosystems thus involve the circulation, transformation, and accumulation of energy and matter through the medium of living things and their activities. The ecologist is concerned primarily with the quantities of matter and energy that pass through a given ecosystem, and with the rates at which they do so.

Although the ecosystem concept was very popular in the 1950s and 1960s, it is no longer the dominant paradigm.  Gleason’s arguments against climax and biome are largely valid against ecosystems as well.  Furthermore, the number of interactions is so great that they are difficult to analyze, even with the help of large computers. Finally, younger ecologists have found ecological problems involving behavior and life-history adaptations more attractive than measuring physical constants.  Nevertheless, one still speaks of the ecosystem when referring to a local association of animals and plants, usually without paying much attention to the energy aspects. 

Discovering the Ice Ages

      

In the middle of the nineteenth century, Louis Agassiz, one of the first scientists to study glaciers, immigrated to the United States from Switzerland and became a professor at Harvard University, where he continued his studies in geology and other sciences. For his research, Agassiz visited many places in the northern parts of Europe and North America, from the mountains of Scandinavia and New England to the rolling hills of the American Midwest.  In all these diverse regions, Agassiz saw signs of glacial erosion and sedimentation.  In flat plains country, he saw moraines (accumulations of earth and loose rock that form at the edges of glaciers) that reminded him of the terminal moraines found at the end of valley glaciers in the Alps.  The heterogeneous material of the drift (sand, clay, and rocks deposited there) convinced him of its glacial origin. 

The areas covered by this material were so vast that the ice that deposited it must have been a continental glacier larger than Greenland or Antarctica. Eventually, Agassiz and others convinced geologists and the general public that a great continental glaciation had extended the polar ice caps far into regions that now enjoy temperate climates. For the first time, people began to talk about ice ages. It was also apparent that the glaciation occurred in the relatively recent past because the drift was soft, like freshly deposited sediment. We now know the age of the glaciation accurately from radiometric dating of the carbon – 14 in logs buried in the drift. The drift of the last glaciation was deposited during one of the most recent epochs of geologic time, the Pleistocene, which lasted from 1.8 million to 10,000 years ago. Along the east coast of the United States, the southernmost advance of this ice is recorded by the enormous sand and drift deposits of the terminal moraines that form Long Island and Cape Cod.

It soon became clear that there were multiple goacial ages during the Pleistocene, with warmer interglacial intervals between them. As geologists mapped glacial deposits in the late nineteenth century, they became aware that there were several layers of drift, the lower ones corresponding to earlier ice ages. Between the older layers of glacial material were well-developed soils containing fossils of warm-climate plants. These soils were evidence that the glaciers retreated as the climate warmed. By the early part of the twentieth century, scientists believed that four distinct glaciations had affected North America and Europe during the Pleistocene epoch.

This idea was modified in the late twentieth century, when geologists and oceanographers examining oceanic sediment found fossil evidence of warming and cooling of the oceans. Ocean sediments presented a much more complete geologic record of the Pleistocene than continental glacial deposits did. The fossils buried in Pleistocene and earlier ocean sediments were of foraminifera – small, single-celled marine organisms that secrete shells of calcium carbonate, or calcite. These shells differ in their proportion of ordinary oxygen (oxygen – 16) and the heavy oxygen isotope (oxygen – 18). The ratio of oxygen-16 to oxygen-18 found in the calcite of a foraminifer’s shell depends on the temperature of the water in which the organism lived. Different ratios in the shells preserved in various layers of sediment reveal the temperature changes in the oceans during the Pleistocene epoch.

Isotopic analysis of shells allowed geologists to measure another glacial effect. They could trace the growth and shrinkage of continental glaciers, even in parts of the ocean where there may have been no great change in temperature – around the equator, for example. The oxygen isotope ratio of the ocean changes as a great deal of water is withdrawn from it by evaporation and is precipitated as snow to form glacial ice. During glaciations, the lighter oxygen – 16 has a greater tendency to evaporate from the ocean surface than the heavier oxygen – 18 does. Thus, more of the heavy isotope is left behind in the ocean and absorbed by marine organisms. From this analysis of marine sediments, geologists have learned that there were many shorter, more regular cycles of glaciation and deglaciation than geologists had recognized from the glacial drift of the continents alone.

TPO20

Westward Migration

    The story of the westward movement of population in the United States is, in the main, the story of the expansion of American agriculture – of the development of new areas for the raising of livestock and the cultivation of wheat, corn, tobacco, and cotton. After 1815 improved transportation enabled more and more western farmers to escape a self-sufficient way of life and enter a national market economy. During periods when commodity prices were high, the rate of westward migration increased spectacularly. “Old America seemed to be breaking up and moving westward,” observed an English visitor in 1817, during the first great wave of migration. Emigration to the West reached a peak in the 1830’s. Whereas in 1810 only a seventh of the American people lived west of the Appalachian Mountains, by 1840 more than third lived there.

    Why were these hundreds of thousands of settlers – most of them farmers, some of them artisans – drawn away from the cleared fields and established cities and villages of the East? Certain characteristics of American society help to explain this remarkable migration. The European ancestors of some Americans had for centuries lived rooted to the same village or piece of land until some religious, political, or economic crisis uprooted them and drove them across the Atlantic. Many of those who experienced this sharp break thereafter lacked the ties that had bound them and their ancestors to a single place. Moreover, European society was relatively stratified; occupation and social status were inherited. In American society, however, the class structure was less rigid; some people changed occupations easily and believed it was their duty to improve their social and economic position. As a result, many Americans were an inveterately restless, rootless, and ambitious people. Therefore, these social traits helped to produce the nomadic and daring settlers who kept pushing westward beyond the fringes of settlement. In addition, there were other immigrants who migrated west in search of new homes, material success, and better lives.

    The West had plenty of attractions: the alluvial river bottoms, the fecund soils of the rolling forest lands, the black loams of the prairies were tempting to New England farmers working their rocky, sterile land and to southeastern farmers plagued with soil depletion and erosion. In 1820 under a new land law, a farm could be bought for $100. The continued proliferation of banks made it easier for those without cash to negotiate loans in paper money. Western farmers borrowed with the confident expectation that the expanding economy would keep farm prices high, thus making it easy to repay loans when they fell due.

    Transportation was becoming less of a problem for those who wished to move west and for those who had farm surplus to send to market.  Prior to 1815, western farmers who did not live on navigable waterways were connected to them only by dirt roads and mountain trails.  Livestock could be driven across the mountains, but the cost of transporting bulky grains in this fashion was several times greater than their value in eastern markets.  The first step toward an improvement of western transportation was the construction of turnpikes.  These roads made possible a reduction in transportation costs and thus stimulated the commercialization of agriculture along their routes.

    Two other developments presaged the end of the era of turnpikes and started a transportation revolution that resulted in increased regional specialization and the growth of a national market economy. First came the steamboat; although flatboats and keelboats continued to be important until the 1850’s, steamboats eventually superseded all other craft in the carrying of passengers and freight. Steamboats were not only faster but also transported upriver freight for about one tenth of what it had previously cost on hard-propelled keelboats. Next came the Erie Canal, an enormous project in its day, spanning about 350 miles. After the canal went into operation, the cost per mile of transporting a ton of freight from Buffalo to New York City declined from nearly 20 cents to less than 1 cent. Eventually, the western states diverted much of their produce from the rivers to the Erie Canal, a shorter route to eastern markets.

Early Settlement in Southwest Asia

    The universal global warming at the end of the Ice Age had dramatic effects on temperate regions of Asia, Europe, and North America. Ice sheets retreated and sea levels rose.  The climatic changes in southwestern Asia were more subtle, in that they involved shifts in mountain snow lines, rainfall patterns, and vegetation cover.  However, these same cycles of change had momentous impacts on the sparse human populations of the region.  At the end of the Ice Age, no more than a few thousand foragers lived along the eastern Mediterranean coast, in the Jordan and Euphrates valleys. Within 2,000 years, the human population of the region numbered in the tens of thousands, all as a result of village life and farming.  Thanks to new environmental and archaeological discoveries, we now know something about this remarkable change in local life.

    Pollen samples from freshwater lakes in Syria and elsewhere tell use forest cover expanded rapidly at the end of the Ice Age, for the southwestern Asian climate was still cooler and considerably wetter than today. Many areas were richer in animal and plant species than they are now, making them highly favorable for human occupation. About 9000 B.C., most human settlements lay in the area along the Mediterranean coast and in the Zagros Mountains of Iran and their foothills. Some local areas, like the Jordan River valley, the middle Euphrates valley, and some Zagros valleys, were more densely populated than elsewhere. Here more sedentary and more complex societies flourished. These people exploited the landscape intensively, foraging on hill slopes for wild cereal grasses and nuts, while hunting gazelle and other game on grassy lowlands and in river valleys. Their settlements contain exotic objects such as seashells, stone bowls, and artifacts made of obsidian (volcanic glass), all traded from afar. This considerable volume of intercommunity exchange brought a degree of social complexity in its wake.

    Thanks to extremely fine-grained excavation and extensive use of flotation methods (through which seeds are recovered from soil samples), we know a great deal about the foraging practices of the inhabitants of Abu Hureyra in Syria’s Euphrates valley. Abu Hureyra was founded about 9500 B.C., a small village settlement of cramped pit dwellings (houses dug partially in the soil) with reed roofs supported by wooden uprights. For the next 1,500 years, its inhabitants enjoyed a somewhat warmer and damper climate than today, living in a well-wooded steppe area where wild cereal grasses were abundant. They subsisted off spring migrations of Persian gazelle from the south. With such a favorable location, about 300 to 400 people lived in a sizable, permanent settlement. They were no longer a series of small bands but lived in a large community with more elaborate social organization, probably grouped into clans of people of common descent.

    The flotation samples from the excavations allowed botanists to study shifts in plant-collecting habits as if they were looking through a telescope at a changing landscape. Hundreds of tiny plant remains show how the inhabitants exploited nut harvest in nearby pistachio and oak forests. However, as the climate dried up, the forests retreated from the vicinity of the settlement. The inhabitants turned to wild cereal grasses instead, collecting them by the thousands, while the percentage of nuts in the diet fell. By 8200 B.C., drought conditions were so severe that the people abandoned their long-established settlement, perhaps dispersing into smaller camps.

    Five centuries later, about 7700 B.C., a new village rose on the mound. At first the inhabitants still hunted gazelle intensively. Then, about 7000 B.C., within the space of a few generations, they switched abruptly to herding domesticated goats and sheep and to growing einkorn, pulses, and other cereal grasses. Abu Hureyra grew rapidly until it covered nearly 30 acres. It was a close-knit community of rectangular, one-story mud-brick houses, joined by narrow lanes and courtyards, finally abandoned about 5000 B.C.. Many complex factors led to the adoption of the new economies, not only at Abu Hureyra, but at many other locations such as Ain Ghazal, also in Syria, where goat toe bones showing the telltale marks of abrasion caused by foot tethering (binding) testify to early herding of domestic stock.

Fossil Preservation

    When one considers the many ways by which organisms are completely destroyed after death, it is remarkable that fossils are as common as they are. Attack by scavengers and bacteria, chemical decay, and destruction by erosion and other geologic agencies make the odds against preservation very high. However, the chances of escaping complete destruction are vastly improved if the organism happens to have a mineralized skeleton and dies in a place where it can be quickly buried by sediment. Both of these conditions are often found on the ocean floors, where shelled invertebrates (organisms without spines) flourish and are covered by the continuous rain of sedimentary particles. Although most fossils are found in marine sedimentary rocks, they also are found in terrestrial deposits left by streams and lakes. On occasion, animals and plants have been preserved after becoming immersed in tar or quicksand, trapped in ice or lava flows, or engulfed by rapid falls of volcanic ash.

    The term “fossil” often implies petrifaction, literally a transformation into stone. After the death of an organism, the soft tissue is ordinarily consumed by scavengers and bacteria. The empty shell of a snail or clam may be left behind, and if it is sufficiently durable and resistant to dissolution, it may remain basically unchanged for a long period of time. Indeed, unaltered shells of marine invertebrates are known from deposits over 100 million years old. In many marine creatures, however, the skeleton is composed of a mineral variety of calcium carbonate called aragonite. Although aragonite has the same composition as the more familiar mineral known as calcite, it has a different crystal form, is relatively unstable, and in time changes to the more stable calcite.

    Many other processes may after the shell of a clam or snail and enhance its chances for preservation. Water containing dissolved silica, calcium, carbonate, or iron may circulate through the enclosing sediment and be deposited in cavities such as marrow cavities and canals in bone once occupied by blood vessels and nerves. In such cases, the original composition of the bone or shell remains, but the fossil is made harder and more durable. This addition of a chemically precipitated substance into pore spaces is termed “permineralization.”

    Petrifaction may also involve a simultaneous exchange of the original substance of a dead plant or animal with mineral matter of a different composition. This process is termed “replacement” because solutions have dissolved the original material and replaced it with an equal volume of the new substance. Replacement can be a marvelously precise process, so that details of shell ornamentation, tree rings in wood, and delicate structures in bones are accurately preserved.

    Another type of fossilization, known as carbonization, occurs when soft tissues are preserved as thin films of carbon.  Leaves and tissues of soft-bodied organisms such as jellyfish or worms may accumulate, become buried and compressed, and lose their volatile constituents.  The carbon often remains behind as a blackened silhouette. 

    Although it is certainly true that the possession of hard parts enhances the prospect of preservation, organisms having soft tissues and organs are also occasionally preserved. Insects and even small invertebrates have been found preserved in the hardened resins of conifers and certain other trees. X-ray examination of thin slabs of rock sometimes revels the ghostly outlines of tentacles, digestive tracts, and visual organs of a variety of marine creatures. Soft parts, including skin, hair, and viscera of ice age mammoths, have been preserved in frozen soil or in the oozing tar of oil seeps.

    The probability that actual remains of soft tissue will be preserved is improved if the organism dies in an environment of rapid deposition and oxygen deprivation. Under such conditions, the destructive effects of bacteria are diminished. The Middle Eocene Messel Shale (from about 48 million years ago) of Germany accumulated in such an environment. The shale was deposited in an oxygen-deficient lake where lethal gases sometimes bubbled up and killed animals. Their remains accumulated on the floor of the lake and were then covered by clay and silt. Among the superbly preserved Messel fossils are insects with iridescent exoskeletons (hard outer coverings), frogs with skin and blood vessels intact, and even entire small mammals with preserved fur and soft tissue.

TPO21

Geothermal Energy

    Earth’s internal heat, fueled by radioactivity, provides the energy for plate tectonics and continental drift, mountain building, and earthquakes. It can also be harnessed to drive electric generators and heat homes. Geothermal energy becomes available in a practical form when underground heat is transferred by water that is heated as it passes through a subsurface region of hot rocks (a heat reservoir) that may be hundreds or thousands of feet deep.  The water is usually naturally occurring groundwater that seeps down along fractures in the rock; less typically, the water is artificially introduced by being pumped down from the surface.  The water is brought to the surface, as a liquid or steam, through holes drilled for the purpose. 

    By far the most abundant form of geothermal energy occurs at the relatively low temperatures of 80 ℃ to 180 ℃ centigrade. Water circulated through heat reservoirs in this temperature range is able to extract enough heat to warm residential, commercial, and industrial spaces. More than 20,000 apartments in France are now heated by warm underground water drawn from a heat reservoir in a geologic structure near Paris called the Paris Basin. Iceland sits on a volcanic structure known as the Mid-Atlantic Ridge. Reykjavik, the capital of Iceland, is entirely heated by geothermal energy derived from volcanic heat.

    Geothermal reservoirs with temperatures above 180℃ centigrade are useful for generating electricity. They occur primarily in regions of recent volcanic activity as hot, dry rock; natural hot water; or natural steam. The latter two sources are limited to those few areas where surface water seeps down through underground faults or fractures to reach deep rocks heated by the recent activity of molten rock material. The world’s largest supply of natural steam occurs at The Geysers, 120 kilometers north of San Francisco, California. In the 1990s enough electricity to meet about half the needs of San Francisco was being generated there. This facility was then in its third decade of production and was beginning to show signs of decline, perhaps because of over development. By the late 1990s some 70 geothermal electric-generating plants were in operation in California, Utah, Nevada, and Hawaii, generating enough power to supply about a million people. Eighteen countries now generate electricity using geothermal heat.

    Extracting heat from very hot, dry rocks presents a more difficult problem: the rocks must be fractured to permit the circulation of water, and the water must be provided artificially. The rocks are fractured by water pumped down at very high pressures. Experiments are under way to develop technologies for exploiting this resource.

    Like most other energy sources, geothermal energy presents some environmental problems. The surface of the ground can sink if hot groundwater is withdrawn without being replaced. In addition, water heated geothermally can contain salts can toxic materials dissolved from the hot rock. These waters present a disposal problem if they are not returned to the ground from which they were removed.

    The contribution of geothermal energy to the world’s energy future is difficult to estimate. Geothermal energy is in a sense not renewable, because in most cases the heat would be drawn out of a reservoir much more rapidly than it would be replaced by the very slow geological processes by which heat flows through solid rock into a heat reservoir. However, in many places (for example, California, Hawaii, the Philippines, Japan, Mexico, the rift valleys of Africa) the resource is potentially so large that its future will depend on the economics of production. At present, we can make efficient use of only naturally occurring hot water or steam deposits. Although the potential is enormous, it is likely that in the near future geothermal energy can make important local contributions only where the resource is close to the user and the economics are favorable, as they are in California, New Zealand, and Iceland. Geothermal energy probably will not make large-scale contributions to the world energy budget until well into the twenty-first century, if ever.

The Origins of Agriculture

    How did it come about that farming developed independently in a number of world centers (the Southeast Asian mainland, Southwest Asia, Central America, lowland and high land South America, and equatorial Africa) at more or less the same time? Agriculture developed slowly among populations that had an extensive knowledge of plants and animals.  Changing from hunting and gathering to agriculture had no immediate advantages.  To start with, it forced the population to abandon the nomad’s life and become sedentary, to develop methods of storage and, often, systems of irrigation.  While hunter-gatherers always had the option of moving elsewhere when the recourses were exhausted, this became more difficult with farming.  Furthermore, as the archaeological record shows, the state of health of agriculturalists was worse than that of their contemporary hunger-gatherer.

    Traditionally, it was believed that the transition to agriculture was the result of a worldwide population crisis. It was argued that once hunter-gatherers had occupied the whole world, the population started to grow everywhere and food became scarce; agriculture would have been a solution to this problem. We know, however, that contemporary hunter-gatherer societies control their population in a variety of ways. The idea of a world population crisis is therefore unlikely, although population pressure might have arisen in some areas.

    Climatic changes at the end of the glacial period 13,000 years ago have been proposed to account for the emergence of farming. The temperature increased dramatically in a short period of time (years rather than centuries) allowing for a growth of the hunting-gathering population due to the abundance of resources. There were, however, fluctuations in the climatic conditions, with the consequences that wet conditions were followed by dry ones, so that the availability of plants and animals oscillated brusquely.

    It would appear that the instability of the climatic conditions led populations that had originally been nomadic to settle down and develop a sedentary style of life, which led in turn to population growth and to the need to increase the amount of food available. Farming originated in these conditions. Later on, it became very difficult to change because of the significant expansion of these populations. It could be argued, however, that these conditions are not sufficient to explain the origins of agriculture. Earth had experienced previous periods of climatic change, and yet agriculture had not been developed.

    It is archaeologist Steven Mithen’s thesis brilliantly developed in his book The Prehistory of the Mind (1996), that approximately 40,000 years ago the human mind developed cognitive fluidity, that is, the integration of the specializations of the mind: technical, natural history (geared to understanding the behavior and distribution of natural resources), social intelligence, and the linguistic capacity. Cognitive fluidity explains the appearance of art, religion, and sophisticated speech. Once humans possessed such a mind, they were able to find an imaginative solution to a situation of severe economic crisis such as the farming dilemma described earlier. Mithen proposes the existence of four mental elements to account for the emergence of farming: (1) the ability to develop tools that could be used intensively to harvest and process plant resources; (2) the tendency to use plants and animals as the medium to acquire social prestige and power; (3) the tendency to develop “social relationships” with animals structurally similar to those developed with people – specifically, the ability to think of animals as people (anthropomorphism) and of people as animals (totemism), and (4) the tendency to manipulate plants and animals.

    The fact that some societies domesticated animals and plants, discovered the use of metal tools, became literate, and developed a state should not make us forget that others developed pastoralism or horticulture (vegetable gardening) but remained illiterate and at low levels of productivity, a few entered the modern period as hunting and gathering societies. It is anthropologically important to inquire into the conditions that made some societies adopt agriculture while others remained hunter-gatherers or horticulturalists. However, it should be kept in mind that many societies that knew of agriculture more or less consciously avoided it. Whether Mithen’s explanation is satisfactory is open to contention, and some authors have recently emphasized the importance of other factors.

Autobiographical Memory

    Think back to your childhood and try to identify your earliest memory. How old were you?  Most people are not able to recount memories for experiences prior to the age of three years, a phenomenon called infantile amnesia. The question of why infantile amnesia occurs has intrigued psychologists for decades, especially in light of ample evidence that infants and young children can display impressive memory capabilities.  Many find that understanding the general nature of autobiographical memory, that is, memory for events that have occurred in one’s own life, can provide some important clues to this mystery.  Between ages three and four, children begin to give fairly lengthy and cohesive descriptions of events in their past. What factors are responsible for this developmental turning point?

    Perhaps the explanation goes back to some ideas raised by influential Swiss psychologist Jean Piaget – namely, that children under age two years represent events in a qualitatively different form than older children do. According to this line of thought, the verbal abilities that blossom in the two year old allow events to be coded in a form radically different from the action-based codes of the infant. Verbal abilities of one year olds are, in fact, related to their memories for events one year later. When researchers had one year olds imitate an action sequence one year after they first saw it, there was correlation between the children’s verbal skills at the time they first saw the event and their success on the later memory task. However, even children with low verbal skills showed evidence of remembering the event, thus, memories may be facilitated by but are not dependent on those verbal skills.

    Another suggestion is that before children can talk about past events in their lives, they need to have reasonable understanding of the self as a psychological entity. The development of an understanding of the self becomes evident between the first and second years of life and shows rapid elaboration in subsequent years. The realization that the physical self has continuity in time, according to this hypothesis, lays the foundation for the emergence of autobiographical memory.

    A third possibility is that children will not be able to tell their own “life story” until they understand something about the general form stones take, that is, the structure of narrative. Knowledge about narratives arises from social interaction, particularly the storytelling that children experience from parents and the attempts parents make to talk with children about past events in their lives. When parents talk with children about “what we did today” or “last week” or “last year” they guide the children’s formation of a framework for talking about the past. They also provide children with reminders about the memory and relay the message that memories are valued as part of the cultural experience. It is interesting to note that some studies show Caucasian American children have earlier childhood memories than Korean children do. Furthermore, other studies show that Caucasian American mother-child pairs talk about past events three times more often than do Korean mother-child pairs. Thus, the types of social experiences children have do factor into the development of autobiographical memories.

    A final suggestion is that children must begin to develop a “theory of mind” – an awareness of the concept of mental states (feelings, desires, beliefs, and thoughts), their own and those of others – before they can talk about their own past memories. Once children become capable of answering such questions as “What does it mean to remember?” and “What does it mean to know something?” improvements in memory seem to occur.

    It may be that the developments just described are intertwined with and influence one another. Talking with parents about the past may enhance the development of the self-concept, for example, as well as help child understand what it means to “remember.” No doubt the ability to talk about one’s past represents memory of a different level of complexity than simple recognition or recall.

TPO22

Spartine

Spartine alterniflora, known as cordgrass, is a deciduous, perennial flowering plant native to the Atlantic coast and the Gulf Coast of the United States. It is the dominant native species of the lower salt marshes along these coasts, where it grows in the intertidal zone (the area covered by water some parts of the day and exposed others.)

    These natural salt marshes are among the most productive habitats in the marine environment. Nutrient-rich water is brought to the wetlands during each high tide, making a high rate of food production possible. As the seaweed and marsh grass leaves die, bacteria break down the plant material, and insects, small shrimplike organisms, fiddler crabs, and marsh snails eat the decaying plant tissue, digest it, and excrete wastes high in nutrients. Numerous insects occupy the marsh, feeding on living or dead cordgrass tissue, and redwing blackbirds, sparrows, rodents, rabbits, and deer feed directly on the cordgrass. Each tidal cycle carries plant materials into the offshore water to be used by the subtidal organisms.

    Spartina is an exceedingly competitive plant.  It spreads primarily by underground stems; colonies form when pieces of the root system or whole plants float into an area and take root or when seeds float into a suitable area and germinate. Spartina establishes itself on substrates ranging from sand and silt to gravel and cobble and is tolerant of salinities ranging from that of near freshwater (0.05 percent) to that of salt water (3.5 percent).  Because they lack oxygen, marsh sediments are high in sulfides that are toxic to most plants.  Spartina has the ability to take up sulfides and convert them to sulfate, a form of sulfur that the plant can use; this ability makes it easier for the grass to colonize marsh environments. Another adaptive advantage is Spartina’s ability to use carbon dioxide more efficiently than most other plants.

    These characteristics make Spartina a valuable component of the estuaries where it occurs naturally. The plant functions as a stabilizer and a sediment trap and as a nursery area for estuarine fish and shellfish. Once established, a stand of Spartina begins to trap sediment, changing the substrate elevation, and eventually the stand evolves into a high marsh system where Spartina is gradually displaced by higher-elevation, brackish-water species. As elevation increases, narrow, deep channels of water form throughout the marsh. Along the east coast Spartina is considered valuable for its ability to prevent erosion and marshland deterioration; it is also used to coastal restoration projects and the creation of new wetland sites.

    Spartina was transported to Washington State in packing materials for oysters transplanted from the east coast in 1894. Leaving its insect predators behind, the cordgrass has been spreading slowly and steadily along Washington’s tidal estuaries on the west coast, crowding out the native plants and drastically altering the landscape by trapping sediment. Spartina modifies tidal mudflats, turning them into high marshes inhospitable to the many fish and waterfowl that depend on the mudflats. It is already hampering the oyster harvest and the Dungeness crab fishery, and it interferes with the recreational use of beaches and waterfronts. Spartina has been transplanted to England and to New Zealand for land reclamation and shoreline stabilization. In New Zealand the plant has spread rapidly, changing mudflats with marshy fringes to extensive salt meadows and reducing the number and kinds of birds and animals that use the marsh.

    Efforts to control Spartina outside its natural environment have included burning, flooding, shading plants with black canvas or plastic, smothering the plants with dredged materials or clay, applying herbicide, and mowing repeated. Little success has been reported in New Zealand and England; Washington State’s management program has tried many of these methods and is presently using the herbicide glyphosphate to control its spread. Work has begun to determine the feasibility of using insects as biological controls, but effective biological controls are considered years away. Even with a massive effort, it is doubtful that complete eradication of Spartina from nonnative habitats is possible, for it has become an integral part of these shorelines and estuaries during the last 100 to 200 years.

The Birth of Photography

    Perceptions of the visible world were greatly altered by the invention of photography in the middle of the nineteenth century. In particular, and quite logically, the art of painting was forever changed, though not always in the ways one might have expected. The realistic and naturalistic painters of the mid- and late-nineteenth century were all intently aware of photography – as a thing to use, to learn from, and react to.

    Unlike most major inventions, photography had been long and impatiently awaited. The images produced by the camera obscura, a boxlike device that used a pinhole or lens to throw and image onto a ground-glass screen or a piece of white paper, were already familiar – the device had been much employed by topographical artists like the Italian painter Canaletto in his detailed views of the city of Venice. What was lacking was a way of giving such images permanent form. This was finally achieved by Louis Daguerre (1787 – 1851), who perfected a way of fixing them on a silvered copper plate. His discovery, the “daguerreotype,” was announced in 1839. 

    A second and very different process was patented by the British inventor William Henry Talbot (1800 – 1877) in 1841.  Talbot’s “calotype” was the first negative-to-positive process and the direct ancestor of the modern photograph. The calotype was revolutionary in its use of chemically treated paper in which areas hit by light became dark in tone, producing a negative image.  This “negative”, as Talbot called it, could then be used to print multiple positive images on another piece of treated paper. 

    The two processes produced very different results. The daguerreotype was a unique image that reproduced what was in front of the camera lens in minute, unselective detail and could not be duplicated. The calotype could be made in series, and was thus the equivalent of an etching or an engraving. Its general effect was soft edged and tonal.

    One of the things that most impressed the original audience for photography was the idea of authenticity. Nature now seemed able to speak for itself, with a minimum of interference. The title Talbot chose for his book, The pencil of Nature (the first part of which was published in 1844), reflected this feeling. Artists were fascinated by photography because it offered a way of examining the world in much greater detail. They were also afraid of it, because it seemed likely to make their own efforts unnecessary.

    Photograph did indeed make certain kinds of painting obsolete – the daguerreotype virtually did away with the portrait miniature. It also made the whole business of making and owning images democratic. Portraiture, once a luxury for the privileged few, was suddenly well within the reach of many more people.

    In the long term, photography’s impact on the visual arts was far from simple. Because the medium was so prolific, in the sense that it was possible to produce a multitude of images very cheaply, it was soon treated as the poor relation of the fine art, rather than its destined successor. Even those artists who were most dependent on photography became reluctant to admit that they made use of it, in case this compromised their professional standing.

    The rapid technical development of photography – the introduction of lighter and simpler equipment, and of new emulsions that coated photographic plates, film, and paper and enabled images to be made at much faster speeds – had some unanticipated consequences. Scientific experiments made by photographers such as Eadweard Muybridge (1830 – 1904) and Etienne-Jules Marey (1830 – 1904) demonstrated that the movements of both humans and animals differed widely from the way they had been traditionally represented in art. Artists, often reluctantly, were forced to accept the evidence provided by the camera. The new candid photography – unposed pictures that were made when the subjects were unaware that their pictures were being taken – confirmed these scientific results, and at the same time, thanks to the radical cropping (trimming) of images that the camera often imposed, suggested new compositional formats. The accidental effects obtained by candid photographers were soon being copied by artists such as the French painter Degas.

The Allende Meteorite

    Sometime after midnight on February 8, 1969, a large, bright meteor entered Earth’s atmosphere and broke into thousands of pieces, plummeted to the ground, and scattered over an area 50 miles long and 10 miles wide in the state of Chihuahua in Mexico. The first meteorite from this fall was found in the village of Pueblito de Allende. Altogether, roughly two tons of meteorite fragments were recovered, all of which bear the name Allende for the location of the first discovery.

    Individual specimens of Allende are covered with a black, glassy crust that formed when their exteriors melted as they were slowed by Earth’s atmosphere. When broken open, Allende stones are revealed to contain an assortment of small, distinctive objects, spherical or irregular in shape and embedded in a dark gray matrix (binding material), which were once constituents of the solar nebula – the interstellar cloud of gas and dust out of which our solar system was formed.

    The Allende meteorite is classified as a chondrite. Chondrites take their name tfrom the Greek word chondros – meaning “seed” – an allusion to their appearance as rocks containing tiny seeds. These seeds are actually chondrules: millimeter-sized melted droplets of silicate material that were cooled into spheres of glass and crystal. A few chondrules contain grains that survived the melting event, so these enigmatic chondrules must have formed when compact masses of nebular dust were fused at high temperatures – approaching 1,700 degrees Celsius – and then cooled before these surviving grains could melt. Study of the textures of chondrules confirms that they cooled rather quickly, in times measure in minutes or hours, so the heating events that formed them must have been localized. It seems very unlikely that large portions of the nebula were heated to such extreme temperatures, and huge nebula areas could not possibly have lost heat so fast. Chondrules must have been melted in small pockets of the nebula that were able to lose heat rapidly. The origin of these peculiar glassy spheres remains an enigma.

    Equally perplexing constituents of Allende are the refractory inclusions: irregular white masses that tend to be larger than chondrules.  They are composed of minerals uncommon on Earth, all rich in calcium, aluminum, the most refractory (resistant to melting) of the major elements in the nebula.  The same minerals that occur in refractory inclusions are believed to be the earliest-formed substances to have condensed out of the solar nebula.  However, studies of the textures of inclusions reveal that the order in which the minerals appeared in the inclusions varies from inclusion to inclusion, and often does not match the theoretical condensation sequence for those metals. 

     Chondrules and inclusions in Allende are held together by the chondrite matrix, a mixture of fine-grained, mostly silicate minerals that also includes grains of iron metal and iron sulfide. At one time it was thought that these matrix grains might be pristine nebular dust, the sort of stuff from which chondrules and inclusions were made. However, detailed studies of the chondrite matrix suggest that much of it, too, has been formed by condensation or melting in the nebula, although minute amounts of surviving interstellar dust are mixed with the processed materials.

     All these diverse constituents are aggregated together to form chondritic meteorites, like Allende, that have chemical compositions much like that of the Sun. To compare the compositions of a meteorite and the Sun, it is necessary that we use ratios of elements rather than simply the abundances of atoms. After all, the Sun has many more atoms of any element, say iron, than does a meteorite specimen, but the ratios of iron to silicon in the two kinds of matter might be comparable. The compositional similarity is striking. The major difference is that Allende is depleted in the most volatile elements, like hydrogen carbon, oxygen nitrogen, and the noble gases, relative to the Sun. These are the elements that tend to form gases even at very low temperatures. We might think of chondrites as samples of distilled Sun, a sort of solar sludge from which only gases have been removed. Since practically all the solar system’s mass resides in the Sun, this similarity in chemistry means that chondrites have average solar system composition, except for the most volatile elements; they are truly lumps of nebular matter, probably similar in composition to the matter from which planets were assembled.

TPO23

Urban Climates

    The city is an extraordinary processor of mass and energy and has its own metabolism. A daily input of water, food, and energy of various kinds is matched by an output of sewage, solid waste, air pollutants, energy, and materials that have been transformed in some way. The quantities involved are enormous. Many aspects of this energy use affect the atmosphere of a city, particularly in the production of heat.

    In winter the heat produced by a city can equal or surpass the amount of heat available from the Sun. All the heat that warms a building eventually transfers to the surrounding air, a process that is quickest where houses are poorly insulated. But an automobile produces enough heat to warm an average house in winter, and if a house were perfectly insulated, one adult could also produce more than enough heat to warm it. Therefore, even without any industrial production of heat, an urban area tends to be warmer than the countryside that surrounds it.

    The burning of fuel, such as by cars, is not the only source of this increased heat. Two other factors contribute to the higher overall temperature in cities. The first is the heat capacity of the materials that constitute the city, which is typically dominated by concrete and asphalt. During the day, heat from the Sun can be conducted into these materials and stored – to be released at night. But in the countryside materials have a significantly lower heat capacity because a vegetative blanket prevents heat from easily flowing into and out of the ground. The second factor is that radiant heat coming into the city from the Sun is trapped in two ways: (1) by a continuing series of reflections among the numerous vertical surfaces that buildings present and (2) by the dust dome the cloudlike layer of polluted air that most cities produce. Shortwave radiation from the Sun passes through the pollution dome more easily than outgoing longwave radiation does; the latter is absorbed by the gaseous pollutants of the dome and reradiated back to the urban surface.

    Cities, then, are warmer than the surrounding rural areas, and together they produce a phenomenon known as the urban heat island. Heat islands develop best under particular conditions associated with light winds, but they can form almost any time.  The precise configuration of a heat island depends on several factors.  For example, the wind can make a heat island stretch in the direction it blows.  When a heat island is well developed, variations can be extreme; in winter, busy streets in cities can be 17℃ warmer than the side streets.  Areas near traffic lights can be similarly warmer than the areas between them because of the effect of cars standing in traffic instead of moving. The maximum differences in temperature between neighboring urban and rural environments is called the heat-island intensity for that region. In general, the larger the city, the greater its heat-island intensity. The actual level of intensity depends on such factors as the physical layout, population density, and productive activities of a metropolis.

    The surface-atmosphere relationships inside metropolitan areas produce a number of climatic peculiarities. For one thing, the presence or absence of moisture is affected by the special qualities of the urban surface. With much of the built-up landscape impenetrable by water, even gentle rain runs off almost immediately from rooftops, streets, and parking lots. Thus, city surfaces, as well as the air above them, tend to be drier between episodes of rain; with little water available for the cooling process of evaporation, relative humidities are usually lower. Wind movements are also modified in cities because buildings increase the friction on air flowing around them. This friction tends to slow the speed of winds, making them far less efficient at dispersing pollutants. On the other hand, air turbulence increases because of the effect of skyscrapers on airflow. Rainfall is also increased in cities. The cause appears to be in part greater turbulence in the urban atmosphere as hot air rises from the built-up surface.

Seventeenth-Century Dutch Agriculture

    Agriculture and fishing formed the primary sector of the economy in the Netherlands in the seventeenth century. Dutch agriculture was modernized and commercialized new crops and agricultural techniques raised levels of production so that they were in line with market demands, and cheap grain was imported annually from the Baltic region in large quantities. According to estimates, about 120,000 tons of imported grain fed about 600,000 people; that is about a third of the Dutch population. Importing the grain, which would have been expensive and time consuming for the Dutch to have produced themselves, kept the price of grain low and thus stimulated individual demand for other foodstuffs and consumer goods.

    Apart from this, being able to give up labor-intensive grain production freed both the land and the workforce for more productive agricultural divisions. The peasants specialized in livestock husbandry and dairy farming as well as in cultivating industrial crops and fodder crops: flax, madder, and rape were grown, as were tobacco, hops, and turnips. These products were bought mostly by urban businesses. There was also a demand among urban consumers for dairy products such as butter and cheese, which, in the sixteenth century, had become more expensive than grain. The high prices encouraged the peasants to improve their animal husbandry techniques; for example, they began feeding their animals indoors in order to raise the milk yield of their cows.

    In addition to dairy farming and cultivating industrial crops, a third sector of the Dutch economy reflected the way in which agriculture was being modernized – horticulture.  In the sixteenth century, fruit and vegetables were to be found only in gardens belonging to wealthy people.  This changed in the early part of the seventeenth century when horticulture became accepted as an agricultural sector. Whole villages began to cultivate fruit and vegetables.  The produce was then transported by water to markets in the cities, where the consumption of fruit and vegetable was no longer restricted to the wealthy.

    As the demand for agricultural produce from both consumers and industry increased, agricultural land became more valuable and people tried to work the available land more intensively and to reclaim more land from wetlands and lakes. In order to increase production on existing land, the peasants made more use of crop rotation and, in particular, began to apply animal waste to the soil regularly, rather than leaving the fertilization process up to the grazing livestock. For the first time, industrial waste, such as ash from the soap-boilers, was collected in the cities and sold in the country as artificial fertilizer. The increased yield and price of land justified reclaiming and draining even more land.

    The Dutch battle against the sea is legendary. Noorderkwaroer in Holland, with its numerous lakes and stretches of water, was particularly suitable for land reclamation and one of the biggest projects undertaken there was the draining of the Beemster lake which began in 1608. The richest merchants in Amsterdam contributed money to reclaim a good 7,100 hectares of land. Forty-three windmills powered the drainage pumps so that they were able to lease the reclamation to farmers as early as 1612, with the investors receiving annual leasing payments at an interest rate of 17 percent. Land reclamation continued, and between 1590 and 1665 almost 100,000 hectares were reclaimed from the wetland areas of Holland, Zeeland, and Friesland. However, land reclamation decreased significantly after the middle of the seventeenth century because the price of agricultural products began to fall, making land reclamation far less profitable in the second part of the century.

    Dutch agriculture was finally affected by the general agricultural crisis in Europe during the last two decades of the seventeenth century. However, what is astonishing about this is not that Dutch agriculture was affected by critical phenomena such as a decrease in sales and production, but the fact that the crisis appeared only relatively late in Dutch agriculture. In Europe as a whole, the exceptional reduction in the population and the related fall in demand for grain since the beginning of the seventeenth century had caused the price of agricultural products to fall. Dutch peasants were able to remain unaffected by this crisis for a long time because they had specialized in dairy farming, industrial crops, and horticulture. However, toward the end of the seventeenth century, they too were overtaken by the general agriculture crisis.

Rock Art of the Australian Aborigines

    Ever since Europeans first explored Australia, people have been trying to understand the ancient rock drawings and carvings created by the Aborigines, the original inhabitants of the continent. Early in the nineteenth century, encounters with Aboriginal rock art tended to be infrequent and open to speculative interpretation, but since the late nineteenth century, awareness of the extent and variety of Australian rock art has been growing. In the latter decades of the twentieth century there were intensified efforts to understand and record the abundance of Australia rock art.

    The systematic study of this art is a relatively new discipline in Australia. Over the past four decades new discoveries have steadily added to the body of knowledge. The most significant data have come from a concentration of three major questions. First, what is the age of Australian rock art? Second, what is its stylistic organization and is it possible to discern a sequence or a pattern of development between styles?

Third, is it possible to interpret accurately the subject matter of ancient rock art, bringing to bear all available archaeological techniques and the knowledge of present-day Aboriginal informants? 

    The age of Australia’s rock art is constantly being revised, and earlier datings have been proposed as the result of new discoveries.  Currently, reliable scientific evidence dates the earliest creation of art on rock surfaces in Australia to somewhere between 30,000 and 50,000 years ago.  This in itself is an almost incomprehensible span of generations, and one that makes Australia’s rock art the oldest continuous art tradition in the world. 

    Although the remarkable antiquity of Australia’s rock art is now established, the sequences and meanings of its images have been widely debated. Since the mid-1970s a reasonably stable picture has formed of the organization of Australian rock art. In order to create a sense of structure to this picture, researchers have relied on a distinction that still underlies the forms of much indigenous visual culture – a distinction between geometric and figurative elements. Simple geometric repeated patterns – circles, concentric circles, and lines – constitute the iconography (characteristic images) of the earliest rock-art sites found across Australia. The frequency with which certain simple motifs appear in these oldest sites has led rock-art researchers to adopt a descriptive term – the Panaramitee style – a label which takes its name from the extensive rock pavements at Panaramitee North in desert South Australia, which are covered with motifs pecked into the surfaces. Certain features of these engravings lead to the conclusion that they are of great age – geological changes had clearly happened after the designs had been made and local Aboriginal informants, when first questioned about them, seemed to know nothing of their origins. Furthermore, the designs were covered with “desert varnish,” a glaze that develops on rock surfaces over thousands of years of exposure to the elements. The simple motifs found at Panaramitee are common to many rock-art sites across Australia. Indeed, sites with engravings of geometric shapes are also to be found on the island of Tasmania, which was separated from the mainland of the continent some 10,000 years ago.

    In the 1970s, when the study of Australian archaeology was in an exciting phase of development, with the great antiquity of rock art becoming clear. Lesley Maynard, the archaeologist who coined the phrase “Panaramitee style,” suggested that a sequence could be determined for Australian rock art in which a geometric style gave way to a simple figurative style (outlines of figures and animals), followed by a range of complex figurative styles that, unlike the pan-Australian geometric tradition tended to much greater regional diversity. While accepting that this sequence fits the archaeological profile of those sites, which were occupied continuously over many thousands of years, a number of writers have warned that the underlying assumption of such a sequence – a development form the simple and the geometric to the complex and naturalistic – obscures the cultural continuities in Aboriginal Australia in which geometric symbolism remains fundamentally important. In this context the simplicity of a geometric motif may be more apparent than real. Motifs of seeming simplicity can encode complex meanings in Aboriginal Australia. And has not twentieth-century art shown that naturalism does not necessarily follow abstraction in some kind of predetermined sequence?

TPO24

Lake Water

Where does the water in a lake come from, and how does water leave it? Water enters a lake from inflowing rivers, from underwater seeps and springs, from overland flow off the surrounding land, and from rain falling directly on the lake surface. Water leaves a lake via outflowing rivers, by soaking into the bed of the lake, and by evaporation. So much is obvious.

The questions become more complicated when actual volumes of water are considered: how much water enters and leaves by each route? Discovering the inputs and outputs of rivers is a matter of measuring the discharges of every inflowing and outflowing stream and river. Then exchanges with the atmosphere are calculated by finding the difference between the gains from rain, as measured (rather roughly) by rain gauges, and the losses by evaporation, measured with models that correct for the other sources of water loss. From the majority of lakes, certainly those surrounded by forests, input from overland flow is too small to have a noticeable effect. Changes in lake level not explained by river flows plus exchanges with the atmosphere must be due to the net difference between what seeps into the lake from the groundwater and what leaks into the groundwater. Note the word “net”: measuring the actual amounts of groundwater seepage into the lake and out of the lake is a much more complicated matter than merely inferring their difference.

Once all this information has been gathered, it becomes possible to judge whether a lake’s flow is mainly due to its surface inputs and outputs or to its underground inputs and outputs.  If the former are greater, the lake is a surface-water-dominated lake; if the latter, it is a seepage-dominated lake.  Occasionally, common sense tells you which of these two possibilities applies.  For example, a pond in hilly country that maintains a steady water level all through a dry summer in spite of having no streams flowing into it must obviously be seepage dominated. Conversely, a pond with a stream flowing in one end and out the other, which dries up when the stream dries up, is clearly surface water dominated. 

By whatever means, a lake is constantly gaining water and losing water: its water does not just sit there, or, anyway, not for long. This raises the matter of a lake’s residence time. The residence time is the average length of time that any particular molecule of water remains in the lake, and it is calculated by dividing the volume of water in the lake by the rate at which water leaves the lake. The residence time is an average; the time spent in the lake by a given molecule (if we could follow its fate) would depend on the route it took: it might flow through as part of the fastest, most direct current, or it might circle in a backwater for an indefinitely long time.

Residence times vary enormously. They range from a few days for small lakes up to several hundred years for large ones; Lake Tahoe, in California, has a residence time of 700 years. The residence times for the Great Lakes of North America, namely, Lakes Superior, Michigan, Huron, Erie and Ontario, are, respectively, 190, 100, 22,

2.5 and 6 years. Lake Erie’s is the lowest: although its area is larger than Lake Ontario’s, its volume is less than one-third as great because it is so shallow – less than 20 meters on average.

A given lake’s residence time is by no means a fixed quantity. It depends on the rate at which water enters the lake, and that depends on the rainfall and the evaporation rate. Climatic change (the result of global warming?) is dramatically affecting the residence times of some lakes in northwestern Ontario, Canada. In the period 1970 to 1986, rainfall in the area decreased from 1,000 millimeters to 650 millimeters per annum, while above-average temperatures speeded up the evapotranspiration rate (the rate at which water is lost to the atmosphere through evaporation and the processes of plant life). The result has been that the residence time of one of the lakes increased from 5 to 18 years during the study period. The slowing down of water renewal leads to a chain of further consequences: it causes dissolved chemicals to become increasingly concentrated, and this, in turn, has a marked effect on all living things in the lake.

Moving into Pueblos

In the Mesa Verde area of the ancient North American Southwest, living patterns changed in the thirteenth century, with large numbers of people moving into large communal dwellings called pueblos, often constructed at the edges of canyons, especially on the sides of cliffs. Abandoning small extended-family households to move into these large pueblos with dozens if not hundreds of other people was probably traumatic. Few of the cultural traditions and rules that today allow us to deal with dense populations existed for these people accustomed to household autonomy and the ability to move around the landscape almost at will.  And besides the awkwardness of having to share walls with neighbors, living in aggregated pueblos introduced other problems.  For people in cliff dwellings, hauling water, wood, and food to their homes was a major chore.  The stress on local resources, especially in the firewood needed for daily cooking and warmth, was particularly intense, and conditions in aggregated pueblos were not very hygienic. 

Given all the disadvantages of living in aggregated towns, why did people in the thirteenth century move into these closely packed quarters? For transitions of such suddenness, archaeologists consider either pull factors (benefits that drew families together) or push factors (some external threat or crisis that forced people to aggregate). In this case, push explanations dominate.

Population growth is considered a particularly influential push. After several generations of population growth, people packed the landscape in densities so high that communal pueblos may have been a necessary outcome. Around Sand Canyon, for example, populations grew from 5 – 12 people per square kilometer in the tenth century to as many as 30 – 50 by the 1200s. As densities increased, domestic architecture became larger, culminating in crowded pueblos. Some scholars expand on this idea by emphasizing a corresponding need for arable land to feed growing numbers of people: construction of small dams, reservoirs, terraces, and field houses indicates that farmers were intensifying their efforts during the 1200s. Competition for good farmland may also have prompted people to bond together to assert rights over the best fields.

Another important push was the onset of the Little Ice Age, a climatic phenomenon that led to cooler temperatures in the Northern Hemisphere. Although the height of the Little Ice Age was still around the corner, some evidence suggests that temperatures were falling during the thirteenth century. The environmental changes associated with this transition are not fully understood, but people living closest to the San Juan Mountains, to the northeast of Mesa Verde, were affected first. Growing food at these elevations is always difficult because of the short growing season. As the Little Ice Age progressed, farmers probably moved their fields to lower elevations, infringing on the lands of other farmers and pushing people together, thus contributing to the aggregations. Archaeologists identify a corresponding shift in populations toward the south and west toward Mesa Verde and away from higher elevations.

In the face of all these pushes, people in the Mesa Verde area had yet another reason to move into communal villages: the need for greater cooperation. Sharing and cooperation were almost certainly part of early Puebloan life, even for people living in largely independent single-household residences scattered across the landscape. Archaeologists find that even the most isolated residences during the eleventh and twelfth centuries obtained some pottery, and probably food, from some distance away, while major ceremonial events were opportunities for sharing food and crafts. Scholars believe that this cooperation allowed people to contend with a patchy environment in which precipitation and other resources varied across the landscape: if you produce a lot of food one year, you might trade it for pottery made by a distant ally who is having difficulty with crops – and the next year, the flow of goods might go in the opposite direction. But all of this appears to have changed in the thirteenth century. Although the climate remained as unpredictable as ever between one year and the next, it became much less locally diverse. In a bad year for farming, everyone was equally affected. No longer was it helpful to share widely. Instead, the most sensible thing would be for neighbors to combine efforts to produce as much food as possible, and thus aggregated towns were a sensible arrangement.

Breathing During Sleep

Of all the physiological differences in human sleep compared with wakefulness that have been discovered in the last decade, changes in respiratory control are most dramatic. Not only are there differences in the level of the functioning of respiratory systems, there are even changes in how they function. Movements of the rib cage for breathing are reduced during sleep, making the contractions of the diaphragm more important.  Yet because of the physics of lying down, the stomach applies weight against the diaphragm and makes it more difficult for the diaphragm to do its job.  However, there are many other changes that affect respiration when asleep.

During wakefulness, breathing is controlled by two interacting systems.  The first is an automatic, metabolic system whose control is centered in the brain stem. It subconsciously adjusts breathing rate and depth in order to regulate the levels of carbon dioxide (CO2) and oxygen (O2), and the acid-base ratio in the blood. The second system is the voluntary, behavioral system. Its control center is based in the forebrain, and it regulates breathing for use in speech, singing, signing, and so on. It is capable of ignoring or overriding the automatic, metabolic system and produces an irregular pattern of breathing.

During NREM (the phrase of sleep in which there is no rapid eye movement) breathing becomes deeper and more regular, but there is also a decrease in the breathing rate, resulting in less air being exchanged overall. This occurs because during NREM sleep the automatic, metabolic system has exclusive control over breathing and the body uses less oxygen and produces less carbon dioxide. Also, during sleep the automatic metabolic system is less responsive to carbon dioxide levels and oxygen levels in the blood. Two things result from these changes in breathing control that occur during sleep. First, there may be a brief cessation or reduction of breathing when falling asleep as the sleeper waxes and wanes between sleep and wakefulness and their differing control mechanisms. Second, once sleep is fully obtained, there is an increase of carbon dioxide and a decrease of oxygen in the blood that persists during NREM.

But that is not all that changes. During all phrases of sleep, several changes in the air passages have been observed. It takes twice as much effort to breathe during sleep because of greater resistance to airflow in the airways and changes in the efficiency of the muscles used for breathing. Some of the muscles that help keep the upper airway open when breathing tend to become more relaxed during sleep especially during REM ( the phrase of sleep in which there is rapid eye movement). Without this muscular action, inhaling is like sucking air out of a balloon – the narrow passages tend to collapse. Also there is a regular cycle of change in resistance between the two sides of the nose. If something blocks the “good” side, such as congestion from allergies or a cold, then resistance increases dramatically. Coupled with these factors is the loss of the complex interactions among the muscles that can change the route of airflow from nose to mouth.

Other respiratory regulating mechanisms apparently cease functioning during sleep. For example, during wakefulness there is an immediate, automatic, adaptive increase in breathing effort when inhaling is made more difficult (such as breathing through a restrictive face mask). This reflexive adjustment is totally absent during NREM sleep. Only after several inadequate breaths under such conditions, resulting in the considerable elevation of carbon dioxide and reduction of oxygen in the blood, is breathing effort adjusted. Finally, the coughing reflex in reaction to irritants in the airway produces not a cough during sleep but a cessation of breathing. If the irritation is severe enough, a sleeping person will arouse, clear the airway, then resume breathing and likely return to sleep.

Additional breathing changes occur during REM sleep that even more dramatic than the changes that occur during NREM. The amount of air exchanged is even lower in REM than NREM because, although breathing is more rapid in REM, it is also more irregular, with brief episodes of shallow breathing or absence of breathing. In addition, breathing during REM depends much more on the action of the diaphragm and much less on rib cage action.

TPO25

The Surface of Mars

    The surface of Mars shows a wide range of geologic features, including huge volcanoes – the largest known in the solar system – and extensive impact cratering. Three very large volcanoes are found on the Tharsis bulge, an enormous geologic area near Mars’s equator. Northwest of Tharsis is the largest volcano of all: Olympus Mons, with a height of 25 kilometers and measuring some 700 kilometers in diameter at its base. The three large volcanoes on the Tharsis bulge are a little smaller – a “mere” 18 kilometers high.

    None of these volcanoes was formed as a result of collisions between plates of the Martian crust – there is no plate motion on Mars. Instead, they are shield volcanoes – volcanoes with broad, sloping sides formed by molten rock. All four show distinctive lava channels and other flow features similar to those found on shield volcanoes on Earth. Images of the Martian surface reveal many hundreds of volcanoes. Most of the largest volcanoes are associated with the Tharsis bulge, but many smaller ones are found in the northern plains.

    The great height of Martian volcanoes is a direct consequence of the planet’s low surface gravity. As lava flows and spreads to form a shield volcano, the volcano’s eventual height depends on the new mountain’s ability to support its own weight. The lower the gravity, the lesser the weight and the greater the height of the mountain. It is no accident that Maxwell Mons on Venus and the Hawaiian shield volcanoes on Earth rise to about the same height (about 10 kilometers) above their respective bases – Earth and Venus have similar surface gravity. Mars’s surface gravity is only 40 percent that of Earth, so volcanoes rise roughly 2.5 times as high. Are the Martian shield volcanoes still active? Scientists have no direct evidence for recent or ongoing eruptions, but if these volcanoes were active as recently as 100 million years ago (an estimate of the time of last eruption based on the extent of impact cratering on their slopes), some of them may still be at least intermittently active. Millions of years, though, may pass between eruptions.

    Another prominent feature of Mars’s surface is cratering. The Mariner spacecraft found that the surface of Mars, as well as that of its two moons, is pitted with impact craters formed by meteoroids falling in from space. As on our Moon, the smaller craters are often filled with surface matter – mostly dust – confirming that Mars is a dry desert world. However, Martian craters get filled in considerably faster than their lunar counterparts. On the Moon, ancient craters less than 100 meters across (corresponding to depths of about 20 meters) have been obliterated, primarily by meteoritic erosion. On Mars, there are relatively few craters less than about 5 kilometers in diameter. The Martian atmosphere is an efficient erosive agent, with Martian winds transporting dust from place to place and erasing surface features much faster than meteoritic impacts alone can obliterate them.

    As on the Moon, the extent of large impact cratering (i.e., craters too big to have been filled in by erosion since they were formed) serves as an age indicator for the Martian surface. Age estimates ranging from four billion years for Mars’s southern highlands to a few hundred million years in the youngest volcanic areas were obtained in this way.

    The detailed appearance of Martian impact craters provides an important piece of information about conditions just below the planet’s surface. Martian craters are surrounded by ejecta (debris formed as a result of an impact) that looks quite different from its lunar counterparts. A comparison of the Copernicus crater on the Moon with the (fairly typical) crater Yuty on Mars demonstrates the differences. The ejecta surrounding the lunar crater is just what one would expect from an explosion ejecting a large volume of dust, soil, and boulders. However, the ejecta on Mars gives the distinct impression of a liquid that has splashed or flowed out of the crater. Geologists think that this fluidized ejecta crater indicates that a layer of permafrost, or water ice, lies just a few meters under the surface. Explosive impacts heated and liquefied the ice, resulting in the fluid appearance of the ejecta. 

The Decline of Venetian Shipping

    In the late thirteenth century, northern Italian cities such as Genoa, Florence, and Venice began an economic resurgence that made them into the most important economic centers of Europe. By the seventeenth century, however, other European powers had taken over, as the Italian cities lost much of their economic might.

    This decline can be seen clearly in the changes that affected Venetian shipping and trade. First, Venice’s intermediary functions in the Adriatic Sea, where it had dominated the business of shipping for other parties, were lost to direct trading. In the fifteenth century there was little problem recruiting sailors to row the galleys (large ships propelled by oars); guilds (business associations) were required to provide rowers, and through a draft system free citizens served compulsorily when called for. In the early sixteenth century the shortage of rowers was not serious because the demand for galleys was limited by a move to round ships (round-hulled ships with more cargo space), which required fewer rowers. But the shortage of crews proved to be a greater and greater problem, despite continuous appeal to Venice’s tradition of maritime greatness. Even though sailors’ wages doubled among the northern Italian cities from 1550 to 1590, this did not elicit an increased supply. 

  The problem in shipping extended to the Arsenale, Venice’s huge and powerful shipyard. Timber ran short, and it was necessary to procure it from farther and farther away. In ancient Roman times, the Italian peninsula had great forests of fir preferred for warships, but scarcity was apparent as early as the early fourteenth century. Arsenale officers first brought timber from the foothills of the Alps, then from north toward Trieste, and finally from across the Adriatic. Private shipbuilders were required to buy their oak abroad. As the costs of shipbuilding rose, Venice clung to its outdated standards while the Dutch were innovating in lighter and more easily handled ships.

    The step from buying foreign timber to buying foreign ships was regarded as a short one, especially when complaints were heard in the latter sixteenth century that the standards and traditions of the Arsenale were funning down. Work was stretched out and done poorly. Older workers had been allowed to stop work a half hour before the regular time, and in 1601 younger workers left with them. Merchants complained that the privileges reserved for Venetian-built and –owned ships were first extended to those Venetians who bought ships from abroad and then to foreign-built and –owned vessels. Historian Frederic Lane observes that after the loss of ships in battle in the late sixteenth century, the shipbuilding industry no longer had the capacity to recover that it had displayed at the start of the century.

    The conventional explanation for the loss of Venetian dominance in trade is the establishment of the Portuguese direct sea route to the East, replacing the overland Silk Road from the Black Sea and the highly profitable Indian Ocean-caravan-eastern Mediterranean route to Venice. The Portuguese Vasco da Gama’s voyage around southern Africa to India took place at the end of the fifteenth century, and by 1502 the trans-Arabian caravan route had been cut off by political unrest.

    The Venetian Council finally allowed round ships to enter the trade that was previously reserved for merchant galleys, thus reducing transport costs by one third. Prices of spices delivered by ship from the eastern Mediterranean came to equal those of spices transported by Portuguese vessels, but the increase in quantity with both routes in operation drove the price far down. Gradually, Venice’s role as a storage and distribution center for spices and silk, dyes, cotton, and gold decayed, and by the early seventeenth century Venice had lost its monopoly in markets such as France and southern Germany.

    Venetian shipping had started to decline from about 1530 – before the entry into the Mediterranean of large volumes of Dutch and British shipping – and was clearly outclassed by the end of the century. A contemporary of Shakespeare (1564 – 1616) observed that the productivity of Italian shipping had declined, compared with that of the British, because of conservatism and loss of expertise. Moreover, Italian sailors were deserting and emigrating, and captains, no longer recruited from the ranks of nobles, were weak on navigation.

The Evolutionary Origin of Plants

The evolutionary history of plants has been marked by a series of adaptations. The ancestors of plants were photosynthetic single-celled organisms probably similar to today’s algae. Like modern algae, the organisms that gave rise to plants presumably lacked true roots, stems, leaves, and complex reproductive structures such as flowers. All of these features appeared later in the evolutionary history of plants. Of today’s different groups of algae, green algae are probably the most similar to ancestral plants. This supposition stems from the close phylogenetic (natural evolutionary) relationship between the two groups. DNA comparisons have shown that green algae are plants’ closest living relatives. In addition, other lines of evidence support the hypothesis that land plants evolved from ancestral e green algae: green algae used the same type of chlorophyll and accessory pigments in photosynthesis as do land plants. This would not be true of red or brown algae. Green algae store food as starch, as do land plants and have cell walls made of cellulose, similar in composition to those of land plants. Again, the food storage and cell wall molecules of red and brown algae are different.

    Today green algae live mainly in freshwater, suggesting that their early evolutionary history may have occurred in freshwater habitats. If so, the green algae would have been subjected to environmental pressures that resulted in adaptations that enhanced their potential to give rise to land-dwelling organisms.

    The environmental conditions of freshwater habitats, unlike those of ocean habitats, are highly variable. Water temperature can fluctuate seasonally or even daily, and changing levels of rainfall can lead to fluctuations in the concentration of chemicals in the water or even to periods in which the aquatic habitat dries up. Ancient freshwater green algae must have evolved features that enabled them to withstand extremes of temperature and periods of dryness.  These adaptations served their descendants well as they invaded land.

    The terrestrial world is green now, but it did not start out that way. When plants first made the transition ashore more than 400 million years ago, the land was barren and desolate, inhospitable to life. From a plant’s evolutionary viewpoint, however, it was also a land of opportunity, free of competitors and predators and full of carbon dioxide and sunlight (the raw materials for photosynthesis, which are present in far higher concentrations in air than in water). So once natural selection had shaped the adaptations that helped plants overcome the obstacles to terrestrial living, plants prospered and diversified.

    When plants pioneered the land, they faced a range of challenges posed by terrestrial environments. On land, the supportive buoyancy of water is missing, the plant is no longer bathed in a nutrient solution, and the air tends to dry things out. These conditions favored the evolution of structures that support the body, vessels that transport water and nutrients to all parts of the plant, and structures that conserve water. The resulting adaptations to dry land include some structural features that arose early in plant evolution; now these features are common to virtually all land plants. They include roots or rootlike structures, a waxy cuticle that covers the surfaces of leaves and stems and limits the evaporation of water, and pores called stomata in leaves and stems that allow gas exchange but close when water is scarce, thus reducing water loss. Other adaptations occurred later in the transition to terrestrial life and are now widespread but not universal among plants. These include conducting vessels that transport water and minerals upward from the roots and that move photosynthetic products from the leaves to the rest of the plant body and the stiffening substance lignin, which supports the plant body, helping it expose maximum surface area to sunlight.

   These adaptations allowed an increasing diversity of plant forms to exploit dry land. Life on land, however, also required new methods of transporting sperm to eggs. Unlike aquatic and marine forms, land plants cannot always rely on water currents to carry their sex cells and disperse their fertilized eggs. So the most successful groups of land plants are those that evolved methods of fertilized sex cell dispersal that are independent of water and structures that protect developing embryos from drying out. Protected embryos and waterless dispersal of sex cells were achieved with the origin of seed plants and the key evolutionary innovations that they introduced: pollen, seeds, and, later, flowers and fruits.

TPO 26

Energy and the Industrial Revolution

    For years historians have sought to identify crucial elements in the eighteenth-century rise in industry, technology, and economic power known as the Industrial Revolution, and many give prominence to the problem of energy. Until the eighteenth century, people relied on energy derived from plants as well as animal and human muscle to provide power. Increased efficiency in the use of water and wind helped with such tasks as pumping, milling, or sailing. However, by the eighteenth century, Great Britain in particular was experiencing an energy shortage. Wood, the primary source of heat for homes and industries and also used in the iron industry as processed charcoal, was diminishing in supply. Great Britain had large amounts of coal; however, there were not yet efficient means by which to produce mechanical energy or to power machinery. This was to occur with progress in the development of the steam engine.

    In the late 1700s James Watt designed an efficient and commercially viable steam engine that was soon applied to a variety of industrial uses as it became cheaper to use. The engine helped solve the problem of draining coal mines of groundwater and increased the production of coal needed to power steam engines elsewhere. A rotary engine attached to the steam engine enabled shafts to be turned and machines to be driven, resulting in mills using steam power to spin and weave cotton. Since the steam engine was fired by coals, the large mills did not need to be located by rivers, as had mills that used water-driven machines. The shift to increased mechanization in cotton production is apparent in the import of raw cotton and the sale of cotton goods. Between 1760 and 1850, the amount of raw cotton imported increased 230 times.

Production of British cotton goods increased sixtyfold, and cotton cloth became Great Britain’s most important product, accounting for one-half of all exports. The success of the steam engine resulted in increased demands for coal, and the consequent increase in coal production was made possible as the steam-powered pumps drained water from the ever-deeper coal seams found below the water table.

    The availability of steam power and the demands for new machines facilitated the transformation of the iron industry. Charcoal, made from wood and thus in limited supply, was replaced with coal-derived coke (substance left after coal is heated) as steam-driven bellows came into use for producing of raw iron. Impurities were burnt away with the use of coke, producing a high-quality refined iron. Reduced cost was also instrumental in developing steam-powered rolling mills capable of producing finished iron of various shapes and sizes. The resulting boom in the iron industry expanded the annual iron output by more than 170 times between 1740 and 1840, and by the 1850s Great Britain was producing more tons of iron than the rest of the world combined. The developments in the iron industry were in part a response to the demand for more machines and the ever-widening use of higher-quality iron in other industries.

    Steam power and iron combined to revolutionize transport, which in turn had further implications. Improvements in road construction and sailing had occurred, but shipping heavy freight over land remained expensive, even with the use of rivers and canals wherever possible. Parallel rails had long been used in mining operations to move bigger loads, but horses were still the primary source of power.  However, the arrival of the steam engine initialed a complete transformation in rail transportation, entrenching and expanding the Industrial Revolution.  As transportation improved, distant and larger markets within the nation could be reached, thereby encouraging the development of larger factories to keep pace with increasing sales.  Greater productivity and rising demands provided entrepreneurs with profits that could be reinvested to take advantage of new technologies to further expand capacity, or to seek alternative investment opportunities.  Also, the availability of jobs in railway construction attracted many rural laborers accustomed to seasonal and temporary employment. When the work was completed, many moved to other construction jobs or to factory work in cities and towns, where they became part of an expanding working class.

Survival of Plants and Animals in Desert Conditions

    The harsh conditions in deserts are intolerable for most plants and animals. Despite these conditions, however, many varieties of plants and animals have adapted to deserts in a number of ways. Most plant tissues die if their water content falls too low: the nutrients that feed plants are transmitted by water; water is a raw material in the vital process of photosynthesis; and water regulates the temperature of a plant by its ability to absorb heat and because water vapor lost to the atmosphere through the leaves helps to lower plant temperatures.  Water controls the volume of plant matter produced.  The distribution of plants within different areas of desert is also controlled by water.  Some areas, because of their soil texture, topographical position, or distance from rivers or groundwater, have virtually no water available to plants, whereas other do. 

    The nature of plant life in deserts is also highly dependent on the fact that they have to adapt to the prevailing aridity. There are two general classes of vegetation: long-lived perennials, which may be succulent (water-storing) and are often dwarfed and woody; and annuals or ephemerals, which have a short lift cycle and may form a fairly dense stand immediately after rain.

    The ephemeral plants evade drought. Given a year of favorable precipitation, such plants will develop vigorously and produce large numbers of flowers and fruit. This replenishes the seed content of the desert soil. The seeds then lie dormant until the next wet year, when the desert blooms again.

    The perennial vegetation adjusts to the aridity by means of various avoidance mechanisms. Most desert plants are probably best classified as xerophytes. They possess drought-resisting adaptations: loss of water through the leaves is reduced by means of dense hairs covering waxy leaf surfaces, by the closure of pores during the hottest times to reduce water loss, and by the rolling up or shedding of leaves at the beginning of the dry season. Some xerophytes, the succulents (including cacti), store water in their structures. Another way of countering drought is to have a limited amount of mass above ground and to have extensive root networks below ground. It is not unusual for the roots of some desert perennials to extend downward more than ten meters. Some plants are woody in type – an adaptation designed to prevent collapse of the plant tissue when water stress produces wilting. Another class of desert plant is the phreatophyte. These have adapted to the environment by the development of long taproots that penetrate downward until they approach the assured water supply provided by groundwater. Among these plants are the date palm, tamarisk, and mesquite. They commonly grow near stream channels, springs, or on the margins of lakes.

    Animals also have to adapt to desert conditions, and they may do it through two forms of behavioral adaptation: they either escape or retreat. Escape involves such actions as aestivation, a condition of prolonged dormancy, or torpor, during which animals reduce their metabolic rate and body temperature during the hot season or during very dry spells.

    Seasonal migration is another form of escape, especially for large mammals or birds. The term retreat is applied to the short-term escape behavior of desert animals, and it usually assumes the patter of a daily rhythm. Birds shelter in nests, rock overhangs, trees, and dense shrubs to avoid the hottest hours of the day, while mammals like the kangaroo rt burrow underground.

    Some animals have behavioral, physiological, and morphological (structural) adaptations that enable them to withstand extreme conditions. For example, the ostrich has plumage that is so constructed that the feathers are long but not too dense. When conditions are hot, the ostrich erects them on its back, thus increasing the thickness of the barrier between solar radiation and the skin. The sparse distribution of the feathers, however, also allows considerable lateral air movement over the skin surface, thereby permitting further heat loss by convection. Furthermore, the birds orient themselves carefully with regard to the Sun and gently flap their wings to increase convection cooling.

Sumer and the First Cities of the Ancient Near East

    The earliest of the city states of the ancient Near East appeared at the southern end of the Mesopotamia plain, the area between the Tigris and Euphrates rives in what is now Iraq. It was here that the civilization known as Sumer emerged in its earliest form in the fifth millennium. At first sight, the plain did not appear to be a likely home for a civilization There were few natural resources, no timber, stone, or metals. Rainfall was limited, and what water there was rushed across the plain in the annual flood of melted snow. As the plain fell only 20 meters in 500 kilometers, the beds of the rivers shifted constantly. It was this that made the organization of irrigation, particularly the building of canals to channel and preserve the water, essential. Once this was done and the silt carried down by the rivers was planted, the rewards were rich: four to five times what rain-fed earth would produce. It was these conditions that allowed an elite to emerge, probably as an organizing class, and to sustain itself through the control of surplus crops.

    It is difficult to isolate the factors that led to the next development – the emergence of urban settlements. The earliest, that of Eridu, about 4500 B.C.E., and Uruk, a thousand years later, center on impressive temple complexes built of mud brick. In some way, the elite had associated themselves with the power of the gods. Uruk, for instance, had two patron gods – Anu, the god of the sky and sovereign of all other gods, and Inanna, a goddess of love and war – and there were others, patrons of different cities. Human beings were at their mercy. The biblical story of the Flood may originate in Sumer. In the earliest version, the gods destroy the human race because its clamor had been so disturbing to them.

    It used to be believed that before 3000 B.C.E. the political and economic life of the cities was centered on their temples, but it now seems probable that the cities had secular rulers from earliest times.  Within the city lived administrators, craftspeople, and merchants. (Trading was important, as so many raw materials, the semiprecious stones for the decoration of the temples, timbers for roofs, and all metals, had to be imported.)  An increasingly sophisticated system of administration led in about 3300 B.C.E. to the appearance of writing.  The earliest script was based on logograms, with a symbol being used to express a whole word.  The logograms were incised on damp clay tablets with a stylus with a wedge shape at its end. (The Romans called the shape cuneus and this gives the script its name of cuneiform.) Two thousand logograms have been recorded from these early centuries of writing. A more economical approach was to use a sign to express not a whole word but a single syllable. (To take an example: the Sumerian word for “head” was “sag.” Whenever a word including a syllable in which the sound “sag” was to be written, the sign for “sag” could be used to express that syllable with the remaining syllables of the word expressed by other signs.) By 2300 B.C.E. the number of signs required had been reduced to 600, and the range of words that could be expressed had widened. Texts dealing with economic matters predominated, as they always had done; but at this point works of theology, literature, history, and law also appeared.

    Other innovations of the late fourth millennium include the wheel, probably developed first as a more efficient way of making pottery and then transferred to transport. A tablet engraved about 3000 B.C.E. provides the earliest known example from Sumer, a roofed boxlike sledge mounted on four solid wheels. A major development was the discovery, again about 3000 B.C.E., that if copper, which had been known in Mesopotamia since about 3500 B.C.E., was mixed with tin, a much harder metal, bronze would result. Although copper and stone tools continued to be used, bronze was far more successful in creating sharp edges that could be used as anything from saws and scythes to weapons. The period from 3000 to 1000 B.C.E., when the use of bronze became widespread, is normally referred to as the Bronze Age.

 

TPO 27

 

Crafts in the Ancient Near East

     Some of the earliest human civilizations arose in southern Mesopotamia, in what is now southern Iraq, in the fourth millennium B.C.E. In the second half of that millennium, in the south around the city of Uruk, there was an enormous escalation in the area occupied by permanent settlements. A large part of that increase took place in Uruk itself, which became a real urban center surrounded by a set of secondary settlements. While population estimates are notoriously unreliable, scholars assume that Uruk inhabitants were able to support themselves from the agricultural production of the fields surrounding the city, which could be reached with a daily commute. But Uruk’s dominant size in the entire region, far surpassing that of other settlements, indicates that it was a regional center and a true city. Indeed, it was the first city in human history.

     The vast majority of its population remained active in agriculture, even those people living within the city itself. But a small segment of the urban society started to specialize in nonagricultural tasks as a result of the city’s role as a regional center. Within the productive sector, there was a growth of a variety of specialist craftspeople. Early in the Uruk period, the use of undecorated utilitarian pottery was probably the result of specialized mass production. In an early fourth-millennium level of the Eanna archaeological site at Uruk, a pottery style appears that is most characteristic of this process, the so-called beveled-rim bowl. It is a rather shallow bowl that was crudely made in a mold; hence, in only a limited number of standard sizes. For some unknown reason, many were discarded, often still intact, and thousands have been found all over the Near East. The beveled-rim bowl is one of the most telling diagnostic finds for identifying an Uruk-period site. Of importance is the fact that it was produced rapidly in large amounts, most likely by specialists in a central location.

     A variety of documentation indicates that certain goods, once made by a family member as one of many duties, were later made by skilled artisans. Certain images depict groups of people, most likely women, involved in weaving textiles, an activity we know from later third-millennium texts to have been vital in the economy and to have been centrally administered. Also, a specialized metal-producing workshop may have been excavated in a small area at Uruk. It contained a number of channels lined by a sequence of holes, about 50 centimeters deep, all showing burn marks and filled with ashes. This has been interpreted as the remains of a workshop where molten metal was scooped up from the channel and poured into molds in the holes. Some type of mass production by specialists was involved here.

     Objects themselves suggest that they were the work of skilled professionals. In the late Uruk period (3500 – 3100 B.C.E.), there first appeared a type of object that remained characteristic for Mesopotamia throughout its entire history: the cylinder seal. This was a small cylinder, usually no more than 3 centimeters high and 2 centimeters in diameter, of shell, bone, faience (a glassy type of stoneware), or various types of stones, on which a scene was carved into the surface. When rolled over a soft material—primarily the clay of bullae (round seals), tablets, or clay lumps attached to boxes, jars, or door bolts—the scene would appear in relief, easily legible. The technological knowledge needed to carve it was far superior to that for stamp seals, which had happened in the early Neolithic period (approximately 10,000 – 5000 B.C.E.). From the first appearance of cylinder seals, the carved scenes could be highly elaborate and refined, indicating the work of specialist stone-cutters. Similarly, the late Uruk period shows the first monumental art, relief, and statuary in the round, made with a degree of mastery that only a professional could have produced.

The Formation of Volcanic Islands

     Earth’s surface is not made up of a single sheet of rock that forms a crust but rather a number of “tectonic plates” that fit closely, like the pieces of giant jigsaw puzzle. Some plates carry islands or continents; others form the seafloor. All are slowly moving because the plates float on a denser semiliquid mantle, the layer between the crust and Earth’s core. The plates have edges that are spreading ridges (where two plates are moving apart and new seafloor is being created), subduction zones (where two plates collide and one plunges beneath the other), or transform faults (where two plates neither converge nor diverge but merely move past one another). It is at the boundaries between plates that most of Earth’s volcanism and earthquake activity occur.

     Generally speaking, the interiors of plates are geologically uneventful. However, there are exceptions. A glance at a map of the Pacific Ocean reveals that there are many islands far out at sea that are actually volcanoes—many no longer active, some overgrown with coral—that originated from activity at points in the interior of the Pacific Plate that forms the Pacific seafloor.

     How can volcanic activity occur so far from a plate boundary? The Hawaiian Islands provide a very instructive answer.  Like many other island groups, they form a chain.  The Hawaiian Island Chain extends northwest from the island of Hawaii.  In the 1840s American geologist James Daly observed that the different Hawaiian Islands seem to share a similar geologic evolution but are progressively more eroded, and therefore probably older, toward the northwest.  Then in 1963, in the early days of the development of the theory of plate tectonics, Canadian geophysicist Tuzo Wilson realized that this age progression could result if the islands were formed on a surface plate moving over a fixed volcanic source in the interior. Wilson suggested that the long chain of volcanoes stretching northwest from Hawaii is simply the surface expression of a long-lived volcanic source located beneath the tectonic plate in the mantle. Today’s most northwestern island would have been the first to form. Then, as the plate moved slowly northwest, new volcanic islands would have formed as the plate moved over the volcanic source. The most recent island, Hawaii, would be at the end of the chain and is now over the volcanic source.

    Although this idea was not immediately accepted, the dating of lavas in the Hawaiian (and other) chains showed that their ages increase away from the presently active volcano, just as Daly had suggested. Wilson’s analysis of these data is now a central part of plate tectonics. Most volcanoes that occur in the interiors of plates are believed to be produced by mantle plumes, columns of molten rock that rise from deep within the mantle. A volcano remains an active “hot spot” as long as it is over the plume. The plumes apparently originate at great depths, perhaps as deep as the boundary between the core and the mantle, and many have been active for a very long time. The oldest volcanoes in the Hawaiian hot-spot trail have ages close to 80 million years. Other islands, including Tahiti and Easter Island in the Pacific, Reunion and Mauritius in the Indian Ocean, and indeed most of the large islands in the world’s oceans, owe their existence to mantle plumes.

     The oceanic volcanic islands and their hot-spot trails are thus especially useful for geologists because they record the past locations of the plate over a fixed source. They therefore permit the reconstruction of the process of seafloor spreading, and consequently of the geography of continents and of ocean basins in the past. For example, given the current position of the Pacific Plate, Hawaii is above the Pacific Ocean hot spot. So the position of the Pacific Plate 50 million years ago can be determined by moving it such that a 50-million-year-old volcano in the hot-spot trail sits at the location of Hawaii today. However, because the ocean basins really are short-lived features on geologic time scales, reconstructing the world’s geography by backtracking along the hot-spot trail works only for the last 5 percent or so of geologic time.

Predator-Prey Cycles

     How do predators affect populations of the prey animals? The answer is not as simple as might be thought. Moose reached Isle Royale in Lake Superior by crossing over winter ice and multiplied freely there in isolation without predators. When wolves later reached the island, naturalists widely assumed that the wolves would play a key role in controlling the moose population. Careful studies have demonstrated, however, that this is not the case. The wolves eat mostly old or diseased animals that would not survive long anyway. In general, the moose population is controlled by food availability, disease, and other factors rather than by the wolves.

     When experimental populations are set up under simple laboratory conditions, the predator often exterminates its prey and then becomes extinct itself, having nothing left to eat. However, if safe areas like those prey animals have in the wild are provided, the prey population drop to low levels but not to extinction. Low prey population levels then provide inadequate food for the predators, causing the predator population to decrease. When this occurs, the prey population can rebound. In this situation the predator and prey populations may continue in this cyclical pattern for some time.

     Population cycles are characteristic of some species of small mammals, and they sometimes appear to be brought about by predators. Ecologists studying hare populations have found that the North American snowshoe hare follows a roughly ten-year cycle. Its numbers fall tenfold to thirtyfold in a typical cycle, and a hundredfold change can occur. Two factors appear to be generating the cycle: food plants and predators.

     The preferred foods of snowshoe hares are willow and birch twigs. As hare density increases, the quantity of these twigs decreases, forcing the hares to feed on low-quality, high-fiber food. Lower birth rates, low juvenile survivorship, and low growth rates follow, so there is a corresponding decline in hare abundance. Once the hare population has declined, it takes two to three years for the quantity of twigs to recover.

     A key predator of the snowshoe hare is the Canada lynx. The Canada lynx shows a ten-year cycle of abundance that parallels the abundance cycle of hares. As hare numbers increase, lynx numbers do too, rising in response to the increased availability of lynx food. When hare numbers fall, so do lynx numbers, as their food supply is depleted.

     What causes the predator-prey oscillations? Do increasing numbers of hares lead to overharvesting of plants, which in turn results in reduced hare populations, or do increasing numbers of lynx lead to overharvesting of hares? Field experiments carried out by Charles Krebs and coworkers in 1992 provide an answer. Krebs investigated experimental plots in Canada’s Yukon territory that contained hare populations. When food was added to these plots (no food effect) and predators were excluded (no predator effect) from an experimental area, hare numbers increased tenfold and stayed there—the cycle was lost. However, the cycle was retained if either of the factors was allowed to operate alone: if predators were excluded but food was not added (food effect alone), or if food was added in the presence of predators (predator effect alone). Thus, both factors can affect the cycle, which, in practice, seems to be generated by the conjunction of the two factors.

     Predators are an essential factor in maintaining communities that are rich and diverse in species. Without predators, the species that is the best competitor for food, shelter, nesting sites, and other environmental resources tends to dominate and exclude the species with which it competes.  This phenomenon is known as “competitor exclusion.”  However, if the community contains a predator of the strongest competitor species, then the population of that competitor is controlled.  Thus even the less competitive species are able to survive.  For example, sea stars prey on a variety of bivalve mollusks and prevent these bivalves from monopolizing habitats on the sea floor. This opens up space for many other organisms. When sea stars are removed, species diversity falls sharply. Therefore, from the standpoint of diversity, it is usually a mistake to eliminate a major predator from a community.

TPO 28

Groundwater

    Most of the world’s potable water – freshwater suitable for drinking – is accounted for by groundwater, which is stored in the pores and fractures in rocks. There is more than 50 times as much freshwater stored underground than in all the freshwater rivers and lakes at the surface. Nearly 50 percent of all groundwater is stored in the upper 1,000 meters of Earth. At greater depth within Earth, the pressure of the overlying rock causes pores and cracks to close, reducing the space that pore water can occupy, and almost complete closure occurs at a depth of about 10 kilometers. The greatest water storage, therefore, lies near the surface.

    Aquifers, Porosity, and Permeability

    Groundwater is stored in a variety of rocks types. A groundwater reservoir from which water can be extracted is called an aquifer. We can effectively think of an aquifer as a deposit of water. Extraction of water depends on two properties of the aquifer porosity and permeability. Between sediment grains are spaces that can be filled with water. This pore space is known as porosity and is expressed as a percentage of the total rock volume. Porosity is important for water-storage capacity, but for water to flow through rocks, the pore spaces must be connected. The ability of water, or other fluids, to flow through the interconnected pore spaces in rocks is termed permeability. Fractures and joints have very high permeability. In the intergranular spaces of rocks, however, fluid must flow around and between grains in a tortuous path; this winding path causes a resistance to flow. The rate at which the flowing water overcomes this resistance is related to the permeability of rock.

sediment: materials (such as sand or small rocks) that are deposited by water, wind, or glacial ice.

    Sediment sorting and compaction influence permeability and porosity. The more poorly sorted or the more tightly compacted a sediment is, the lower its porosity and permeability. Sedimentary rocks – the most common rock type near the surface – are also the most common reservoirs for water because they contain the most space that can be filled with water. Sandstones generally make good aquifers, while finer-grained mudstones are typically impermeable. Impermeable rocks are referred to as aquicludes. Igneous and metamorphic rocks are more compact, commonly crystalline, and rarely contain spaces between grains. However, even igneous and metamorphic rocks may act as groundwater reservoirs if extensive fracturing occurs in such rocks and if the fracture system is interconnected.

    The Water Table

    The water table is the underground boundary below which all the cracks and pores are filled with water. In some cases, the water table reaches Earth’s surface, where it is expressed as rivers, lakes, and marshes.  Typically, though, the water table may be tens or hundreds of meters below the surface.  The water table is not flat but usually follows the contours of the topography.  Above the water table is the vadose zone, through which rainwater percolates.  Water in the vadose zone drains down to the water table, leaving behind a thin coating of water on mineral grains. The vadose zone supplies plant roots near the surface with water.

topography: the shape or a surface such as Earth’s, including the rise and fall of such features as mountains and valleys

    Because the surface of the water table is not flat but instead rises and falls with topography, groundwater is affected by gravity in the same fashion as surface water. Groundwater flows downhill to topographic lows. If the water table intersects the land surface, groundwater will flow out onto the surface at springs, either to be collected there or to subsequently flow farther along a drainage. Groundwater commonly collects in stream drainages but may remain entirely beneath the surface of dry stream-beds in arid regions. In particularly wet years, short stretches of an otherwise dry stream-bed may have flowing water because the water table rises to intersect the land surface.

 

Early Saharan Pastoralists

    The Sahara is a highly diverse, albeit dry, region that has undergone major climatic changes since 10,000 B.C. As recently as 6000 B.C., the southern frontier of the desert was far to the north of where it is now, while semiarid grassland and shallow freshwater lakes covered much of what are now arid plains. This was a landscape where antelope of all kinds abounded – along with Bos primigenius, a kind of oxen that has become extinct. The areas that are now desert were, like all arid regions, very susceptible to cycles of higher and lower levels of rainfall, resulting in major, sudden changes in distributions of plants and animals. The people who hunted the sparse desert animals responded to drought by managing the wild resources they hunted and gathered, especially wild oxen, which had to have regular water supplies to survive.

    Even before the drought, the Sahara was never well watered. Both humans and animals were constantly on the move, in search of food and reliable water supplies. Under these circumstances, archaeologist Andrew Smith believes, the small herds of Bos primigenius in the desert became smaller, more closely knit breeding units as the drought took hold. The beasts were more disciplined, so that it was easier for hunters to predict their habits, and capture animals at will. At the same time, both cattle and humans were more confined in their movements, staying much closer to permanent water supplies for long periods of time. As a result, cattle and humans came into close association.

    Smith believes that the hunters were well aware of the more disciplined ways in which their prey behaved.  Instead of following the cattle on their annual migrations, the hunters began to prevent the herd from moving from one spot to another.  At first, they controlled the movement of the herd while ensuring continuance of their meat diet.  But soon they also gained genetic control of the animals, which led to rapid physical changes in the herd.  South African farmers who maintain herds of wild eland (large African antelopes with short, twisted horns) report that the offspring soon diminish in size, unless wild bulls are introduced constantly from outside. The same effects of inbreeding may have occurred in controlled cattle populations, with some additional, and perhaps unrecognized, advantages. The newly domesticated animals behaved better, were easier to control, and may have enjoyed a higher birth rate, which in turn yielded greater milk supplies. We know from rock paintings deep in the Sahara that the herders were soon selecting breeding animals to produce offspring with different horn shapes and hide colors.

    It is still unclear whether domesticated cattle were tamed independently in northern Africa or introduced to the continent from Southwest Asia. Whatever the source of the original tamed herds might have been, it seems entirely likely that much the same process of juxtaposition (living side by side) and control occurred in both Southwest Asia and northern Africa, and even in Europe, among peoples who had an intimate knowledge of the behavior of wild cattle. The experiments with domestication probably occurred in many places, as people living in ever-drier environments cast around for more predictable food supplies.

    The cattle herders had only a few possessions: unsophisticated pots and polished adzes. They also hunted with bow and arrow. The Saharan people left a remarkable record of their lives painted on the walls of caves deep in the desert. Their artistic endeavors have been preserved in paintings of wild animals, cattle, goats, humans, and scenes of daily life that extend back perhaps to 5000 B.C. The widespread distribution of pastoral sites of this period suggests that the Saharans ranged their herds over widely separated summer and winter grazing grounds.

adzes: cutting tools with blades set at right angles to the handle

    About 3500 B.C., climatic conditions again deteriorated. The Sahara slowly became drier and lakes vanished. On the other hand, rainfall increased in the interior of western Africa, and the northern limit of the tsetse fly, an insect fatal to cattle, moved south. So the herders shifted south, following the major river systems into savanna regions. By this time, the Saharan people were probably using domestic crops, experimenting with such summer rainfall crops as sorghum and millet as they moved out of areas where they could grow wheat, barley, and other Mediterranean crops.

Buck Rubs and Buck Scrapes

    A conspicuous sign indicating the presence of white-tailed deer in a woodlot is a buck rub.  A male deer makes a buck rub by stripping the bark (outer layer) of a small tree with its antlers.  When completed, the buck rub is an obvious visual signal to us and presumably to other deer in the area.  A rub is usually located at the shoulder height of a deer (one meter or less about the ground) on a smooth-barked, small-diameter (16 – 25 millimeters) tree.  The smooth bark of small red maples makes this species ideals for buck rubs in the forests of the mid-eastern United States.

    Adult male deer usually produce rubs in late summer or early autumn when the outer velvet layer is being shed from their antlers. Rubs are created about one to two months before the breeding season (the rut). Hence for a long time biologists believed that male deer used buck rubs not only to clean and polish antlers but also to provide practice for the ensuing male-to-male combat during the rut. However, biologists also noted that deer sniff and lick an unfamiliar rub, which suggests that this visual mark on a small tree plays an important communication purpose in the social life of deer.

    Buck rubs also have a scent produced by lands in the foreheads of deer that is transferred to the tree when the rub is made. These odors make buck rubs an important means of olfactory communication between deer. The importance of olfactory communication (using odors to communicate) in the way of life of deer was documented by a study of captive adult mule deer a few decades ago, which noted that males rubbed their foreheads on branches and twigs, especially as autumn approached. A decade later another study reported that adult male white-tailed deer exhibited forehead rubbing just before and during the rut. It was found that when a white-tailed buck makes a rub, it moves both antlers and forehead glands along the small tree in a vertical direction. This forehead rubbing behavior coincides with a high level of glandular activity in the modified scent glands found on the foreheads of male deer; the glandular activity causes the forehead pelage (hairy covering) of adult males to be distinctly darker than in females or younger males.

    Forehead rubbing by male deer on buck rubs presumably sends a great deal of information to other members of the same species. First, the chemicals deposited on the rub provide information on the individual identity of an animal; no two mammals produce the same scent. For instance, as we all know, dogs recognize each other via smell. Second, because only male deer rub, the buck rub and its associated chemicals indicate the sex of the deer producing the rub. Third, older, more dominant bucks produce more buck rubs and probably deposit more glandular secretions on a given rub. Thus, the presence of many well-marked rubs is indicative of older, higher-status males being in the general vicinity rather than simply being a measure of relative deer abundance in a given area. The information conveyed by the olfactory signals on a buck rub make it the social equivalent of some auditory signals in other deer species, such as trumpeting by bull elk.

    Because both sexes of whitetails respond to buck rubs by smelling and licking them, rubs may serve a very important additional function. Fresher buck rubs (less than two days old), in particular, are visited more frequently by adult females than older rubs. In view of this behavior it has been suggested that chemicals present in fresh buck rubs may help physiologically induce and synchronize fertility in females that visit these rubs. This would be an obvious advantage to wide-ranging deer, especially to a socially dominant buck when courting several adult females during the autumn rut.

    Another visual signal produced by while-tailed deer is termed a buck scrape. Scrapes consist of a clearing (about 0.5 meter in diameter) and shallow depression made by pushing aside the leaves covering the ground; after making the scrape, the deer typically urinates in the depression. Thus, like a buck rub, a scrape is both a visual and an olfactory signal. Buck scrapes are generally created after leaf-fall in autumn, which is just before or during the rut. Scrapes are usually placed in open or conspicuous places, such as along a deer trail. Most are made by older males, although females and younger males (2.5 years old or less) occasionally make scrapes.

TPO 29

Characteristics of Roman Pottery

    The pottery of ancient Romans is remarkable in several ways. The high quality of Roman pottery is very easy to appreciate when handling actual pieces of tableware or indeed kitchenware and amphorae (the large jars used throughout the Mediterranean for the transport and storage of liquids, such as wine and oil). However, it is impossible to do justice to Roman wares on the page, even when words can be backed up by photographs and drawings. Most Roman pottery is light and smooth to the touch and very tough, although, like all pottery, it shatters if dropped on a hard surface. It is generally made with carefully selected and purified clay, worded to thin-walled and standardized shapes on a fast wheel and fired in a kiln (pottery oven) capable of ensuring a consistent finish. With handmade pottery, inevitably there are slight differences between individual vessels of the same design and occasional minor blemishes (flaws). But what strikes the eye and the touch most immediately and most powerfully with Roman pottery is its consistent high quality.

    This is not just an aesthetic consideration but also a practical one. These vessels are solid (brittle, but not fragile), they are pleasant and easy to handle (being light and smooth), and, with their hard and sometimes glossy (smooth and shiny) surfaces, they hold liquids well and are easy to wash. Furthermore, their regular and standardized shapes would have made them simple to stack and store. When people today are shown a very ordinary Roman pot and, in particular, are allowed to handle it, they often comment on how modern it looks and feels, and they need to be convinced of is true age.

    As impressive as the quality of Roman pottery is its sheer massive quantity.

When considering quantities, we would ideally like to have some estimates for overall production from particular sites of pottery manufacture and for overall consumption at specific settlements. Unfortunately, it is in the nature of the archaeological evidence, which is almost invariably only a sample of what once existed, that such figures will always be elusive. However, no one who has ever worked in the field would question the abundance of Roman pottery, particularly in the Mediterranean region. This abundance is notable in Roman settlements (especially urban sites) where the labor that archaeologists have to put into the washing and sorting of potsherds (fragments of pottery) constitutes a high proportion of the total work during the initial phases of excavation.

     Only rarely can we derive any “real” quantities from deposits of broken pots.  However, there is one exceptional dump, which does represent a very large part of the site’s total history of consumption and for which an estimate of quantity has been produced.  On the left bank of the Tiber River in Rome, by one of the river ports of the ancient city, is a substantial hill some 50 meters high called Monte Testaccio.  It is made up entirely of broken oil amphorae, mainly of the second and third centuries A.D. It has been estimated that Monte Testaccio contains the remains of some 53 million amphorae, in which around 6,000 million liters of oil were imported into the city from overseas. Imports inot imperial Rome were supported by the full might of the state and were therefore quite exceptional – but the size of the operations at Monte Testaccio, and the productivity and complexity that lay behind them, nonetheless cannot fail to impress. This was a society with similarities to modern ones – moving goods on a gigantic scale, manufacturing high-quality containers to do so, and occasionally, as here, even discarding them on delivery.

    Roman pottery was transported not only in large quantities but also over substantial distances. Many Roman pots, in particular amphorae and the fine wares designed for use at tables, could travel hundreds of miles – all over the Mediterranean and also further afield. But maps that show the various spots where Roman pottery of a particular type has been found tell only part of the story. What is more significant than any geographical spread is the access that different levels of society had to good-quality products. In all but the remotest regions of the empire, Roman pottery of a high standard is common at the sites of humble villages and isolated farmsteads.

Competition

    When several individuals of the same species or of several different species depend on the same limited resource, a situation may arise that is referred to as competition. The existence of competition has been long known to naturalists; its effects were described by Darwin in considerable detail. Competition among individuals of the same species (intraspecies competition), one of the major mechanisms of natural selection, is the concern of evolutionary biology. Competition among the individuals of different species (interspecies competition) is a major concern of ecology. It is one of the factors controlling the size of competing populations, and in extreme cases it may lead to the extinction of one of the competing species. This was described by Darwin for indigenous New Zealand species of animals and plants, which died out when competing species from Europe were introduced.

    No serious competition exists when the major needed resource is in superabundant supply, as in most cases of the coexistence of herbivores (plant eaters). Furthermore, most species do not depend entirely on a single resource. If the major resource for a species becomes scarce, the species can usually shift to alternative resources. If more than one species is competing for a scarce resource, the competing species usually switch to different alternative resources. Competition is usually most severe among close relatives with similar demands on the environment. But it may also occur among totally unrelated forms that compete for the same resource, such as seed-eating rodents and ants. The effects of such competition are graphically demonstrated when all the animals or all the plants in an ecosystem come into competition, as happened 2 million years ago at the end of the Pliocene, when North and South America became joined by the Isthmus of Panama. North and South American species migrating across the Isthmus now came into competition with each other. The result was the extermination of a large fraction of the South American mammals, which were apparently unable to withstand the competition from invading North American species – although added predation was also an important factor.

    To what extent competition determines the composition of a community and the density of particular species has been the source of considerable controversy. The problem is that competition ordinarily cannot be observed directly but must be inferred from the spread or increase of one species and the concurrent reduction or disappearance of another species. The Russian biologist G. F. Gause performed numerous two-species experiments in the laboratory, in which one of the species became extinct when only a single kind of resource was available. On the basis of these experiments and of field observations, the so-called law of competitive exclusion was formulated, according to which no two species can occupy the same niche. Numerous seeming exceptions to this law have since been found, but they can usually be explained as cases in which the two species, even though competing for a major joint resource, did not really occupy exactly the same niche.

    Competition among species is of considerable evolutionary importance. The physical structure of species competing for resources in the same ecological niche tends to gradually evolve in ways that allow them to occupy different niches. Competing species also tend to change their range so that their territories no longer overlap. The evolutionary effect of competition on species has been referred to as “species selection;” however, this description is potentially misleading. Only the individuals of a species are subject to the pressures of natural selection. The effect on the well-being and existence of a species is just the result of the effects of selection on all the individuals of the species. Thus species selection is actually a result of individual selection.

    Competition may occur for any needed resource.  In the case of animals it is usually food; in the case of forest plants it may be light; in the case of substrate inhabitants it may be space, as in many shallow-water bottom-dwelling marine organisms.  Indeed, it may be for any of the factors, physical as well as biotic, that are essential for organisms.  Competition is usually the more severe the denser the population.  Together with predation, it is the most important density-dependent factor in regulating population growth.

The History of Waterpower

    Moving water was one of the earliest energy sources to be harnessed to reduce the workload of people and animals. No one knows exactly when the waterwheel was invented, but irrigation systems existed at least 5,000 years ago, and it seems probable that the earliest waterpower device was the noria, a waterwheel that raised water for irrigation in attached jars. This device appears to have evolved no later than the fifth century B.C., perhaps independently in different regions of the Middle and Far East.

    The earliest waterpower mills were probably vertical-axis mills for grinding corn, known as Norse or Greek mills, which seem to have appeared during the first or second century B.C. in the Middle East and a few centuries later in Scandinavia. In the following centuries, increasingly sophisticated water power mills were built throughout the Roman Empire and beyond its boundaries in the Middle East and northern Europe. In England, the Saxons are thought to have used both horizontal- and vertical-axis wheels. The first documented English mill was in the eighth century, but three centuries later about 5,000 were recorded, suggesting that every settlement of any size had its mill.

    Raising water and grinding corn were by no means the only uses of waterpower mill, and during the following centuries, the applications of waterpower kept pace with the developing technologies of mining, iron working, paper making, and the wool and cotton industries. Water was the main source of mechanical power, and by the end of the seventeenth century, England alone is though to have had some 20,000 working mills.

    There was much debate on the relative efficiencies of different types of waterwheels.  The period from about 1650 until 1800 saw some excellent scientific and technical investigations of different designs.  They revealed output powers ranging from about 1 horsepower to perhaps 60 for the largest wheels and confirmed that for maximum efficiency, the water should pass across the blades as smoothly as possible and fall away with minimum speed, having given up almost all of its kinetic energy.  (They also proved that, in principle, the overshot wheel, a type of wheel in which an overhead stream of water powers the wheel, should win the efficiency competition.) 

    But then steam power entered the scene, putting the whole future of waterpower in doubt. An energy analyst writing in the year 1800 would have painted a very pessimistic picture of the future for waterpower. The coal-fired steam engine was taking over, and the waterwheel was fast becoming obsolete. However, like many later experts, this one would have suffered from an inability to see into the future. A century later the picture was completely different by then, the world had an electric industry, and a quarter of its generating capacity was water powered.

    The growth of the electric-power industry was the result of a remarkable series of scientific discoveries and developments in electrotechnology during the nineteenth century, but significant changes in what we might now call hydro (water) technology also played their part. In 1832, the year of Michael Faraday’s discovery that a changing magnetic field produces and electric field, a young French engineer patented a new and more efficient waterwheel. His name was Benoit Fourneyron, and his device was the first successful water turbine. (The word turbine comes from the Latin turbo: something that spins). The waterwheel, unaltered for nearly 2,000 years, had finally been superseded.

    Half a century of development was needed before Faraday’s discoveries in electricity were translated into full-scale power stations. In 1881 the Godalming power station in Surrey, England, on the banks of the Wey River, created the world’s first public electricity supply. The power source of this most modern technology was a traditional waterwheel. Unfortunately this early plant experienced the problem common to many forms of renewable energy: the flow in the Wey River was unreliable, and the waterwheel was soon replaced by a steam engine.

    From this primitive start, the electric industry grew during the final 20 years of the nineteenth century at a rate seldom if ever exceeded by any technology. The capacity of individual power stations, many of them hydro plants, rose from a few kilowatts to over a megawatt in less than a decade.

TPO30

Role of Play in Development

     Play in easier to define with examples than with concepts. In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either alone, with objects, or with other animals. Depending on the species, play may be primarily for social interaction, exercise, or exploration. One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstances – dominance, predation, competition, and real fighting. Thus, whether play occurs or not depends on the intention of the animal, and intentions are not always clear from behavior alone.

     Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals. Play has been studied most extensively in primates and canids (dogs). Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal’s adulthood.

     Play is not without considerable costs to the individual animal. Play is usually very active, involving movement in space and, at times, noisemaking. Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity is greater exposure to predators since play is attention-getting behavior. Greater activity also increases the risk of injury in slipping or falling.

     The benefits of play must outweigh the costs, or play would not have evolved, according to Darwin’s theory. Some of the potential benefits relate directly to the healthy development of the brain and nervous system. In one research study, two groups of young rats were raised under different conditions. One group developed in an “enriched” environment, which allowed the rats to interact with other rats, play with toys, and receive maze training. The other group lived in an “impoverished” environment in individual cages in a dimly lit room with little stimulation. At the end of the experiments, the results showed that the actual weight of the brains of the impoverished rats was less than that of those raised in the enriched environment (though they were fed the same diets). Other studies have shown that greater stimulation not only affects the size of the brain but also increases the number of connections between the nerve cells. Thus, active play may provide necessary stimulation to the growth of synaptic connections in the brain, especially the cerebellum, which is responsible for motor functioning and movements.

     Play also stimulates the development of the muscle tissues themselves and may provide the opportunity to practice those movements needed for survival. Prey species, like young deer or goats, for example, typically play by performing sudden flight movements and turns, whereas predator species, such as cats, practice stalking, pouncing, and biting.

     Play allows a young animal to explore its environment and practice skills in comparative safety since the surrounding adults generally do not expect the young to deal with threats or predators. Play can also provide practice in social behaviors needed for courtship and mating. Learning appropriate social behaviors is especially important in species that live in groups, like young monkeys that need to learn to control selfishness and aggression and to understand the give-and-take involved in social groups. They need to learn how to be dominant and submissive because each monkey might have to play either role in the future. Most of these things are learned in the long developmental periods that primates have, during which they engage in countless play experiences with their peers.

     There is a danger, of course, that play may be misinterpreted or not recognized as play by others, potentially leading to aggression.  This is especially true when play consists of practicing normal aggressive or predatory behaviors.  Thus, many species have evolved clear signals to delineate playfulness.  Dogs, for example, will wag their tails, get down on their front legs, and stick their behinds in the air to indicate “what follows is just for play.” 

The pace of Evolutionary Change

     A heated debate has enlivened recent studies of evolution. Darwin’s original thesis, and the viewpoint supported by evolutionary gradualists, is that species change continuously but slowly and in small increments. Such changes are all but invisible over the short time scale of modern observations, and, it is argued, they are usually obscured by innumerable gaps in the imperfect fossil record. Gradualism, with its stress on the slow pace of change, is a comforting position, repeated over and over again in generations of textbooks. By the early twentieth century, the question about the rate of evolution had been answered in favor of gradualism to most biologists’ satisfaction.

     Sometimes a closed question must be reopened as new evidence or new arguments based on old evidence come to light. In 1972 paleontologists Stephen Jay Gould and Niles Eldredge challenged conventional wisdom with an opposing viewpoint, the punctuated equilibrium hypothesis, which posits that species give rise to new species in relatively sudden bursts, without a lengthy transition period. These episodes of rapid evolution are separated by relatively long static spans during which a species may hardly change at all.

     The punctuated equilibrium hypothesis attempts to explain a curious feature of the fossil record – one that has been familiar to paleontologists for more than a century but has usually been ignored. Many species appear to remain unchanged in the fossil record for millions of years – a situation that seems to be at odds with Darwin’s model of continuous change. Intermediate fossil forms, predicted by gradualism, are typically lacking. In most localities a given species of clam or coral persists essentially unchanged throughout a thick formation of rock, only to be replaced suddenly by a new and different species.

     The evolution of North American horses, which was once presented as a classic textbook example of gradual evolution, is now providing equally compelling evidence for punctuated equilibrium. A convincing 50-million-year sequence of modern horse ancestors – each slightly larger, with more complex teeth, a longer face, and a more prominent central toe – seemed to provide strong support for Darwin’s contention that species evolve gradually. But close examination of those fossil deposits now reveals a somewhat different story. Horses evolved in discrete steps, each of which persisted almost unchanged for millions of years and was eventually replaced by a distinctive newer model. The four-toed Eohippus preceded the three-toed Miohippus, for example, but North American fossil evidence suggests a jerky, uneven transition between the two. If evolution had been a continuous, gradual process, one might expect that almost every fossil specimen would be slightly different from every other.

     If it seems difficult to conceive how major changes could occur rapidly, consider this: an alternation of a single gene in flies is enough to turn a normally fly with a single pair of wings into one that has two pairs of wings.

     The question about the rate of evolution must now be turned around: does evolution ever proceed gradually, or does it always occur in short bursts? Detailed field studies of thick rock formations containing fossils provide the best potential tests of the competing theories.

     Occasionally, a sequence of fossil-rich layers of rock permits a comprehensive look at one type of organism over a long period of time. For example, Peter Sheldon’s studies of trilobites, a new extinct marine animal with a segmented body, offer a detailed glimpse into three million years of evolution in one marine environment. In that study, each of eight different trilobites species was observed to undergo a gradual change in the number of segments – typically an increase of one or two segments over the whole time interval. No significant discontinuities were observed, leading Sheldon to conclude that environmental conditions were quite stable during the period he examined.

      Similar exhaustive studies are required for many different kinds of organisms from many different periods.  Most researchers expect to find that both modes of transition from one species to another are at work in evolution. Slow, continuous change may be the norm during periods of environmental stability, while rapid evolution of new species occurs during periods of environmental stress.  But a lot more studies like Sheldon’s are needed before we can say for sure.

           

The Invention of the Mechanical Clock

     In Europe, before the introduction of the mechanical clock, people told time by sun (using, for example, shadow sticks or sun dials) and water clocks. Sun clocks worked, of course, only on clear days, water clocks misbehaved when the temperature fell toward freezing, to say nothing of long-run drift as the result of sedimentation and clogging. Both these devices worked well in sunny climates, but in northern Europe the sun may be hidden by clouds for weeks at a time, while temperatures vary not only seasonally but from day to night.

     Medieval Europe gave new importance to reliable time. The Catholic Church had its seven daily prayers, one of which was at night, requiring an alarm arrangement to waken monks before dawn. And then the new cities and towns, squeezed by their walls, had to know and order time in order to organize collective activity and ration space. They set a time to go to work, to open the market, to close the market, to leave work, and finally a time to put out fires and to go to sleep. All this was compatible with older devices so long as there was only one authoritative timekeeper, but with urban growth and the multiplication of time signals, discrepancy brought discord and strife. Society needed a more dependable instrument of time measurement and found it in the mechanical clock.

     We do not know who invented this machine, or where. It seems to have appeared in Italy and England (perhaps simultaneous invention) between 1275 and 1300. Once known, it spread rapidly, driving out water clocks but not solar dials, which were needed to check the new machines against the timekeeper of last resort. These early versions were rudimentary, inaccurate, and prone to breakdown.

     Ironically, the new machine tended to undermine Catholic Church

authority. Although church ritual had sustained an interest in timekeeping throughout the centuries of urban collapse that followed the fall of Rome, church time was nature’s time.  Day and night were divided into the same number of parts, so that except at the equinoxes, day and night hours were unequal, and then of course the length of these hours varied with the seasons. But the mechanical clock kept equal hours, and this implied a new time reckoning.  The Catholic Church resisted, not coming over to the new hours for about a century.  From the start, however, the towns and cities took equal hours as their standard, and the public clocks installed in town halls and market squares became the very symbol of a new, secular municipal authority. Every town wanted one, conquerors sized them as especially precious spoils of war, tourists came to see and hear these machines the way they made pilgrimages to scared relics.

     The clock was the greatest achievement of medieval mechanical ingenuity. Its general accuracy could be checked against easily observed phenomena, like the rising and setting of the sun. The result was relentless pressure to improve technique and design. At every stage, clockmakers led the way to accuracy and precision, they became masters of miniaturization, detectors and correctors of error, searchers for new and better. They were thus the pioneers of mechanical engineering and served as examples and teachers to other branches of engineering.

     The clock brought order and control, both collective and personal. Its public display and private possession laid the basis for temporal autonomy, people could now coordinate comings and goings without dictation from above. The clock provided the punctuation marks for group activity, while enabling individuals to order their own work (and that of others) so as to enhance productivity. Indeed, the very notion of productivity is a by-product of the clock: once one can relate performance to uniform time unites, work is never the same. One moves from the task-oriented time consciousness of the peasant (working one job after another, as time and light permit) and the time-filling busyness of the domestic servant (who always had something to do) to an effort to maximize product per unit of time.

TPO 31

Speciation in Geographically Isolated Populations

Evolutionary biologists believe that speciation, the formation of a new species, often begins when some kind of physical barrier arises and divides a population of a single species into separate subpopulations. Physical separation between subpopulations promotes the formation of new species because once the members of one subpopulation can no longer mate with members of another subpopulation, they cannot exchange variant genes that arise in one of the subpopulations. In the absence of gene flow between the subpopulations, genetic differences between the groups begin to accumulate. Eventually the subpopulations become so genetically distinct that they cannot interbreed even if the physical barriers between them were removed. At this point the subpopulations have evolved into distinct species. This route to speciation is known as allopatry (“allo-” means “different”, and “patria” means “homeland”).

Allopatric speciation may be the main speciation route. This should not be surprising, since allopatry is pretty common. In general, the subpopulations of most species are separated from each other by some measurable distance. So even under normal situations the gene flow among the subpopulations is more of an intermittent trickle than a steady stream. In addition, barriers can rapidly arise and shut off the trickle. For example, in the 1800s a monstrous earthquake changed the course of the Mississippi River, a large river flowing in the central part of the United States of America. The change separated populations of insects now living along opposite shores, completely cutting off gene flow between them.

Geographic isolation can also proceed slowly, over great spans of time. We find evidence of such extended events in the fossil record, which affords glimpse into the breakup of formerly continuous environments. For example, during past ice ages, glaciers advanced down through North America and Europe and gradually cut off parts of populations from one another. When the glaciers retreated, the separated populations of plants and animals came into contact again. Some groups that had descended from the same parent population were no longer reproductively compatible – they had evolved into separate species. In other groups, however, genetic divergences had not proceeded so far, and the descendants could still interbreed – for them, reproductive isolation was not completed, and so speciation had not occurred.

Allopatric speciation can also be brought by the imperceptibly slow but colossal movements of the tectonic plates that make up Earth’s surface. ■ About 5 million years ago such geologic movements created the land bridge between North America and South America that we call the Isthmus of Panama. ■ While previously the gap between the continents had allowed a free flow of water, now the isthmus presented a barrier that divided the Atlantic Ocean from the Pacific Ocean. ■ This division set the stage for allopatric speciation among populations of fishes and other marine species. ■

In the 1980s, John Graves studied two populations of closely related fishes, one population from the Atlantic side of isthmus, the other from the Pacific side. He compared four enzymes found in the muscles of each population. Graves found that all four Pacific enzymes function better at lower temperatures than the four Atlantic versions of the same enzymes. This is significant because Pacific seawater if typically 2 to 3 degrees cooler than seawater on the Atlantic side of isthmus. Analysis by gel electrophoresis revealed slight differences in amino acid sequence of the enzymes of two of the four pairs. This is significant because the amino acid sequence of an enzyme is determined by genes.

Graves drew two conclusions from these observations. First, at least some of the observed differences between the enzymes of the Atlantic and Pacific fish populations were not random but were the result of evolutionary adaptation. Second, it appears that closely related populations of fishes on both sides of the isthmus are starting to genetically diverge from each other. Because Graves’ study of geographically isolated populations of isthmus fishes offers a glimpse of the beginning of a process of gradual accumulation of mutations that are neutral or adaptive, divergences here might be evidence of allopatric speciation in process.

Early Childhood Education

Preschools – educational programs for children under the age of five – differ significantly from one country to another according to the views that different societies hold regarding the purpose of early childhood education. For instance, in a cross-country comparison of preschools in China, Japan, and the United States, researchers found that parents in the three countries view the purpose of preschools very differently. Whereas parents in China tend to see preschools primarily as a way of giving children a good start academically, Japanese parents view them primarily as a way of giving children the opportunity to be members of a group. In the United States, in comparison, parents regard the primary purpose of preschools as making children more independent and self-reliant, although obtaining a good academic start and having group experience are also important.

While many programs designed for preschoolers focus primarily on social and emotional factors, some are geared mainly toward promoting cognitive gains and preparing preschoolers for the formal instruction they will experience when they start kindergarten. In the United States, the best-known program designed to promote future academic success is Head Start. Established in the 1960s when the United States declared the War on Poverty, the program has served over 13 million children and their families. The program, which stresses parental involvement, was designed to serve the “whole child”, including children’s physical health, self-confidence, social responsibility, and social and emotional development.

Whether Head Start is seen as successful or not depends on the lens through which one is looking. If, for instance, the program is expected to provide long-term increases in IQ (intelligence quotient) scores, it is a disappointment. Although graduates of Head Start programs tend to show immediate IQ gains, these increases do not last. On the other hand, it is clear that Head Start is meeting its goal of getting preschoolers ready for school. Preschoolers who participate in Head Start are better prepared for future schooling than those who do not. Furthermore, graduates of Head Start programs have better future school grade. Finally, some research suggests that ultimately Head Start graduates show higher academic performance at the end of high school, although the gains are modest.

In addition, results from other types of preschool readiness programs indicate that those who participate and graduate are less likely to repeat grades, and they are more likely to complete school than readiness program, for every dollar spent on the program, taxpayers saved seven dollars by the time the graduates reached the age of 27.

The most recent comprehensive evaluation of early intervention programs suggests that, taken as a group, preschool programs can provide significant benefits, and that government funds invested early in life may ultimately lead to a reduction in future costs. For instance, compared with children who did not participate in early intervention programs, participants in various programs showed gains in emotional or cognitive development, better educational outcomes, increased economic self-sufficiency, reduced levels of criminal activity, and improved health-related behaviors. Of course, not every program produced all these benefits, and not every child benefited to the same extent. Furthermore, some researchers argue that less-expensive programs are just as good as relatively expensive ones, such as Head Start. Still, the results of the evaluation were promising, suggesting that the potential benefits of early intervention can be substantial.

Not everyone agrees that programs that seek to enhance academic skills during the preschool years are a good thing. In fact, according to developmental psychologist David Elkind, United States society tends to push children so rapidly that they begin to feel stress and pressure at a young age. Elkind argues that academic success is largely dependent upon factors out of parents’ control, such as inherited abilities and a child’s rate of maturation. Consequently, children of a particular age cannot be expected to master educational material without taking into account their current level of cognitive development. In short, children require development appropriate educational practice, which is education that is based on both typical development and the unique characteristics of a given child.

Savanna Formation

Located in tropical areas at low altitudes, savannas are stable ecosystems, some wet and some dry consisting of vast grasslands with scattered trees and shrubs. They occur on a wide range of soil types and in extremes of climate. There is no simple or single factor that determines if a given site will be a savanna, but some factors seem to play important roles in their formation.

Savannas typically experience a rather prolonged dry season. One theory behind savanna formation is that wet forest species are unable to withstand the dry season, and thus savanna, rather than rain forest, is favored on the site. Savannas experience an annual rainfall of between 1,000 and 2,000 millimeters, most of it falling in a five- to eight-month wet season. Though plenty of rain may fall on a savanna during the year, for at least part of the year little does, creating the drought stress ultimately favoring grasses. Such conditions prevail throughout much of northern South America and Cuba, but many Central American savannas as well as coastal areas of Brazil and the island of Trinidad do not fit this pattern. In these areas, rainfall per month exceeds that in the above definition, so other factors must contribute to savanna formation.

In many characteristics, savanna soils are similar to those of some rain forests, though more extreme. For example, savanna soils, like many rain forest soils, are typically oxisols (dominated by certain oxide minerals) and ultisols (soils containing no calcium carbonate), with a high acidity and notably low concentrations of such minerals as phosphorus, calcium, magnesium, and potassium, while aluminum levels are high. Some savannas occur on wet, waterlogged soils; others on dry, sandy, well-drained soils. This may seem contradictory, but it only means that extreme soil conditions, either too wet or too dry for forests, are satisfactory for savannas. More moderate conditions support moist forests.

Waterlogged soils occur in areas that are flat or have poor drainage. These soils usually contain large amounts of clay and easily become water saturated. Air cannot penetrate between the soil particles, making the soil oxygen-poor. By contrast, dry soils are sandy and porous, their coarse textures permitting water to drain rapidly. Sandy soils are prone to the leaching of nutrients and minerals and so tend to be nutritionally poor. Though most savannas are found on sites with poor soils (because of either moisture conditions or nutrient levels of both), poor soils can and do support lush rain forest.

Most savannas probably experience mild fires frequently and major burns every two years or so. Many savanna and dry-forest plant species are called pyrophytes, meaning they are adapted in various ways to withstand occasional burning. Frequent fire is a factor to which rain forest species seem unable to adapt, although ancient charcoal remains from Amazon forest soils dating prior to the arrival of humans suggest that moist forests also occasionally burn. Experiments suggest that if fire did not occur in savannas in the Americas, species composition would change significantly. When burning occurs, it prevents competition among plant species from progressing to the point where some species exclude others, reducing the overall diversity of the ecosystem. But in experimental areas protected from fire, a few perennial grass species eventually come to dominate, outcompeting all others. ■ Evidence from other studies suggests that exclusion of fire results in markedly decreased plant-species richness, often with an increase in tree density. ■ There is generally little doubt that fire is a significant factor in maintaining savanna, certainly in most regions.

■ On certain sites, particularly in South America, savanna formation seems related to frequent cutting and burning of moist forests for pastureland. ■ Increase in pastureland and subsequent overgrazing have resulted in an expansion of savanna. The thin thin upper layer of humus (decayed organic matter) is destroyed by cutting and burning. Humus is necessary for rapid decomposition of leaves by bacteria and fungi and for recycling by surface roots. Once the humus layer disappears, nutrients cannot be recycled and leach from the soil, converting soil from fertile to infertile and making it suitable only for savanna vegetation. Forests on white, sandy soil are most susceptible to permanent alteration.

TPO 32

Plant Colonization

Colonization is one way in which plants can change the ecology of a site. Colonization is a process with two components: invasion and survival. The rate at which a site is colonized by plants depends on both the rate at which individual organisms (seeds, spores, immature or mature individuals) arrive at the site and their success at becoming established and surviving. Success in colonization depends to a great extent on there being a site available for colonization – a safe site where disturbance by fire or by cutting down of trees has either removed competing species or reduced levels of competition and other negative interactions to a level at which the invading species can become established. For a given rate of invasion, colonization of a moist, fertile site is likely to be much more rapid than that of a dry, infertile site because of poor survival on the latter. A fertile, plowed field is rapidly invaded by a large variety of weeds, whereas a neighboring construction site from which the soil has been compacted or removed to expose a coarse, infertile parent material may remain virtually free of vegetation for many months or even years despite receiving the same input of seeds as the plowed field.

Both the rate of invasion and the rate of extinction vary greatly among different plant species. Pioneer species – those that occur only in the earliest stages of colonization – tend to have high rates of invasion because they produce very large numbers of reproductive propagules (seeds, spores, and so on) and because they have an efficient means of dispersal (normally, wind)

If colonizers produce short-lived reproductive propagules, then they must produce very large numbers unless they have an efficient means of dispersal to suitable new habitats. Many plants depend on wind for dispersal and produce abundant quantities of small, relatively short-lived seeds to compensate for the fact that wind is not always a reliable means of reaching the appropriate type of habitat. Alternative strategies have evolved in some plants, such as those that produce fewer but larger seeds that are dispersed to suitable sites by birds or small mammals or those that produce long-lived seeds. Many forest plants seem to exhibit the latter adaptation, and viable seeds of pioneer species can be found in large numbers on some forest floors. For example, as many as 1,125 viable seeds per square meter were found in a 100-year-old Douglas fir/western hemlock forest in coastal British Columbia. Nearly all the seeds that had germinated from this seed bank were from pioneer species. The rapid colonization of such sites after disturbance is undoubtedly in part a reflection of the large seed bank on the forest floor.

An adaptation that is well developed in colonizing species is a high degree of variation in germination (the beginning of a seed’s growth). Seeds of a given species exhibit a wide range of germination dates, increasing the probability that at least some of the seeds will germinate during a period of favorable environmental conditions. This is particularly important for species that colonize an environment where there is no existing vegetation to ameliorate climatic extremes and in which there may be great climatic diversity.

Species succession in plant communities, i.e., the temporal sequence of appearance and disappearance of species is dependent on events occurring at different stages in the life history of a species. ■ Variation in rates of invasion and growth plays an important role in determining patterns of succession, especially secondary succession. ■ The species that are first to colonize a site are those that produce abundant seed that is distributed successfully to new sites. ■ Such species generally grow rapidly and quickly dominate new sites, excluding other species with lower invasion and growth rates. The first community that occupies a disturbed area therefore may be composed of species with the highest rate of invasion, whereas the community of the subsequent stage may consist of plants with similar survival rates but lower invasion rates. ■

Siam, 1851 – 1910

In the late nineteenth century, political and social changes were occurring rapidly in Siam (now Thailand). The old ruling families were being displaced by an evolving centralized government. These families were pensioned off (given a sum of money to live on) or simply had their revenues taken away or restricted; their sons were enticed away to schools for district officers, later to be posted in some faraway province; and the old patron-client relations that had bound together local societies simply disintegrated. Local rulers could no longer protect their relatives and attendants in legal cases, and with the ending in 1905 of the practice of forcing peasant farmers to work part-time for local rulers, the rulers no longer had a regular base for relations with rural populations. The old local ruling families, then, were severed from their traditional social context.

The same situation viewed from the perspective of the rural population is even more complex. According to the government’s first census of the rural population, taken in 1905, there were about thirty thousand villages in Siam. This was probably a large increase over the figure even two or three decades earlier, during the late 1800s. It is difficult to imagine it now, but Siam’s Central Plain in the late 1800s was nowhere near as densely settled as it is today. There were still forests closely surrounding Bangkok into the last half of the nineteenth century, and even at century’s end there were wild elephants and tigers roaming the countryside only twenty or thirty miles away.

Much population movement involved the opening up of new lands for rice cultivation. Two things made this possible and encouraged it to happen. First, the opening of the kingdom to the full force of international trade by the Bowring Treaty (1855) rapidly encouraged economic specialization in the growing of rice, mainly to feed the rice-deficient portions of Asia (India and China in particular). The average annual volume of rice exported from Siam grew from under 60 million kilograms per year in the late 1850s to more than 660 million kilograms per year at the turn of the century; and over the same period the average price per kilogram doubled. During the same period, the area planted in rice increased from about 230,000 acres to more than350,000 acres. This growth was achieve as the result of the collective decisions of thousands of peasants families to expand the amount of land they cultivated, clear and plant new land, or adopt more intensive methods of agriculture.

■ They were able to do so because of our second consideration. ■ They were relatively freer than they had been half a century earlier. ■ Over the course of the Fifth Reign (1868 – 1910), the ties that bound rural people to the aristocracy and local ruling elites were greatly reduced. Peasants now paid a tax on individuals instead of being required to render labor service to the government. ■ Under these conditions, it made good sense to thousands of peasant families to in effect work full-time at what they had been able to do only part-time previously because of the requirement to work for the government: grow rice for the marketplace.

Numerous changes accompanied these developments. The rural population both dispersed and grew, and was probably less homogeneous and more mobile than it had been a generation earlier. The villages became more vulnerable to arbitrary treatment by government bureaucrats as local elites now had less control over them. By the early twentieth century, as government modernization in a sense caught up with what had been happening in the countryside since the 1870s, the government bureaucracy intruded more and more into village life. Provincial police began to appear, along with district officers and cattle registration and land deeds and registration for compulsory military service. Village handicrafts diminished or died out completely as people bought imported consumer goods, like cloth and tools, instead of making them themselves. More economic variation took shape in rural villages, as some grew prosperous from farming while others did not. As well as can be measured, rural standards of living improved in the Fifth Reign. But the statistical averages mean little when measured against the harsh realities of peasant life.

Distributions of Tropical Bee Colonies

In 1977 ecologists Stephen Hubbell and Leslie Johnson recorded a dramatic example of how social interactions can produce and enforce regular spacing in a population. They studied competition and nest spacing in populations of stingless bees in tropical dry forests in Costa Rica. Though these bees do no sting, rival colonies of some species fight fiercely over potential nesting sites.

Stingless bees are abundant in tropical and subtropical environments, where they gather nectar and pollen from a wide variety of flowers. They generally nest in trees and live in colonies made up of hundreds to thousands of workers. Hubbell and Johnson observed that some species of stingless bees are highly aggressive to members of their species from other colonies, while other species are not. Aggressive species usually forage in groups and feed mainly on flowers that occur in high-density clumps. Nonaggressive species feed singly or in small groups and on more widely distributed flowers.

Hubbell and Johnson studied several species of stingless bees to determine whether there is a relationship between aggressiveness and patterns of colony distribution. They predicted that the colonies of aggressive species would show regular distributions, while those of nonaggressive species would show random or closely grouped (clumped) distribution. They concentrated their studies on a thirteen-hectare tract of tropical dry forest that contained numerous nests of nine species of stingless bees.

Though Hubbell and Johnson were interested in how bee behavior might affect colony distributions, they recognized that the availability of potential nest sites for colonies could also affect distributions. ■ So as one of the first steps in their study, they mapped the distributions of trees suitable for nesting. ■ They found that potential nest trees were distributed randomly through the study area. ■ They also found that the number of potential nest sites was much greater than the number of bee colonies. ■ What did these measurements show the researchers? The number of colonies in the study area was not limited by availability of suitable trees, and a clumped or regular distribution of colonies was not due to an underlying clumped or regular distribution of potential nest sites.

Hubbell and Johnson mapped the nests of five of the nine species of stingless bees accurately, and the nests of four of these species were distributed regularly. All four species with regular nest distributions were highly aggressive to bees from other colonies of their own species. The fifth species was not aggressive, and its nests were randomly distributed over the study area.

The researchers also studied the process by which the aggressive species establish new colonies. Their observations provide insights into the mechanisms that establish and maintain the regular nest distribution of these species. Aggressive species apparently mark prospective nest sites with pheromones, chemical substances secreted by some animals for communication with other members of their species. The pheromone secreted by these stingless bees attracts and aggregates members of their colony to the prospective nest site; however, it also attracts workers from other nests.

If workers from two different colonies arrive at the prospective nest at the same time, they may fight for possession. Fights may be escalated into protracted battles. The researchers observed battles over a nest tree that lasted for two weeks. Each dawn, fifteen to thirty workers from two competing colonies arrived at the contested nest site. The workers from the two colonies faced off in two swarms and displayed and fought with each other. In the displays, pairs of bees faced each other, slowly flew vertically to a height of about three meters, and then grappled each other to the ground. When the two bees hit the ground, they separated, faced off, and performed another aerial display. Bees did not appear to be injured in these fights, which were apparently ritualized. The two swarms abandoned the battle at about 8 or 9 A.M. each morning, only to re-form and begin again the next day just after dawn. While this contest over an unoccupied nest site produced no obvious mortality, fights over occupied nests sometimes kill over 1,000 bees in a single battle.

TPO 33

The First Civilizations

Evidence suggests that an important stimulus behind the rise of early civilizations was the development of settled agriculture, which unleashed a series of changes in the organization of human communities that culminated in the rise of large ancient empires.

The exact time and place that crops were first cultivated successfully is uncertain. Many prehistorians believe that farming may have emerged in dependently in several different areas of the world when small communities, driven by increasing population and a decline in available food resources, began to plant seeds in the ground in an effort to guarantee their survival. The first farmers, who may have lived as long as 10,000 years ago, undoubtedly used simple techniques and still relied primarily on other forms of food production, such as hunting, foraging, or pastoralism. The real breakthrough took place when farmers began to cultivate crops along the floodplains of river systems. The advantage was that crops grown in such areas were not as dependent on rainfall and therefore produced a more reliable harvest. An additional benefit was that the sediment carried by the river waters deposited nutrients in the soil, thus enabling the farmer to cultivate a single plot of ground for many years without moving to a new location. Thus, the first truly sedentary (that is, nonmigratory) societies were born. As time went on, such communities gradually learned how to direct the flow of water to enhance the productive capacity of the land, while the introduction of the iron plow eventually led to the cultivation of heavy soils not previously susceptible to agriculture.

The spread of this river valley agriculture in various parts of Asia and Africa was the decisive factor in the rise of the first civilizations. The increase in food production in these regions led to a significant growth in population, while efforts to control the flow of water to maximize the irrigation of cultivated areas and to protect the local inhabitants from hostile forces outside the community provoked the first steps toward cooperative activities on a large scale. The need to oversee the entire process brought about the emergence of an elite that was eventually transformed into a government.

The first clear steps in the rise of the first civilizations took place in the fourth and third millennia B.C. in Mesopotamia, northern Africa, India, and China. How the first governments took shape in these areas is not certain, but anthropologists studying the evolution of human communities in various parts of the world have discovered that one common stage in the process is the emergence of what are called “big men” within a single village or a collection of villages. By means of their military prowess, dominant personalities, or political talents, these people gradually emerge as the leaders of that community. In time, the “big men” become formal symbols of authority and pass on that authority to others within their own family. As the communities continue to grow in size and material wealth, the “big men” assume hereditary status, and their allies and family members are transformed into a hereditary monarchy.

The appearance of these sedentary societies had a major impact on the social organizations, religious beliefs, and way of life of the peoples living within their boundaries. ■ With the increase in population and the development of centralized authority came the emergence of the cities. ■ While some of these urban centers were identified with a particular economic function, such as proximity to gold or iron deposits or a strategic location on a major trade route, others served primarily as administrative centers or the site of temples for the official cult or other ritual observances. ■ Within these cities, new forms of livelihood appeared to satisfy the growing need for social services and consumer goods. ■ Some people became artisans or merchants, while others became warriors, scholars, or priests. In some cases, the physical division within the first cities reflected the strict hierarchical character of the society as a whole, with a royal palace surrounded by an imposing wall and separate from the remainder of the urban population. In other instances, such as the Indus River Valley, the cities lacked a royal precinct and the ostentatious palaces that marked their contemporaries elsewhere.

Railroads and Commercial Agriculture in Nineteenth-Century United States

By 1850 the United States possessed roughly 9,000 miles of railroad track; ten years later it had over 30,000 miles, more than the rest of the world combined. Much of the new construction during the 1850s occurred west of the Appalachian Mountains – over 2,000 miles in the states of Ohio and Illinois alone.

The effect of the new railroad lines rippled outward through the economy. Farmers along the tracks began to specialize in corps that they could market in distant locations. With their profits they purchased manufactured goods that earlier they might have made at home. Before the railroad reached Tennessee, the state produced about 25,000 bushels (or 640 tons) of wheat, which sold for less than 50 cents a bushel. Once the railroad came, farmers in the same counties grew 400,000 bushels (over 10,000 tons) and sold their crop at a dollar a bushel.

The new railroad networks shifted the direction of western trade. ■ In 1840 most northwestern grain was shipped south down the Mississippi River to the bustling port of New Orleans. ■ But low water made steamboat travel hazardous in summer, and ice shut down traffic in winter. ■ Products such as lard, tallow, and cheese quickly spoiled if stored in New Orleans’ hot and humid warehouses. ■ Increasingly, traffic from the Midwest flowed west to east, over the new rail lines. Chicago became the region’s hub, linking the farms of the upper Midwest to New York and other eastern cities by more than 2,000 miles of track in 1855. Thus while the value of goods shipped by river to New Orleans continued to increase, the South’s overall share of western trade dropped dramatically.

A sharp rise in demand for grain abroad also encouraged farmers in the Northeast and Midwest to become more commercially oriented. Wheat, which in 1845 commanded $1.08 a bushel in New York City, fetched $2.46 in 1855; in similar fashion the price of corn nearly doubled. Farmers responded by specializing in cash crops, borrowing to purchase more land, and investing in equipment to increase productivity.

As railroad lines fanned out from Chicago, farmers began to acquire open prairie land in Illinois and then Iowa, putting the fertile, deep black soil into production. Commercial agriculture transformed this remarkable treeless environment. To settlers accustomed to eastern woodlands, the thousands of square miles of tall grass were an awesome sight. Indian grass, Canada wild rye, and native big bluestem all grew higher than a person. Because eastern plows could not penetrate the densely tangled roots of prairie grass, the earliest settlers erected farms along the boundary separating the forest from the prairie. In 1837, however, John Deere patented a sharp-cutting steel plow that sliced through the sod without soil sticking to the blade. Cyrus McCormick refined a mechanical reaper that harvested fourteen times more wheat with the same amount of labor. By the 1850s McCormick was selling 1,000 reapers a year and could not keep up with demand, while Deere turned out 10,000 plows annually.

The new commercial farming fundamentally altered the Midwestern landscape and the environment. Native Americans had grown corn in the region for years, but never in such large fields as did later settlers who became farmers, whose surpluses were shipped east. Prairie farmers also introduced new crops that were not part of the earlier ecological system, notably wheat, along with fruits and vegetables.

Native grasses were replaced by a small number of plants cultivated as commodities. Corn had the best yields, but it was primarily used to feed livestock. Because bread played a key role in the American and European diet, wheat became the major cash crop. Tame grasses replaced native grasses in pastures for making hay.

Western farmers altered the landscape by reducing the annual fires that had kept the prairie free from trees. In the absence of these fires, trees reappeared on land not in cultivation and, if undisturbed, eventually formed woodlots. The earlier unbroken landscape gave way to independent farms, each fenced off in a precise checkerboard pattern. It was an artificial ecosystem of animals, woodlots, and crops, whose large, uniform layout made western farms more efficient than the more-irregular farms in the East.

Extinction Episodes of the Past

It was not until the Cambrian period, beginning about 600 million years ago, that a great proliferation of macroscopic species occurred on Earth and produced a fossil record that allows us to track the rise and fall of biodiversity. Since the Cambrian period, biodiversity has generally risen, but there have been some notable exceptions. Biodiversity collapsed dramatically during at least five periods because of mass extinctions around the globe. The five major mass extinctions receive most of the attention, but they are only one end of a spectrum of extinction events. Collectively, more species went extinct during smaller events that were less dramatic but more frequent. The best known of the five major extinction events, the one that saw the demise of the dinosaurs, is the Cretaceous-Tertiary extinction.

Starting about 280 million years ago, reptiles were the dominant large animals in terrestrial environments. In popular language this was the era “when dinosaurs ruled Earth,” when a wide variety of reptile species occupying many ecological niches. However, no group or species can maintain its dominance indefinitely, and when, after over 200 million years, the age of dinosaurs came to a dramatic end about 65 million years ago, mammals began to flourish, evolving from relatively few types of small terrestrial animals into the myriad of diverse species, including bats and whales, that we know today. Paleontologists label this point in Earth’s history as the end of the Cretaceous period and the beginning of the Tertiary period, often abbreviated as the K-T boundary. This time was also marked by changes in many other types of organisms. Overall, about 38 percent of the families of marine animals were lost, with percentages much higher in some groups Ammonoid mollusks went from being very diverse and abundant to being extinct. An extremely abundant set of planktonic marine animals called foraminifera largely disappeared, although they rebounded later. Among plants, the K-T boundary saw a sharp but brief rise in the abundance of primitive vascular plants such as ferns, club mosses, horsetails, and conifers and other gymnosperms. The number of flowering plants (angiosperms) was reduced at this time, but they then began to increase dramatically.

What caused these changes? For many years scientists assumed that a cooling of the climate was responsible, with dinosaurs being particularly vulnerable because, like modern reptiles, they were ectothermic (dependent on environmental heat, or cold-blooded). It is now widely believed that at least some species of dinosaurs had a metabolic rate high enough for them to be endotherms (animals that maintain a relatively consistent body temperature by generating heat internally). Nevertheless, climatic explanations for the K-T extinction are not really challenged by the ideas that dinosaurs may have been endothermic, because even endotherms can be affected by a significant change in the climate.

Explanations for the K-T extinction were revolutionized in 1980 when a group of physical scientists led by Luis Alvarez proposed that 65 million years ago Earth was stuck by a 10-kilometer-wide meteorite traveling at 90,000 kilometers per hour. They believed that this impact generated a thick cloud of dust that enveloped Earth, shutting out much of the incoming solar radiation and reducing plant photosynthesis to very low levels. Short-term effects might have included huge tidal waves and extensive fires. In other words, a series of events arising from a single cataclysmic event caused the massive extinctions. ■ Initially, the meteorite theory was based on a single line of evidence. ■ At locations around the globe, geologists had found an unusually high concentration of iridium in the layer of sedimentary rocks that was formed about 65 million years ago. ■ Iridium is an element that is usually uncommon near Earth’s surface, but it is abundant in some meteorites. ■ Therefore, Alvarez and his colleagues concluded that it was likely that the iridium in sedimentary rocks deposited at the K-T boundary had originated in a giant meteorite or asteroid. Most scientist came to accept the meteorite theory after evidence came to light that a circular formation, 180 kilometers in diameter and centered on the north coast of the Yucatan Peninsula, was created by a meteorite impact about 65 million years ago.

TPO extra 1

POPULATION AND CLIMATE

The human population on Earth has grown to the point that it is having an effect on Earth’s atmosphere and ecosystems. Burning of fossil fuels, deforestation, urbanization, cultivation of rice and cattle, and the manufacture of chlorofluorocarbons (CFCs) for propellants and refrigerants are increasing the concentration of carbon dioxide, methane, nitrogen oxides, sulphur oxides, dust, and CFCs in the atmosphere. About 70 percent of the Sun’s energy passes through the atmosphere and strikes Earth’s surface. This radiation heats the surface of the land and ocean, and these surfaces then reradiate infrared radiation back into space. This allows Earth to avoid heating up too much. However, not all of the infrared radiation makes it into space; some is absorbed by gases in the atmosphere and is reradiated back to Earth’s surface. A greenhouse gas is one that absorbs infrared radiation and then reradiates some of this radiation back to Earth. Carbon dioxide, CFCs, methane, and nitrogen oxides are greenhouse gases. The natural greenhouse effect of our atmosphere is well established. In fact, without greenhouse gases in the atmosphere, scientists calculate that Earth would be about 33℃ cooler than it currently is.

     The current concentration of carbon dioxide in the atmosphere is about 360 parts per million. Human activities are having a major influence on atmospheric carbon dioxide concentrations, which are rising so fast that current predictions are that atmospheric concentrations of carbon dioxide will double in the next 50 to 100 years. The Intergovernmental Panel on Climate Change (IPCC) report in 1992, which represents a consensus of most atmospheric scientists, predicts that a doubling of carbon dioxide concentration would raise global temperatures anywhere between 1.4℃ and 4.5℃. The IPCC report issued in 2001 raised the temperature prediction almost twofold. The suggested rise in temperature is greater than the changes that occurred in the past between ice ages. The increase in temperatures would not be uniform, with the smallest changes at the equator and changes two or three times as great at the poles. The local effects of these global changes are difficult to predict, but it is generally agreed that they may include alterations in ocean currents, increased winter flooding in some areas of the Northern Hemisphere, a higher incidence of summer drought in some areas, and rising sea levels, which may flood low-lying countries.

     Scientists are actively investigating the feedback mechanism within the physical, chemical, and biological components of Earth’s climate system in order to make accurate predictions of the effects the rise in greenhouse gases will have on future global climates. Global circulation models are important tools in this process. These models incorporate current knowledge on atmospheric circulation patterns, ocean currents, the effect of landmasses, and the like to predict climate under changed conditions. There are several models, and all show agreement on a global scale. For example, all models show substantial changes in climate when carbon dioxide concentration is doubled. However, there are significant differences in the regional climates predicted by different models. Most models project greater temperature increases in mid-latitude regions and in mid-continental regions relative to the global average. Additionally, changes in precipitation patterns are predicted, with decreases in mid-latitude regions and increased rainfall in some tropical areas. Finally, most models predict that there will be increased occurrences of extreme events, such as extended periods without rain (drought), extreme heat waves, greater seasonal variation in temperatures, and increases in the frequency and magnitude of severe storms. Plants and animals have strong responses to virtually every aspect of these projected global changes.

     The challenge of predicting organismal responses to global climate change is difficult. ■ Partly, this is due to the fact that there are more studies of short-term, individual organism responses than there are of long-term, systemwide studies. ■ It is extremely difficult, both monetarily and physically, for scientists to conduct field studies at spatial and temporal scales that are large enough to include all the components of real-world systems, especially ecosystems with large, freely ranging organisms. ■ One way paleobiologists try to get around this limitation is to attempt to reconstruct past climates by examining fossil life. ■

     The relative roles that abiotic and biotic factors play in the distribution of organisms is especially important now, when the world is confronted with the consequences of a growing human population. Changes in climate, land use, and habitat destruction are currently causing dramatic decreases in biodiversity throughout the world. An understanding of climate-organism relationships is essential to efforts to preserve and manage Earth’s biodiversity.

EUROPE IN THE TWELFTH CENTURY

Europe in the eleventh century underwent enormous social, technological, and economic changes, but this did not create a new Europe—it created two new ones. ■ The north was developed as a rigidly hierarchical society in which status was determined, or was at least indicated, by the extent to which one owned, controlled, or labored on land; whereas the Mediterranean south developed a more fluid, and therefore more chaotic, world in which industry and commerce predominated and social status both reflected and resulted from the role that one played in the public life of the community. ■ In other words, individual identity and social community in the north were established on a personal basis, whereas in the south they were established on a civic basis. ■ By the start of the twelfth century, northern and southern Europe were very different places indeed, and the Europeans themselves noticed it and commented on it. ■

     Political dominance belonged to the north. Germany, France, and England had large populations and large armies that made them, in the political and military senses, the masters of western Europe. Organized by the practices known collectively as feudalism, these kingdoms emerged as powerful states with sophisticated machineries of government. Their kings and queens were the leading figures of the age; their castles and cathedrals stood majestically on the landscape as symbols of their might; their armies both energized and defined the age. Moreover, feudal society showed a remarkable ability to adapt to new needs by encouraging the parallel development of domestic urban life and commercial networks; in some regions of the north, in fact, feudal society may even have developed in response to the start of the trends toward bigger cities. But southern Europe took the lead in economic and cultural life. Though the leading Mediterranean states were small in size, they were considerably wealthier than their northern counterparts. The Italian city of Palermo in the twelfth century, for example, alone generated four times the commercial tax revenue of the entire kingdom of England. Southern communities also possessed urbane, multilingual cultures that made them the intellectual and artistic leaders of the age. Levels of general literacy in the south far surpassed those of the north, and the people of the south put that learning to use on a large scale. Science, mathematics, poetry, law, historical writing, religious speculation, translation, and classical studies all began to flourish; throughout most of the twelfth century, most of the continent’s best brains flocked to southern Europe.

     So too did a lot of the north’s soldiers. One of the central themes of the political history of the twelfth century was the continual effort by the northern kingdoms to extend their control southward in the hope of tapping into the Mediterranean bonanza. The German emperors starting with Otto I (936-973), for example, struggled ceaselessly to establish their control over the cities of northern Italy, since those cities generated more revenue than all of rural Germany combined. The kings of France used every means at their disposal to push the lower border of their kingdom to the Mediterranean shoreline. And the Normans who conquered and ruled England established outposts of Norman power in Sicily and the adjacent lands of southern Italy; the English kings also hoped or claimed at various times to be, either through money or marriage diplomacy, the rulers of several Mediterranean states. But as the northern world pressed southward, so too did some of the cultural norms and social mechanisms of the south expand northward. Over the course of the twelfth century, the feudal kingdoms witnessed a proliferation of cities modeled in large degree on those of the south. Contact with the merchants and financiers of the Mediterranean led to the development of northern industry and international trade (which helped to pay for many of the castles and cathedrals mentioned earlier). And education spread as well, culminating in the foundation of what is arguably medieval Europe’s greatest invention: the university. The relationship of north and south was symbiotic, in other words, and the contrast between them was more one of differences in degree than of polar opposition.

     feudalism: a political and economic system based on the relationship of a lord to people of lower status, who owed service and/or goods to the lord in exchange for the use of land.

WHAT IS A COMMUNITY?

The Black Hills forest, the prairie riparian forest, and other forests of the western United States can be separated by the distinctly different combinations of species they comprise. It is easy to distinguish between prairie riparian forest and Black Hills forest—one is a broad-leaved forest of ash and cottonwood trees, the other is a coniferous forest of ponderosa pine and white spruce trees. One has kingbirds; the other, juncos (birds with white outer tail feathers). The fact that ecological communities are, indeed, recognizable clusters of species led some early ecologists, particularly those living in the beginning of the twentieth century, to claim that communities are highly integrated, precisely balanced assemblages. This claim harkens back to even earlier arguments about the existence of a balance of nature, where every species is there for a specific purpose, like a vital part in a complex machine. Such a belief would suggest that to remove any species, whether it be plant, bird, or insect, would somehow disrupt the balance, and the habitat would begin to deteriorate. Likewise, to add a species may be equally disruptive.

     One of these pioneer ecologists was Frederick Clements, who studied ecology extensively throughout the Midwest and other areas in North America. He held that within any given region of climate, ecological communities tended to slowly converge toward a single endpoint, which he called the “climatic climax.” This “climax” community was, in Clements’s mind, the most well-balanced, integrated grouping of species that could occur within that particular region. Clements even thought that the process of ecological succession—the replacement of some species by others over time—was somewhat akin to the development of an organism, from embryo to adult. Clements thought that succession represented discrete stages in the development of the community (rather like infancy, childhood, and adolescence), terminating in the climatic “adult” stage, when the community became self-reproducing and succession ceased. Clements’s view of the ecological community reflected the notion of a precise balance of nature.

     Clements was challenged by another pioneer ecologist, Henry Gleason, who took the opposite view. Gleason viewed the community as largely a group of species with similar tolerances to the stresses imposed by climate and other factors typical of the region. Gleason saw the element of chance as important in influencing where species occurred. His concept of the community suggests that nature is not highly integrated. Gleason thought succession could take numerous directions, depending upon local circumstances.

     ■ Who was right? ■ Many ecologists have made precise measurements, designed to test the assumptions of both the Clements and Gleason models. ■ For instance, along mountain slopes, does one life zone, or habitat type, grade sharply or gradually into another? ■ If the divisions are sharp, perhaps the reason is that the community is so well integrated, so holistic, so like Clements viewed it, that whole clusters of species must remain together. If the divisions are gradual, perhaps, as Gleason suggested, each species is responding individually to its environment, and clusters of species are not so integrated that they must always occur together.

     It now appears that Gleason was far closer to the truth than Clements. The ecological community is largely an accidental assemblage of species with similar responses to a particular climate. Green ash trees are found in association with plains cottonwood trees because both can survive well on floodplains and the competition between them is not so strong that only one can persevere. One ecological community often flows into another so gradually that it is next to impossible to say where one leaves off and the other begins. Communities are individualistic.

     This is not to say that precise harmonies are not present within communities. Most flowering plants could not exist were it not for their pollinators—and vice versa. Predators, disease organisms, and competitors all influence the abundance and distribution of everything from oak trees to field mice. But if we see a precise balance of nature, it is largely an artifact of our perception, due to the illusion that nature, especially a complex system like a forest, seems so unchanging from one day to the next.

TPO extra 2

HABITATS AND CHIPMUNK SPECIES

There are eight chipmunk species in the Sierra Nevada mountain range, and most of them look pretty much alike. But eight different species of chipmunks scurrying around a picnic area will not be found. Nowhere in the Sierra do all eight species occur together. Each species tends strongly to occupy a specific habitat type, within an elevational range, and the overlap among them is minimal.

    The eight chipmunk species of the Sierra Nevada represent but a few of the 15 species found in western North America, yet the whole of eastern North America makes do with but one species: the Eastern chipmunk. Why are there so many very similar chipmunks in the West? The presence of tall mountains interspersed with vast areas of arid desert and grassland makes the West ecologically far different from the East. The West affords much more opportunity for chipmunk populations to become geographically isolated from one another, a condition of species formation. Also, there are more extremes in western habitats. In the Sierra Nevada, high elevations are close to low elevations, at least in terms of mileage, but ecologically they are very different.

    Most ecologists believe that ancient populations of chipmunks diverged genetically when isolated from one another by mountains and unfavorable ecological habitat. These scattered populations first evolved into races—adapted to the local ecological conditions—and then into species, reproductively isolated from one another. This period of evolution was relatively recent, as evidenced by the similar appearance of all the western chipmunk species.

     Ecologists have studied the four chipmunk species that occur on the eastern slope of the Sierra and have learned just how these species interact while remaining separate, each occupying its own elevational zone. The sagebrush chipmunk is found at the lowest elevation, among the sagebrush. The yellow pine chipmunk is common in low to mid-elevations and open conifer forests, including and ponderosa and Jeffrey pine forests. The lodge pole chipmunk is found at higher elevations, among the lodge poles, firs, and high-elevation pines. The alpine chipmunk is higher still, venturing among the talus slopes, alpine meadows, and high-elevation pines and junipers. ■ Obviously, the ranges of each species overlap. ■ Why don’t sagebrush chipmunks move into the pine zones? ■ Why don’t alpine chipmunks move to lower elevations and share the conifer forests with lodge pole chipmunks? ■

     The answer, in one word, is aggression. Chipmunk species actively defend their ecological zones from encroachment by neighboring species. The yellow pine chipmunk is more aggressive than the sagebrush chipmunk, possibly because it is a bit larger. It successfully bullies its smaller evolutionary cousin, excluding it from the pine forests. Experiments have shown that the sagebrush chipmunk is physiologically able to live anywhere in the Sierra Nevada, from high alpine zones to the desert. The little creature is apparently restricted to the desert not because it is specialized to live only there but because that is the only habitat where none of the other chipmunk species can live. The fact that sagebrush chipmunks tolerate very warm temperatures makes them, and only them, able to live where they do. The sagebrush chipmunk essentially occupies its habitat by default. In one study, ecologists established that yellow pine chipmunks actively exclude sagebrush chipmunks from pine forests; the ecologists simply trapped all the yellow pine chipmunks in a section of forest and moved them out. Sagebrush chipmunks immediately moved in, but yellow pine chipmunks did not enter sagebrush desert when sagebrush chipmunks were removed.

     The most aggressive of the four eastern-slope species is the lodge pole chipmunk, a feisty rodent indeed. It actively prevents alpine chipmunks from moving downslope, and yellow pine chipmunks from moving upslope. There is logic behind the lodge pole’s aggressive demeanor. It lives in the cool, shaded conifer forests, and of the four species, it is the least able to tolerate heat stress. It is, in other words, the species of the strictest habitat needs: it simply must be in those shaded forests. However, if it shared its habitat with alpine and yellow pine chipmunks, either or both of these species might out compete it, taking most of the available food. Such a competition could effectively eliminate lodge pole chipmunks from the habitat. Lodge poles survive only by virtue of their aggression.

CETACEAN INTELLIGENCE

We often hear that whales, dolphins, and porpoises are as intelligent as humans, maybe even more so. Are they really that smart? There is no question that cetaceans are among the most intelligent of animals. Dolphins, killer whales, and pilot whales in captivity quickly learn tricks. The military has trained bottlenose dolphins to find bombs and missile heads and to work as underwater spies.

     This type of learning, however, is called conditioning. ■ The animal simply learns that when it performs a particular behavior, it gets a reward, usually a fish. ■ Many animals, including rats, birds, and even invertebrates, can be conditioned to perform tricks. ■ We certainly don’t think of these animals as our mental rivals. ■ Unlike most other animals, however, dolphins quickly learn by observations and may spontaneously imitate human activities. One tame dolphin watched a diver cleaning an underwater viewing window, seized a feather in its beak, and began imitating the diver—complete with sound effects! Dolphins have also been seen imitating seals, turtles, and even water-skiers.

     Given the seeming intelligence of cetaceans, people are always tempted to compare them with humans and other animals. Studies on discrimination and problem-solving skills in the bottlenose dolphin, for instance, have concluded that its intelligence lies “somewhere between that of a dog and a chimpanzee.” Such comparisons are unfair. It is important to realize that intelligence is a very human concept and that we evaluate it in human terms. After all, not many people would consider themselves stupid because they couldn’t locate and identify a fish by its echo. Why should we judge cetaceans by their ability to solve human problems?

     Both humans and cetaceans have large brains with an expanded and distinctively folded surface, the cortex. The cortex is the dominant association center of the brain, where abilities such as memory and sensory perception are centered. Cetaceans have larger brains than ours, but the ratio of brain to body weight is higher in humans. Again, direct comparisons are misleading. In cetaceans it is mainly the portions of the brain associated with hearing and the processing of sound information that are expanded. The enlarged portions of our brain deal largely with vision and hand-eye coordination. Cetaceans and humans almost certainly perceive the world in very different ways. Their world is largely one of sounds, ours one of sights.

     Contrary to what is depicted in movies and on television, the notion of “talking” to dolphins is also misleading. Although they produce a rich repertoire of complex sounds, they lack vocal cords and their brains probably process sound differently from ours. Bottlenose dolphins have been trained to make sounds through the blowhole that sound something like human sounds, but this is a far cry from human speech. By the same token, humans cannot make whale sounds. We will probably never be able to carry on an unaided conversation with cetaceans.

     As in chimpanzees, captive bottlenose dolphins have been taught American Sign Language. These dolphins have learned to communicate with trainers who use sign language to ask simple questions. Dolphins answer back by pushing a “yes” or “no” paddle. They have even been known to give spontaneous responses not taught by the trainers. Evidence also indicates that these dolphins can distinguish between commands that differ from each other only by their word order, a truly remarkable achievement. Nevertheless, dolphins do not seem to have a real language like ours. Unlike humans, dolphins probably cannot convey very complex messages.

     Observations of cetaceans in the wild have provided some insights on their learning abilities. Several bottlenose dolphins off western Australia, for instance, have been observed carrying large cone-shaped sponges over their beaks. They supposedly use the sponges for protection against stingrays and other hazards on the bottom as they search for fish to eat. This is the first record of the use of tools among wild cetaceans.

     Instead of “intelligence,” some people prefer to speak of “awareness.” In any case, cetaceans probably have a very different awareness and perception of their environment than do humans. Maybe one day we will come to understand cetaceans on their terms instead of ours, and perhaps we will discover a mental sophistication rivaling our own.

A MODEL OF URBAN EXPANSION

In the early twentieth century, the science of sociology found supporters in the United States and Canada partly because the cities there were growing so rapidly. It often appeared that North American cities would be unable to absorb all the new comers arriving in such large numbers. Presociological thinkers like Frederick Law Olmsted, the founder of the movement to build parks and recreation areas in cities, and Jacob Riis, an advocate of slum reform, urged the nation’s leaders to invest in improving the urban environment, building parks and beaches, and making better housing available to all. These reform efforts were greatly aided by sociologists who conducted empirical research on the social conditions in cities. In the early twentieth century, many sociologists lived in cities like Chicago that were characterized by rapid population growth and serious social problems. It seemed logical to use empirical research to construct theories about how cities grow and change in response to major social forces as well as more controlled urban planning.

The founders of the Chicago school of sociology, Robert Park and Ernest Burgess, attempted to develop a dynamic model of the city, one that would account not only for the expansion of cities in terms of population and territory but also for the patterns of settlement and land use within cities. They identified several factors that influence the physical form of cities. As Park stated, among them are “transportation and communication, tramways and telephones, newspapers and advertising, steel construction and elevators—all things, in fact, which tend to bring about at once a greater mobility and a greater concentration of the urban populations.”

Park and Burgess based their model of urban growth on the concept of “natural areas”—that is, areas such as occupational suburbs or residential enclaves in which the population is relatively homogeneous and land is used in similar ways without deliberate planning. Park and Burgess saw urban expansion as occurring through a series of “invasions” of successive zones or areas surrounding the center of the city. For example, people from rural areas and other societies “invaded” areas where housing was inexpensive. Those areas tended to be close to the places where they worked. In turn, people who could afford better housing and the cost of commuting “invaded” areas farther from the business district.

Park and Burgess’s model has come to be known as the “concentric-zone model’ (represented by the figure). Because the model was originally based on studies of Chicago, its center is labeled “Loop,” the term commonly applied to that city’s central commercial zone. Surrounding the central zone is a “zone in transition,” an area that is being invaded by business and light manufacturing. The third zone is inhabited by workers who do not want to live in the factory or business district but at the same time need to live reasonably close to where they work. The fourth or residential zone consists of upscale apartment buildings and single-family homes. And the outermost ring, outside the city limits, is the suburban or commuters’ zone; its residents live within a 30- to 60-minute ride of the central business district.

Studies by Park, Burgess, and other Chicago-school sociologists showed how new groups of immigrants tended to be concentrated in separate areas within inner-city zones, where they sometimes experienced tension with other ethnic groups that had arrived earlier. Over time, however, each group was able to adjust to life in the city and to find a place for itself in the urban economy. ■ Eventually many of the immigrants moved to unsegregated areas in outer zones; the areas they left behind were promptly occupied by new waves of immigrants.

The Park and Burgess model of growth in zones and natural areas of the city can still be used to describe patterns of growth in cities that were built around a central business district and that continue to attract large numbers of immigrants. ■ But this model is biased toward the commercial and industrial cities of North America, which have tended to form around business centers rather than around palaces or cathedrals, as is often the case in some other parts of the world. ■ Moreover, it fails to account for other patterns of urbanization, such as the rapid urbanization that occurs along commercial transportation corridors and the rise of nearby satellite cities. ■

TPO34

Islamic Art and the Book

The arts of the Islamic book, such as calligraphy and decorative drawing, developed during A.D. 900 to 1500, and luxury books are some of the most characteristic examples of Islamic art produced in this period. This came about from two major developments: paper became common, replacing parchment as the major medium for writing, and rounded scripts were regularized and perfected so that they replaced the angular scripts of the previous period, which because of their angularity were uneven in height. Books became major vehicles for artistic expression, and the artists who produced them, notably calligraphers and painters, enjoyed high status, and their workshops were often sponsored by princes and their courts. Before A. D. 900, manuscripts of the Koran (the book containing the teachings of the Islamic religion) seem to have been the most common type of book produced and decorated, but after that date a wide range of books were produced for a broad spectrum of patrons. These continued to include, of course, manuscripts of the Koran, which every Muslim wanted to read, but scientific works, histories, romances, and epic and lyric poetry were also copied in fine handwriting and decorated with beautiful illustrations. Most were made for sale on the open market, and cities boasted special souks (markets) where books were bought and sold. The mosque of Marrakech in Morocco is known as the Kutubiyya, or Booksellers’ Mosque, after the adjacent market. Some of the most luxurious books were specific commissions made at the order of a particular prince and signed by the calligrapher and decorator.

Papermaking had been introduced to the Islamic lands from China in the eighth century. ■ It has been said that Chinese papermakers were among the prisoners captured in a battle fought near Samarqand between the Chinese and the Muslims in 751, and the technique of papermaking E in which cellulose pulp extracted from any of several plants is first suspended in water, caught on a fine screen, and then dried into flexible sheets E slowly spread westward. ■ Within fifty years, the government in Baghdad was using paper for documents. ■ Writing in ink on paper, unlike parchment, could not easily be erased, and therefore paper had the advantage that it was difficult to alter what was written on it. ■ Papermaking spread quickly to Egypt E and eventually to Sicily and Spain E but it was several centuries before paper supplanted parchment for copies of the Koran, probably because of the conservative nature of religious art and its practitioners. In western Islamic lands, parchment continued to be used for manuscripts of the Koran throughout this period.

The introduction of paper spurred a conceptual revolution whose consequences have barely been explored. Although paper was never as cheap as it has become today, it was far less expensive than parchment, and therefore more people could afford to buy books, Paper is thinner than parchment, so more pages could be enclosed within a single volume. At first, paper was made in relatively small sheets that were pasted together, but by the beginning of the fourteenth century, very large sheets E as much as a meter across E were available. These large sheets meant that calligraphers and artists had more space on which to work. Paintings became more complicated, giving the artist greater opportunities to depict space or emotion. The increased availability of paper, particularly after 1250, encouraged people to develop systems of representation, such as architectural plans and drawings. This in turn allowed the easy transfer of artistic ideas and motifs over great distances from one medium to another, and in a different scale in ways that had been difficult, if not impossible, in the previous period.

Rounded styles of Arabic handwriting had long been used for correspondence and documents alongside the formal angular scripts used for inscriptions and manuscripts of the Koran. Around the year 900, Ibn Muqla, who was a secretary and vizier at the Abbasid court in Baghdad, developed a system of proportioned writing. He standardized the length of alif, the first letter of the Arabic alphabet, and then determined what the size and shape of all other letters should be, based on the alif. Eventually, six round forms of handwriting, composed of three pairs of big and little scripts known collectively as the Six Pens, became the standard repertory of every calligrapher.

The Development of Steam Power

By the eighteenth century, Britain was experiencing a severe shortage of energy. ■ Because of the growth of population, most of the great forests of medieval Britain had long ago been replaced by fields of grain and hay. ■ Wood was in ever-shorter supply, yet it remained tremendously important. ■ It served as the primary source of heat for all homes and industries and as a basic raw material. ■ Processed wood (charcoal) was the fuel that was mixed with iron ore in the blast furnace to produce pig iron (raw iron). The iron industry’s appetite for wood was enormous, and by 1740 the British iron industry was stagnating. Vast forests enabled Russia to become the world’s leading producer of iron, much of which was exported to Britain. But Russia’s potential for growth was limited too, and in a few decades Russia would reach the barrier of inadequate energy that was already holding England back.

As this early energy crisis grew worse, Britain looked toward its abundant and widely scattered reserves of coal as an alternative to its vanishing wood. Coal was first used in Britain in the late Middle Ages as a source of heat. By 1640 most homes in London were heated with it, and it also provided heat for making beer, glass, soap, and other products. Coal was not used, however, to produce mechanical energy or to power machinery. It was there that coal’s potential wad enormous.

As more coal was produced, mines were dug deeper and deeper and were constantly filling with water. Mechanical pumps, usually powered by hundreds of horses waling in circles at the surface, had to be installed. Such power was expensive and bothersome. In an attempt to overcome these disadvantages, Thomas Savery in 1698 and Thomas Newcomen in 1705 invented the first primitive steam engines. Both engines were extremely inefficient. Both burned coal to produce steam, which was then used to operate a pump. However, by the early 1770s, many of the Savery engines and hundreds of the Newcomen engines were operating successfully, though inefficiently, in English and Scottish mines.

In the early 1760s, a gifted young Scot named James Watt was drawn to a critical study of the steam engine. Watt was employed at the time by the University of Glasgow as a skilled crafts worker making scientific instruments. In 1763, Watt was called on to repair a Newcomen engine being used in a physics course. After a series of observations, Watt saw that the New comen’s waste of energy could be reduced by adding a separate condenser. This splendid invention, patented in 1769, greatly increased the efficiency of the steam engine. The steam engine of Watt and his followers was the technological advance that gave people, at least for a while, unlimited power and allowed the invention and use of all kinds of power equipment.

The steam engine was quickly put to use in several industries in Britain. It drained mines and made possible the production of ever more coal to feed steam engines elsewhere. The steam power plant began to replace waterpower in the cotton-spinning mills as well as other industries during the 1780s, contributing to a phenomenal rise in industrialization. The British iron industry was radically transformed. The use of powerful, steam-driven bellows in blast furnaces helped iron makers switch over rapidly from limited charcoal to unlimited coke (which is made from coal) in the smelting of pig iron (the process of refining impure iron) after 1770 in the 1780s, Henry Cort developed the puddling furnace, which allowed pig iron to be refined in turn with coke. Cort also developed heavy-duty, steam-powered rolling mills, which were capable of producing finished iron in every shape and form.

The economic consequence of these technical innovations in steam power was a great boom in the British iron industry. In 1740 annual British iron production was only 17,000 tons, but by 1844, with the spread of coke smelting and the impact of Cort’s inventions, it had increased to 3,000,000 tons. This was a truly amazing expansion. Once scarce and expensive, iron became cheap, basic, and indispensable to the economy.

Protection of Plants by Insects

Many plants – one or more species of at least 68 different families – can secrete nectar even when they have no blossoms, because they bear extrafloral nectaries (structures that produce nectar) on stems, leaves, leaf stems, or other structures. These plants usually occur where ants are abundant, most in the tropics but some in temperate areas. Among those of northeastern North America are various plums, cherries, roses, hawthorns, poplars, and oaks. Like floral nectar, extrafloral nectar consists mainly of water with a high content of dissolved sugars and, in some plants, small amounts of amino acids. The extrafloral nectaries of some plants are known to attract ants and other insects, but the evolutionary history of most plants with these nectaries is unknown. Nevertheless, most ecologists believe that all extrafloral nectaries attract insects that will defend the plant.

Ants are portably the most frequent and certainly the most persistent defenders of plants. ■ Since the highly active worker ants require a great deal of energy, plants exploit this need by providing extrafloral nectar that supplies ants with abundant energy. ■ To return this favor, ants guard the nectaries, driving away or killing intruding insects that might compete with ants for nectar. ■ Many of these intruders are herbivorous and would eat the leaves of the plants. ■

Biologists once thought that secretion of extrafloral nectar has some purely internal physiological function, and that ants provide no benefit whatsoever to the plants that secrete it. This view and the opposing “protectionist” hypothesis that ants defend plants had been disputed for over a hundred years when, in 1910, a skeptical William Morton Wheeler commented on the controversy. He called for proof of the protectionist view: that visitations of the ants confer protection on the plants and that in the absence of the insects a much greater number would perish or fail to produce flowers or seeds than when the insects are present. That we now have an abundance of the proof that was called for was established when Barbara Bentley reviewed the relevant evidence in 1977, and since then many more observations and experiments have provided still further proof that ants benefit plants.

One example shows how ants attracted to extrafloral nectaries protect morning glories against attacking insects. The principal insect enemies of the North American morning glory feed mainly on its flowers or fruits rather than its leaves. Grasshoppers feeding on flowers indirectly block pollination and the production of seeds by destroying the corolla or the stigma, which receives the pollen grains and on which the pollen germinates. Without their colorful corolla, flowers do not attract pollinators and are not fertilized. An adult grasshopper can consume a large corolla, about 2.5 inches long, in an hour. Caterpillars and seed beetles affect seed production directly. Caterpillars devour the ovaries, where the seeds are produced, and seed beetle larvae eat seeds as they burrow in developing fruits.

Extrafloral nectaries at the base of each sepal attract several kinds of insects, but 96 percent of them are ants, several different species of them. When buds are still small, less than a quarter of an inch long, the sepal nectaries are already present and producing nectar. They continue to do so as the flower develops and while the fruit matures. Observations leave little doubt that ants protect morning glory flowers and fruits from the combined enemy force of grasshoppers, caterpillars, and seed beetles. Bentley compares the seed production of six plants that grew where there were no ants with that of seventeen plants that were occupied by ants. Unprotected plants bore only 45 seeds per plant, but plants occupied by ants bore 211 seeds per plant. Although ants are not big enough to kill or seriously injure grasshoppers, they drive them away by nipping at their feet. Seed beetles are more vulnerable because they are much smaller than grasshoppers. The ants prey on the adult beetles, disturb females as they lay their eggs on developing fruits, and eat many of the eggs they do manage to lay.

پیشین، پیشی، سابق، مقدم، مقدمه، سابقه، مرجع، ضمیر، دودمان، تبار

***************************************

بصورت مادی و خارجی مجسم کردن  

که بوسیله ان، که به موجب ان بچه وسیله

غریزه، شعور حیوانی، هوش طبیعی جانوران

اهمیت، جدیت، وقار، شدت

تماشا، منظره، نمایش (در جمع) عینک

به سوی جلو، به پیش، به جلو

گذشته و قسمت سوم seek

پیکر کوچک، مجسمه سفالین رنگی

چمن، چمنزار، مرغزار، فلات، چمن زار

چنانکه شایسته عکس برداری یانقاشی باشد، بطور روشن

بیاد آوردن، فراخواندن، معزول کردن

سرنوشت، تقدیر، قضا و قدر نصیبب و قسمت، مقدر شدن، به سرنوشت شوم دچار کردن

حیاتی، مربوط به حیات وزندگی

در زیر چیزی لایه قرار دادن زمینه جیزی بودن

(=kerosine) نفت چراغ، نفت لامپا، نفت سفید

با ملایمت، بارامی، بتدریج

زمین لغزه، ریزش خاک کوه کنار جاده

ریزش، توپی، میله، تیکه کاغذ، ریختن، انداختن، پرت کردن

سخت، اکید، سخت گیر، یک دنده، محض، نص، صریح، محکم

مخالف، مغایر، ناسازگار مضر، روبرو

  • originally, to begin with, in the beginning, earlier
  • primarily

گیر افتادن و ساکن شدن درمکانی که دیگرامکان ترک آنجانباشد

دستخوش طوفان غوطه ور(روی اب)، آواره، بدون هدف، سرگردان شناور

وابسته‌ به‌ کلمبیاکه‌ کنایه‌ ازامریکااست‌

دسته الوار، شناور بر آب، دکل قایق مسطح الواری، با قایق الواری رفتن یا فرستادن

فرایازی، تصاعد، توالی، تسلسل، پیشرفت

سلطنت، حکمرانی، حکومت حکمفرمایی، سلطنت یا حکمرانی کردن، حکمفرما بودن

بدان وسیله، از ان راه به موجب ان در نتیجه

معرفی کردن، نشان دادن، باب کردن، مرسوم کردن، اشناکردن، مطرح کردن

حاضر، همه جا حاضر، موجود درهمه جا

بچگانه، ابتدایی، بچگی، مربوط بدوران کودکی

پیش رفتن، رهسپار شدن، حرکت کردن، اقدام کردن، پرداختن به، ناشی شدن از عایدات

خوابیده در میان چینه‌ها، قرار گرفته درون لایه ها

فاتح، غالب، پیروز، کشورگشا

ازدواج کرده، زن و شوهر ، وابسته به ازدواج، ازدواجی، زن و شوهری ، وابسته، بسیار علاقمند

اهل خشکی (در مقابل دریانورد)، کسیکه زندگی وشغلش در خشکی است

توانایی، زور، قدرت، نیرو انرژی

نمایش دادن، نمایاندن فهماندن، نمایندگی کردن وانمود کردن، بیان کردن نشان دادن، نماینده بودن

آهنگر، نعلبند

کج بیل، کج بیل زدن

رزمجو، جنگاور، سلحشور، محارب، جنگجو، مبارز، دلاور

بلندی، رفعت، ارتفاع، جای مرتفع، آسمان، عرش، منتهادرجه، تکبر، دربحبوحه (درجمع) ارتفاعات، عظمت

عمارت، ساختمان بزرگ مانند کلیسا

(n.)  پیرایه، زیور، زینت

v.) ) آراستن، تزئین کردن

Proxy (climate): climate proxies are preserved physical characteristics of the past that stand in for direct meteorological measurements and enable scientists to reconstruct the climatic conditions over a longer fraction of the Earth’s history.

take off, remove, dismiss

روستایی، دهاتی، دهقانی، کشاورز، رعیت

جدا کردن، بریدن، منفصل کردن

زمینه، مفاد، مفهوم، متن

پیمان، معاهده، قرار داد پیمان نامه، عهد نامه

جریب فرنگی (برابر با 43560 پای مربع و یا در حدود 4047 متر مربع) برای سنجش زمین، زمین

دستمال گردن، کراوات، بند گره، قید، الزام، علاقه، رابطه برابری، تساوی بستن، گره زدن، زدن

حکومت اشرافی، طبقه ء اشراف

تحویل دادن، تسلیم داشتن، دادن، منتقل کردن، آرائه دادن، ترجمه کردن، در آوردن

کردار، کار، قباله، سند با قباله واگذار کردن

انبوه، دسته، خوشه، ضربه سنگین، مشت، انبوه کردن

بالا رفتن یا بردن، بالا گرفتن، فزونی یافتن، تشدید کردن، شدید کردن یا شدن، زیاد شدن، رسیدن، از مهار خارج شدن، از دست رفتن

فجر، سپیده دم، طلوع، آغاز آغاز شدن

چنگ، قلاب، گلاویزی، دست بگریبانی، دست بگریبان شدن گلاویز شدن

*********************************************

TPO1-34 & 40-48

TPO 1. 7

TPO 1: Conversation 1. 7

TPO 1: Lecture 1:: Contemporary art 8

TPO 1: Lecture2:: Geology. 10

TPO 1: Conversation 2. 11

TPO 1: Lecture 3:: Archeology. 13

TPO 1: Lecture4:: Biology. 14

TPO 2. 15

TPO 2: Conversation 1. 15

TPO 2: Lecture1:: Psychology. 17

TPO 2: Lecture2:: Botany. 19

TPO 2: Conversation 2. 20

TPO 2: Lecture3:: Philosophy. 22

TPO 2: Lecture4:: Astronomy. 23

TPO 3. 25

TPO 3: Conversation 1. 25

TPO 3: Lecture1:: Environmental science. 27

TPO 3: Lecture2:: Film history. 29

TPO 3: Conversation 2. 30

TPO 3: Lecture3:: Art History. 32

TPO 3: Lecture4:: Astronomy. 33

TPO 4. 35

TPO 4: Conversation 1. 35

TPO 4: Lecture1:: Biology. 37

TPO 4: Lecture2:: Literature. 38

TPO 4: Conversation 2. 40

TPO 4: Lecture3:: Geology. 42

TPO 4: Lecture4:: United States government 43

TPO 5. 45

TPO 5: Conversation 1. 45

TPO 5: Lecture1:: Sociology. 47

TPO 5: Lecture2:: Astronomy. 49

TPO 5: Lecture3:: Chemistry. 52

TPO 5: Lecture4:: Literature. 53

TPO 6. 55

TPO 6: Conversation1. 55

TPO 6: Lecture1:: Economics. 57

TPO 6: Lecture2:: Biology. 59

TPO 6: Conversation 2. 60

TPO 6: Lecture3:: Creative Writing. 62

TPO 6: Lecture4:: Earth Science. 63

TPO 7. 65

TPO 7: Conversation 1. 65

TPO 7: Lecture1:: Theater History. 67

TPO 7: Lecture2:: Biology. 68

TPO 7: Conversation. 70

TPO 7: Lecture3:: Anthropology. 71

TPO 7: Lecture4:: Geology. 73

TPO 8. 74

TPO 8: Conversation 1. 74

TPO 8: Lecture1:: Animal Behavior. 75

TPO 8: Lecture2:: Art History. 76

TPO 8: Conversation 2. 78

TPO 8: Lecture3:: History. 79

TPO 8: Lecture4:: Chemistry. 80

TPO 9. 82

TPO 9: Conversation 1. 82

TPO 9: Lecture1:: Theater. 83

TPO 9: Lecture2:: Environmental Science. 84

TPO 9: Conversation 2. 86

TPO 9: Lecture3:: Geology. 87

TPO 9: Lecture4:: Linguistic. 88

TPO 10. 90

TPO 10: Conversation 1. 90

TPO 10: Lecture1:: Marine Biology. 91

TPO 10: Lecture2:: European History. 93

TPO 10: Conversation 2. 94

TPO 10: Lecture3:: Ecology. 96

TPO 10: Lecture4:: Psychology. 98

TPO 11. 99

TPO 11: Conversation 1. 100

TPO 11: Lecture1:: Biology. 102

TPO 11: Lecture2:: Architecture. 103

TPO 11: Conversation 2. 105

TPO 11: Lecture3:: Environmental science. 108

TPO 11: Lecture4:: Business. 110

TPO 12. 111

TPO 12: Conversation 1. 111

TPO 12: Lecture 1:: Biology. 113

TPO 12: Lecture 2:: Business. 114

TPO 12: Conversation 2. 115

TPO 12: Lecture 3:: Music history. 118

TPO 12: Lecture 4:: Environmental science. 119

TPO 13. 121

TPO 13: Conversation 1. 121

TPO 13: Lecture 1:: City planning. 123

TPO 13: Lecture 2:: Ecology. 125

TPO 13: Conversation 2. 127

TPO 13: Lecture 3:: Poetry. 129

TPO 13: Lecture 4:: Astronomy. 131

TPO 14. 132

TPO 14: Conversation 1. 132

TPO 14: Lecture 1:: Psychology. 134

TPO 14: Lecture 2:: Biology. 135

TPO 14: Conversation 2. 137

TPO 14: Lecture 3:: Astronomy. 139

TPO 14: Lecture 4:: Archeology. 140

TPO 15. 141

TPO 15: Conversation 1. 141

TPO 15: Lecture 1:: Psychology. 144

TPO 15: Lecture 2:: Geology. 145

TPO 15 Conversation 2. 146

TPO 15: Lecture 3:: Art History. 149

TPO 15 Lecture 4 Biology. 150

TPO 16. 152

TPO 16: Conversation1. 152

TPO 16: Lecture 1:: geology. 154

TPO 16: Lecture 2:: music history. 156

TPO 16: Script:: Conversation 2. 157

TPO 16: Lecture 3:: biology. 159

TPO 16: Lecture 4:: art history. 160

TPO 17. 162

TPO 17: Conversation 1. 162

TPO 17: Lecture 1:: Art History(Prehistoric Art Dating) 164

TPO 17: Lecture 2:: Environmental Science(Milankovitch Hypothesis) 166

TPO 17 Conversation 2. 167

TPO 17: Lecture 3:: History(Ancient Egyptian Calendar) 169

TPO 17: Lecture 4:: Biology(Octopus) 171

TPO 18. 173

TPO 18: Conversation 1. 173

TPO 18: Lecture 1:: Astronomy. 174

TPO 18: Lecture 2:: Art History. 175

TPO 18: Conversation 2. 176

TPO 18: Lecture 3:: European History. 177

TPO 18: Lecture 4:: Biology. 178

TPO 19. 180

TPO 19: Conversation 1. 180

TPO 19: Lecture 1:: Linguistics(Proto-Indo-European) 181

TPO 19: Lecture 2:: Astronomy(Radio Astronomy & Optical Astronomy) 182

TPO 19: Conversation 2. 184

TPO 19: Lecture 3:: Marine Biology(Plant Life in Salt Marshes) 186

TPO 19: Lecture 4:: Art History(Cecilia Beaux) 188

TPO 20. 189

TPO 20: Conversation1:: Student&Librarian. 189

TPO 20: Lecture1:: Linguistics(Gricean Maxims) 191

TPO 20: Lecture 2:: Environmental Science(Interglacial Periods) 193

TPO 20: Conversation 2:: Student&Professor. 194

TPO 20: Lecture 3:: Literature(Folktales) 196

TPO 20: Lecture4:: Biology(Snowshoe Hare) 197

TPO 21. 200

TPO 21: Conversation1. 200

TPO 21: Lecture 1:: Astronomy(Geocentric & Heliocentric theory) 201

TPO 21: Lecture 2:: Computer Science(Software Development) 203

TPO 21: Conversation 2. 205

TPO 21: Lecture 3:: Biology(Snake Evolution) 206

TPO 21: Lecture 4:: Art History(Alice Neel) 207

TPO 22. 209

TPO: Conversation 1:: (Faculty Advisor) 209

TPO 22: Lecture 1:: (Anthropology) 210

TPO 22: Lecture 2:: (Astronomy) 211

TPO 22: Conversation 2:: (Professor) 213

TPO 22: Lecture 3:: (Zoology) 214

TPO 22: Lecture 4:: (Music History) 216

TPO 23. 217

TPO 23: Conversation 1. 217

TPO 23: Lecture l:: Archaeology (Antikythera (Mechanism) 219

TPO 23: Lecture 2:: Environmental Science (Earth Budget) 220

TPO 23: Conversation 2. 221

TPO 23: Lecture 3:: Biology (Dolphins) 222

TPO 23: Lecture 4:: Choreography (Screen Dance) 224

TPO 24. 226

TPO 24: Conversation l:: Student & Clerk in the Bookstore. 226

TPO 24: Lecture l:: Biology (Crocodile Vocalization) 227

TPO 24: Lecture 2:: Art History (Modern Dance) 229

TPO 24: Conversation 2:: Student & Geography Professor. 230

TPO 24: Lecture 3:: Archaeology (Megafauna in North America) 231

TPO 24: Lecture4:: Astronomy (Shield Volcanoes on Venus) 233

TPO 25. 234

TPO 25: Conversation 1. 234

TPO 25: Lecture1:: Conservation Biology [Assisted Migration) 236

TPO 25: Lecture2-Music History (Béla Bartók) 237

TPO 25: Conversation 2. 239

TPO 25: Lecture 3:: History (Egyptian Hieroglyphs) 240

TPO 25: Lecture4:: Animal Behavior. 242

TPO 26. 244

TPO 26: Conversation1. 244

TPO 26: Lecture1:: Advertising(Green Marketing) 246

TPO 26: Lecture 2:: Biology(Carbon Cycling) 247

TPO 26: Conversation 2. 249

TPO 26: Lecture 3:: Astronomy (Comets) 251

TPO 26: Lecture4:: Art Conservation (Archimedes Palimpsest) 252

TPO 27. 254

TPO 27: Conversation 1:: In the Library. 254

TPO 27: Lecture1-Marine Biology (Coral Reefs) 257

TPO 27: Lecture 2:: History of Musical Instruments (Violins) 258

TPO 27: Conversation 2:: Hydroponics (Chinampas) 260

TPO 27: Lecture3-Zoology (Sauropods) 262

TPO 27: Lecture4-Studio Art (Primary Colors) 264

TPO 28. 265

TPO 28: Conversation 1. 265

TPO 28: Lecture1-Philosophy. 267

TPO 28: Lecture2-Animal Behavior. 269

TPO 28: Conversation2. 271

TPO 28: Lecture 3:: Botany. 273

TPO 28: Lecture4-Archaeology. 274

TPO 29. 276

TPO 29: Conversation1. 276

TPO 29: Lecture 1:: Ecology(Pedodiversity) 278

TPO 29: Lecture 2:: Architecture(Reverberation) 279

TPO 29: Conversation2. 281

TPO 29: Lecture 3:: Archaeology(Clovis Culture) 283

TPO 29: Lecture4:: Structural Engineering(Carbon Nanotubes) 284

TPO 30. 287

TPO 30: Conversation1. 287

TPO 30: Lecture 1. 289

TPO 30: Lecture 2:: Paleontology. 291

TPO 30: Conversation 2. 294

TPO 30: Lecture 3:: Astronomy. 296

TPO 30: Lecture 4:: Music History. 297

TPO 31. 299

TPO 31: Conversation 1 (Community Planning in the Colonies) 299

TPO 31: Lecture1:: Music (Ancient Greek Music & Plato) 300

TPO 31: Lecture 2::Geology (Movement of Tectonic Plates) 301

TPO 31: Conversation 2:: (Credits for Internship) 303

TPO 31: Lecture3:: Marine Biology (Coral Reefs & CoT starfish) 305

TPO 31: Lecture4:: Anthropology (the Botai People & Horses) 306

TPO 32. 308

TPO 32: Conversation 1. 308

TPO 32: Lecture 1::Archaeology (Bananas & African History) 310

TPO 32: Lecture 2:: Biology (Populations in an Ecosystem) 311

TPO 32: Conversation2. 313

TPO 32: Lecture3:: Earth Science (the Copper Basin) 314

TPO 32: Lecture4:: Architectural History (Irwin & Hexagonal House) 316

TPO 33. 318

TPO 33: Conversation 1. 318

TPO 33: Lecture 1::Archaeology (The Great Pyramid) 319

TPO 33: Lecture 2:: Environmental Science (Water Management) 321

TPO 33: Conversation 2. 322

TPO 33: Lecture 3:: Biology (Notothenioids) 324

TPO 33: Lecture4:; Art History (Renaissance Gardens) 325

TPO 34. 327

TPO 34: Conversation 1. 327

TPO 33: Lecture1:: Art History (Dadaism) 329

TPO 34: Lecture2:: Environmental Engineering (APS digestion) 330

TPO 34: Conversation 2. 332

TPO 34: Lecture 3:: Botany (Plants and Pollinators) 334

TPO 34: Lecture4:: Business Management (The Life Cycle of Innovation) 335

Paper version TPO 4. 337

TPO 4: conversation1. 337

TPO 4: lecture1(economics)… 340

TPO 4: lecture2:: biology. 342

TPO 4: conversation 2. 345

TPO 4: Lecture 3:: journalism.. 348

TPO 4: Lecture4 (geology)… 352

Paper version TPO 5. 356

TPO 5: conversation 1. 356

TPO 5: Lecture1:: world history. 358

TPO 5: Lecture2:: World History. 360

TPO 5: conversation2. 363

TPO 5: Lecture 3:: astronomy. 365

TPO 5: Lecture 4:: art history. 369

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TPO 1

TPO 1: Conversation 1

Narrator: Listen to part of a conversation between a student and a librarian.

Student: Hi, um…, I really hope you can help me.

Librarian: That’s why I’m here. What can I do for you?

Student: I’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.

Librarian: You said this is for your psychology course, right? So your focus is on …

Student: Dream Interpretation.

Librarian: Well, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?

Student: Aha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.

Librarian: Let’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.

Student: Oh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.

Librarian: Ok, actually, most of our materials are available electronically now. You can access psychology databases or electronic journals and articles through the library’s computers, and if you want to search by title with the word ‘dream’ for example, just type it in and all the articles with ‘dream’ in the title will come up on the screen.

Student: Cool, that’s great! Too bad I cannot do this from home.

Librarian: But you can. All of the library’s databases and electronic sources can be accessed through any computer connected to the university network.

Student: Really?! I can’t believe I didn’t know that. It still sounds like it’s going to take a while though, you know, going through all of that information, all of those sources.

Librarian: Maybe, but you already narrowed your search down to articles on Dream Interpretation, so it shouldn’t be too bad. And you probably notice that there’s an abstract or summary at the top of the first page of the article you copied. When you go into the databases and electronic sources, you have the option to display the abstracts on the computer screen, skimming those to decide whether or not you want to read the whole article should cut down some time.

Student: Right, abstracts! They’ll definitely make the project more doable. I guess I should try out the electronic search while I’m still here then, you know, just in case.

Librarian: Sure, er… that computer’s free over there, and I’ll be here till five this afternoon.

Student: Thanks, I feel a lot better about this assignment now.

TPO 1: Lecture 1:: Contemporary art

Listen to part of a lecture in a contemporary art class.

Professor

Ok, I’m going to begin this lecture by giving you your next assignment. Remember I said that at some point during this semester I wanted you to attend an exhibit at the Fairy Street Gallery and then write about it? Well, the exhibit that I want you to attend is coming up. It’s already started in fact, but it’ll be at the gallery for the next month, which should give you plenty of time to complete this assignment.

The name of the artist exhibiting there is Rose Frantzen. Frantzen’s work may be unfamiliar to you since she’s a relatively young artist. But she’s got a very unusual style, compared to some of the artists we’ve looked at this term. But anyway, Frantzen’s style is what she herself calls Realistic Impressionism. So you’ve probably studied both of these movements separately, separate movements, Realism and Impressionism, in some of your art history courses. So who can just sum these up?

Student

Well, Impressionism started in the late 19th century. Um…the basic impressionist style was very different from earlier styles. It didn’t depict scenes or models exactly as they looked. Um… Impressionist painters tended to apply paint really thickly, and in big brushstrokes, so the texture of the canvas was rough.

Professor

Good. What else? What were the subjects?

Student

Well, a lot of impressionist artists painted everyday scenes, like people on the streets and in cafes, uh, lots of nature scenes, especially landscapes.

Professor

Good. So when you go to the exhibit, I really want you to take a close look at a certain painting. It’s a farm scene. And you will see it right as you enter the gallery. The reason I think this painting is so important is that it stresses the impressionist aspect of Frantzen’s style. It’s an outdoor scene, an everyday scene. It’s kind of bleak, but you can really see those broad brushstrokes and the blurry lines. The colors aren’t quite realistic. The sky is kind of, well an unnatural pinkish yellow. And the fence in the foreground is blue, but somehow the overall scene gives an impression of a cold, bleak winter day on a farm. So that’s the impressionist side of her work.

Oh, and speaking about farms, that reminds me. One interesting thing I read about Franzten is that when she first moved back to Iowa after living abroad, she often visited this place in her town called the Sales Barn. And the Sales Barn, it was basically this place where the local farmers bought and sold their cattle, their farm animals. And the reason Frantzen went there, and she later on would visit other places like dance halls, was to observe people and the ways that they moved. She really found that this helped her work—that it gave her an understanding of body movements and actions, how humans move, and stand still, what their postures were like, too.

So, what about Realism? What are the elements of Realism we should be looking for in Frantzen’s work?

Student

Um… real honest depictions of subject matter, pretty unidealized stuff, and pretty everyday subject matter, too.

Professor

Good. One other painting I really want you to look at is of a young woman surrounded by pumpkins. You will notice that the woman’s face is so realistic looking that it’s almost like a photograph. The woman’s nose is a little less than perfect and her hair is kind of messed up. This is realism. But then, the background of the painting, this woman with the pumpkins is wrapped in a blanket of broad thick brushstrokes, and, it’s all kinds of zigzagging brushstrokes and lines, kind of chaotic almost when you look at it close. And there are vibrant colors. There’s lots of orange, with little hints of an electric blue peeking out.

I find Frantzen to be a very accessible artist. I mean, some artists, to appreciate them, you have to know their life story. But here’s a little bit about Rose Frantzen’s life anyway. She attended art school, but was told by one of her instructors that she was not good at illustration, that she should go into advertising instead. So she took advertising classes and fine arts classes too, until she was convinced by the head of an advertising agency that her work was really good, that she could be an artist. But of course, it’s not as easy as that, and so Frantzen had to paint other people’s portraits at places like art fairs just to make money to buy paint for her more serious art work. No matter what, she never stopped painting. And now, Frantzen is doing extremely well. And her work is being shown all over the country. So I think most of us would be discouraged if we had to face challenges and difficulties like that. But what’s important is that you keep at it that you don’t give up. That’s what is really important to remember.

TPO 1: Lecture2:: Geology

Listen to part of a lecture in a geology class.

Professor

Ok, let’s get started. Great. Today I want to talk about a way in which we are able to determine how old a piece of land, or some other geologic feature is – dating techniques. I’m going to talk about a particular dating technique. Why? Good dating is key to good analysis. In other words, if you want to know how a land formation was formed, the first thing you probably want to know is how old it is. It’s fundamental.

Uh… Take the Grand Canyon for instance. Now, we geologists thought we had a pretty good idea of how the Grand Canyon in the southwestern United States was formed. We knew that it was formed from sandstone that solidified somewhere between 150 and 300 million years ago. Before it solidified, it was just regular sand. Essentially it was part of a vast desert. And until just recently, most of us thought the sand had come from an ancient mountain range fairly close by that flattened out over time. That’s been the conventional wisdom among geologists for quite some time.

But now we’ve learned something different, and quite surprising, using a technique called Uranium-Lead Dating. I should say that Uranium-Lead Dating has been around for quite a while. But there have been some recent refinements. I will get into this in a minute. Anyway, Uranium-Lead Dating has produced some surprises. Two geologists discovered that about half of the sand from the Grand Canyon was actually once part of the Appalachian Mountains. That’s really eye-opening news, since the Appalachian Mountain Range is, of course, thousands of kilometers to the east of the Grand Canyon. Sounds pretty unbelievable, right? Of course, the obvious question is how did that sand end up so far west? The theory is that huge rivers and wind carried the sand west where it mixed in with the sand that was already there.

Well, this was a pretty revolutionary finding. Um… and it was basically because of Uranium-Lead Dating. Why? Well, as everyone in this class should know, we usually look at the grain type within sandstone, meaning the actual particles in the sandstone, to determine where it came from. You can do other things too, like look at the wind or water that brought the grains to their location and figure out which way it was flowing. But that’s only useful up to a point, and that’s not what these two geologists did.

Uranium-Lead Dating allowed them to go about it in an entirely different way. What they did was: they looked at the grains of Zircon in the sandstone. Zircon is a material that contains radioactive Uranium, which makes it very useful for dating purposes. Zircon starts off as molten magma, the hot lava from volcanoes. This magma then crystallizes. And when Zircon crystallizes, the Uranium inside it begins to change into Lead. So if you measure the amount of Lead in the Zircon grain, you can figure out when the grain was formed. After that, you can determine the age of Zircon from different mountain ranges. Once you do that, you can compare the age of the Zircon in the sandstone in your sample to the age of the Zircon in the mountains. If the age of the Zircon matches the age of one of the mountain ranges, then it means the sandstone actually used to be part of that particular mountain range. Is everybody with me on that? Good. So, in this case, Uranium-Lead Dating was used to establish that half of the sandstone in the samples was formed at the same time the granite in the Appalachian Mountains was formed. So because of this, this new way of doing Uranium-Lead Dating, we’ve been able to determine that one of our major assumptions about the Grand Canyon was wrong.

Like I said before, Uranium-Lead Dating has been with us for a while. But, um… until recently, in order to do it, you really had to study many individual grains. And it took a long time before you got results. It just wasn’t very efficient. And it wasn’t very accurate. But technical advances have cut down on the number of grains you have to study, so you get your results faster. So I’ll predict that Uranium-Lead Dating is going to become an increasingly popular dating method.

There are a few pretty exciting possibilities for Uranium-Lead Dating. Here is one that comes to mind. You know the theory that earth’s continents were once joined together and only split apart relatively recently? Well, with Uranium-Lead Dating, we could prove that more conclusively. If they show evidence of once having been joined, that could really tell us a lot about the early history of the planet’s geology.

TPO 1: Conversation 2

Narrator

Listen to part of a conversation between a student and his professor.

Professor

Hi Mathew, I’m glad you could come in today. You’ve been observing Mr. Grable’s third-grade class for your approaches to education paper, right?

Student

Um, yes. I go over to Johnson Elementary School, you know, to watch Mr. Grable teach the children in class. It’s been amazing, I mean, I’m just learning so much from just watching him. I’m so glad the classroom observations are a requirement for the education program. I mean it’s like the best thing ever to prepare you to be a good teacher.

Professor

Well, I’m glad to see you feel that way, Mathew. You know, that’s the goal. So, I’ve been reading over your observation notes and I’m quite interested in what’s going on, in particular with the astronomy unit he’s been teaching.

Student

The astronomy unit?

Professor

It seems that Mr. Grable has mastered the interdisciplinary approach to teaching that we’ve been talking about in class.

Student

Oh! OK, yeah, so like when he was teaching them astronomy, he didn’t just teach them the names of the planets, he used it as a way to teach mythology.

Professor

Really! So, how did he do that?

Student

Well, some of the students could already name the planets, but they didn’t know that the names had any meaning — the stories behind them.

Professor

So, he…

Student

He introduced Greek and Roman mythology as a way of explaining. Like, you know, how like Jupiter’s the biggest planet, right, and how Jupiter was the name of the king of the gods in Roman mythology, right? So since Jupiter, the planet, is the largest planet in our solar system, it’s like the king of the planets, like Jupiter was the king of all the gods.

Professor

Oh, Mathew, that’s a great example.

Student

Yeah! And each student chose a planet and then did research on it to write a report and make a presentation. They went to the library to do the research, then they made presentations about the planet they chose.

Professor

So, in one science unit, in which the focus was astronomy, the students also learned about the literature of Greek and Roman mythology, used research skills in the library, wrote a report and practiced their oral presentation skills.

Student

Exactly! He used this one topic to teach third-graders all that stuff — how to use the books in the library, to write reports, and even how to speak in public. Plus they had a great time doing it.

Professor

You know, Mathew, this is just what we’ve been talking about in our class. I’m sure everyone can learn something from your experience. You know, Mathew, I’d love for you to talk about this astronomy unit in class on Wednesday.

Student

Really?! Um… ‘cause I don’t really think I’ll have any time to write my paper by then.

Professor

Oh, you won’t need to write anything new just yet. For Wednesday, use your class observation notes and explain the things we’ve discussed today.

Student

Ok, that sounds all right.

TPO 1: Lecture 3:: Archeology

Listen to part of a lecture in an archeology class.

Professor

OK, we’ve been talking about early agriculture in the near east. So let’s concentrate on one site and see what we can learn from it. Let’s look at Catalhoyuk. Um… I’d better write that down. Catalhoyuk, that’s about as close as we get in English. It’s Turkish, really. The site’s in modern day Turkey, and who knows what the original inhabitants called it. Anyway, uh…Catalhoyuk wasn’t the first agricultural settlement in the near east, but it was pretty early, settled about 9,000 years ago in the Neolithic period. And … um… the settlement…uh…town really, lasted about a thousand years and grew to a size of about eight or ten thousand people. That certainly makes it one of the largest towns in the world at that time.

One of the things that make the settlement of this size impressive is the time period. It’s the Neolithic, remember, the late Stone Age. So the people that lived there had only stone tools, no metals. So everything they accomplished, like building this town, they did with just stone, plus wood, bricks, that sort of thing. But you got to remember that it wasn’t just any stone they had, they had obsidian. And um… obsidian is a black, volcanic, well, almost like glass. It flakes very nicely into really sharp points. The sharpest tools of the entire Stone Age were made of obsidian. And uh… the people of Catalhoyuk got theirs from further inland, from central Turkey, traded for it, probably.

Anyway, what I wanna focus on is the way the town was built. The houses are all rectangular, one storey, made of sun-dried bricks. But what’s really interesting is that there are no spaces between them, no streets in other words, and so generally no doors on the houses either. People walked around on the roofs and entered the house through a hatchway on the roof, down a wooden ladder. You can still see the diagonal marks of the ladders in the plaster on the inside walls. Once you were in the house, there would be one main room and a couple of small rooms for storage. The main room had the hearths, for cooking and for heat. It would’ve been pretty cold during the winters. And it also looks like they made their tools near the fire. There tends to be a lot of obsidian flakes and chips in the hearth ashes, but no chimney. The smoke just went out the same hatchway that people used for going in and out themselves. So there would have been an open fire inside the house with only one hole in the roof to let the smoke out. You and I would have found it a bit too smoky in there. You can see on the walls, which they plastered and decorated with paintings. They ended up with a layer of black soot on them, and so did people’s lungs. The bones found in the graves show a layer of soot on the inside of the ribs.

And that’s another unusual feature of Catalhoyuk, the burial sites. The graves have all been found under the houses, right under the floors. And it maybe this burial custom that explains why the houses were packed in so tightly without streets. I mean, you might think it was for protection or something, but there has been no evidence found yet of any violent attack that would indicate that kind of danger. It maybe they wanted to live as near as possible to their ancestors’ graves and be buried near them themselves. But it makes a good point. Based on excavations, we can know the layout of the houses and the location of the graves, but we’re only guessing when we tried to say why they did it that way. That’s the way it is with archeology. You are dealing with the physical remains that people left behind. We have no sure access to what they thought and how they felt about things. I mean it’s interesting to speculate. And the physical artifacts can give us clues, but there is a lot we can’t really know. So, for instance, their art. They painted on the plastered walls and usually they painted hunting scenes with wild animals in them. Now they did hunt and they also raised cereal crops and kept sheep, but we don’t know why so many of the paintings are of hunting scenes. Was it supposed to have religious or magical significance? That’s the kind of thing we can only guess at based on clues. And hopefully, further excavation of Catalhoyuk will yield more clues. But we’ll probably never know for sure.

TPO 1: Lecture4:: Biology

Narrator

Listen to part of a lecture in a biology class.

Professor

For today’s discussion, we’ll review the case study on how some animals have behaviorally adapted to their environments. Now you had to read about two animal species, the Eastern marmot and the Olympic marmot. Marmots are rodents. They are large ground squirrels, about the size of an average house cat. And they live in a variety of habitats. And even though they spend the significant portion of the year hibernating, according to this case study, marmots are still considered excellent subjects for animal behavioral studies. Why is that?

Student

Well, when they are not hibernating, you can find them in open areas. And they are pretty active during the day, which makes them easy to observe, right?

Professor

Uh-huh, so first let’s discuss the Eastern marmots. They reside throughout the eastern region of North America where there is a temperate climate, where the growing season lasts for at least five months of the year, which is when they do all their mating, playing and eating.

Student

Oh, I see. At first I wasn’t sure what growing season meant, just from the reading. But now I get it. It’s the amount of time it takes for them to grow, right? So it would be five months?

Professor

Umm? Oh, uh… I’m sorry but no. It has nothing to do with that. It’s not about the time it takes for Eastern marmots to grow. It’s when the food is available. That is when it’s not covered in snow and there is no frost covering the grass and, umm, vegetative parts of a plant’s herbs and the flowers the marmots like to eat. So growing season refers to the availability of the food they eat, OK? So now how would you describe the Eastern marmots’ social habits?

Student

Well, they are really territorial, and loners, and just so aggressive even with other Eastern marmots. And their mating ritual is just so impersonal.

Professor

Uh-huh? Now when they emerge in the spring from hibernation, the mating process begins. For them, well, they come together to mate and then they go their separate ways. Then about six to eight weeks after birth, the offspring leave their mothers.

Student

Really? Just six weeks? Is that possible for the offspring to make it on their own so young?

Professor

Well, it’s not as if they aren’t ready for the real world because they are. Remember, they mature quickly and the weather’s nice. Also they live in open fields where there is lots of edible vegetation. So roughly six weeks after birth, Eastern marmots are just old enough to take their chances of surviving in the temperate environment. So how does this relate to their behavior?

Student

Oh, I get it. Since the climate’s not too bad, the Eastern marmots don’t have to rely on each other too much and they really don’t need to stay together as a family to survive either.

Professor

Uh-ha. Any contrast, the Olympic marmots? What about them?

Student

Well, they live together as a family and take care of their young until they are at least two years old. They’re really friendly with each other. And what I really like is that they even have greeting ceremonies. And they are not at all aggressive and territorial like the Eastern marmots. So their social behavior is so different from Eastern marmots because of the climate where they live? That seems so bizarre.

Professor

Well, the Olympic marmots inhabit meadows high in the Olympic Mountains where the weather conditions are much harsher. So there is a lot more wind and snow. The growing season only lasts about two to three months. So in that much shorter period of time, all the Olympic marmots, male and female, eat, play, work and nurture the young together. Because the climate is so harsh, cooperation increases the survival rate of the Olympic marmots. They keep their young at home until they are physically able to survive on their own. This could explain why the social behavior of the Olympic marmots is so unlike that of the Eastern marmots.

TPO 2

TPO 2: Conversation 1

Narrator

Listen to a conversation between a student and a professor.

Student

Uh, excuse me, Professor Thompson. I know your office hours are tomorrow, but I was wondering if you had a few minutes free now to discuss something.

Professor

Sure, John. What did you want to talk about?

Student

Well, I have some quick questions about how to write up the research project I did this semester—about climate variations.

Professor

Oh, yes. You were looking at variations in climate in the Grant City area, right? How far along have you gotten?

Student

I’ve got all my data, so I’m starting to summarize it now, preparing graphs and stuff. But I’m just. . . I’m looking at it and I’m afraid that it’s not enough, but I’m not sure what else to put in the report.

Professor

I hear the same thing from every student. You know, you have to remember now that you’re the expert on what you’ve done. So, think about what you’d need to include if you were going to explain your research project to someone with general or casual knowledge about the subject, like . . . like your parents. That’s usually my rule of thumb: would my parents understand this?

Student

  1. I get it.

Professor

I hope you can recognize by my saying that how much you do know about the subject.

Student

Right. I understand. I was wondering if I should also include the notes from the research journal

you suggested I keep.

Professor

Yes, definitely. You should use them to indicate what your evolution in thought was through time. So, just set up, you know, what was the purpose of what you were doing—to try to understand the climate variability of this area—and what you did, and what your approach was.

Student

  1. So, for example, I studied meteorological records; I looked at climate charts; I used different methods for analyzing the data, like certain statistical tests; and then I discuss the results. Is that what you mean?

Professor

Yes, that’s right. You should include all of that. The statistical tests are especially important. And also be sure you include a good reference section where all your published and unpublished data came from, ‘cause you have a lot of unpublished climate data.

Student

Hmm . . . something just came into my mind and went out the other side.

Professor

That happens to me a lot, so I’ve come up with a pretty good memory management tool. I carry a little pad with me all the time and jot down questions or ideas that I don’t want to forget. For example, I went to the doctor with my daughter and her baby son last week and we knew we wouldn’t remember everything we wanted to ask the doctor, so we actually made a list of five things we wanted answers to.

Student

A notepad is a good idea. Since I’m so busy now at the end of the semester, I’m getting pretty forgetful these days. OK. I just remembered what I was trying to say before.

Professor

Good. I was hoping you’d come up with it.

Student

Yes. It ends up that I have data on more than just the immediate Grant City area, so I also included some regional data in the report. With everything else it should be a pretty good indicator of the climate in this part of the state.

Professor

Sounds good. I’d be happy to look over a draft version before you hand in the final copy, if you wish.

Student

Great. I’ll plan to get you a draft of the paper by next Friday. Thanks very much. Well, see ya.

Professor

OK.

TPO 2: Lecture1:: Psychology

Narrator

Listen to part of a psychology lecture. The professor is discussing behaviorism.

Professor

Now, many people consider John Watson to be the founder of behaviorism. And like other behaviorists, he believed that psychologists should study only the behaviors they can observe and measure. They’re not interested in mental processes. While a person could describe his thoughts, no one else can see or hear them to verify the accuracy of his report. But one thing you can observe is muscular habits. What Watson did was to observe muscular habits because he viewed them as a manifestation of thinking. One kind of habits that he studied are laryngeal habits.

Watson thought laryngeal habits . . . you know, from larynx, in other words, related to the voice box . . . he thought those habits were an expression of thinking. He argued that for very young children, thinking is really talking out loud to oneself because they talk out loud even if they’re not trying to communicate with someone in particular. As the individual matures, that overt talking to oneself becomes covert talking to oneself, but thinking still shows up as a laryngeal habit. One of the bits of evidence that supports this is that when people are trying to solve a problem, they, um, typically have increased muscular activity in the throat region. That is, if you put electrodes on the throat and measure muscle potential—muscle activity—you discover that when people are thinking, like if they’re diligently trying to solve a problem, that there is muscular activity in the throat region.

So, Watson made the argument that problem solving, or thinking, can be defined as a set of behaviors—a set of responses—and in this case the response he observed was the throat activity. That’s what he means when he calls it a laryngeal habit. Now, as I am thinking about what I am going to be saying, my muscles in my throat are responding. So, thinking can be measured as muscle activity. Now, the motor theory . . . yes?

Student

Professor Blake, um, did he happen to look at people who sign? I mean deaf people?

Professor

Uh, he did indeed, um, and to jump ahead, what one finds in deaf individuals who use sign language when they’re given problems of various kinds, they have muscular changes in their hands when they are trying to solve a problem . . . muscle changes in the hand, just like the muscular changes going on in the throat region for speaking individuals.

So, for Watson, thinking is identical with the activity of muscles. A related concept of thinking was developed by William James. It’s called ideomotor action.

Ideomotor action is an activity that occurs without our noticing it, without our being aware of it. I’ll give you one simple example. If you think of locations, there tends to be eye movement that occurs with your thinking about that location. In particular, from where we’re sitting, imagine that you’re asked to think of our university library. Well, if you close your eyes and think of the library, and if you’re sitting directly facing me, then according to this notion, your eyeballs will move slightly to the left, to your left, ‘cause the library’s in that general direction.

James and others said that this is an idea leading to a motor action, and that’s why it’s called “ideomotor action”—an idea leads to motor activity. If you wish to impress your friends and relatives, you can change this simple process into a magic trick. Ask people to do something such as I’ve just described: think of something on their left; think of something on their right. You get them to think about two things on either side with their eyes closed, and you watch their eyes very carefully. And if you do that, you’ll discover that you can see rather clearly the eye movement—that is, you can see the movement of the eyeballs. Now, then you say, think of either one and I’ll tell which you’re thinking of.

  1. Well, Watson makes the assumption that muscular activity is equivalent to thinking. But given everything we’ve been talking about here, one has to ask: are there alternatives to this motor theory—this claim that muscular activities are equivalent to thinking? Is there anything else that might account for this change in muscular activity, other than saying that it is thinking? And the answer is clearly yes. Is there any way to answer the question definitively? I think the answer is no.

TPO 2: Lecture2:: Botany

Narrator

Listen to part of a lecture from a Botany class.

Professor

Hi, everyone. Good to see you all today. Actually, I expected the population to be a lot lower today. It typically runs between 50 and 60 percent on the day the research paper is due. Um, I was hoping to have your exams back today, but, uh, the situation was that I went away for the weekend, and I was supposed to get in yesterday at five, and I expected to fully complete all the exams by midnight or so, which is the time that I usually go to bed, but my flight was delayed, and I ended up not getting in until one o’clock in the morning. Anyway, I’ll do my best to have them finished by the next time we meet.

  1. In the last class, we started talking about useful plant fibers. In particular, we talked about cotton fibers, which we said were very useful, not only in the textile industry, but also in the chemical industry, and in the production of many products, such as plastics, paper, explosives, and so on. Today we’ll continue talking about useful fibers, and we’ll begin with a fiber that’s commonly known as “Manila hemp.”

Now, for some strange reason, many people believe that Manila hemp is a hemp plant. But Manila hemp is not really hemp. It’s actually a member of the banana family— it even bears little banana-shaped fruits. The “Manila” part of the name makes sense, because Manila hemp is produced chiefly in the Philippine Islands and, of course, the capital city of the Philippines is Manila.

Now, as fibers go, Manila hemp fibers are very long. They can easily be several feet in length and they’re also very strong, very flexible. They have one more characteristic that’s very important, and that is that they are exceptionally resistant to salt water. And this combination of characteristics—long, strong, flexible, resistant to salt water—makes Manila hemp a great material for ropes, especially for ropes that are gonna be used on ocean-going ships. In fact, by the early 1940’s, even though steel cables were available, most ships in the United States Navy were not moored with steel cables; they were moored with Manila hemp ropes.

Now, why was that? Well, the main reason was that steel cables degrade very, very quickly in contact with salt water. If you’ve ever been to San Francisco, you know that the Golden Gate Bridge is red. And it’s red because of the zinc paint that goes on those stainless steel cables. That, if they start at one end of the bridge and they work to the other end, by the time they finish, it’s already time to go back and start painting the beginning of the bridge again, because the bridge was built with steel cables, and steel cables can’t take the salt air unless they’re treated repeatedly with a zinc-based paint.

On the other hand, plant products like Manila hemp, you can drag through the ocean for weeks on end. If you wanna tie your anchor to it and drop it right into the ocean, that’s no problem, because plant fibers can stand up for months, even years, in direct contact with salt water. OK. So how do you take plant fibers that individually you could break with your hands and turn them into a rope that’s strong enough to moor a ship that weighs thousands of tons? Well, what you do is you extract these long fibers from the Manila hemp plant, and then you take several of these fibers, and you group them into a bundle, because by grouping the fibers you greatly increase their breaking strength—that bundle of fibers is much stronger than any of the individual fibers that compose it. And then you take that bundle of fibers and you twist it a little bit, because by twisting it, you increase its breaking strength even more. And then you take several of these little bundles, and you group and twist them into bigger bundles, which you then group and twist into even bigger bundles, and so on, until eventually, you end up with a very, very strong rope.

TPO 2: Conversation 2

Narrator

Listen to a conversation between two students. They are both studying to be English teachers.

Girl

Did you register already for your classes next semester?

Boy

Yes, I did.

Girl

What are you taking?

Boy

Um…contemporary literature, English style, um… the teaching seminar, and I still have to do my student teaching. I’m gonna help teach a writing class of the junior high.

Girl

That’s a heavy schedule.

Boy

Yeah, it will be really busy and I’m also taking a theory class. But I have to quit my job a couple of weeks ‘cause it will be just too much.

Girl

Where do you work at?

Boy

Buster’s coffee shop, but just till the end of the month. What are you doing next semester?

Girl

Actually a teaching seminar too. And I will have to start writing my thesis. You know, I’m also going for my master’s degree.

Boy

So you are not writing any poetry, I imagine.

Girl

No, I was actually thinking about revising some of my poems and sending them into places for publication.

Boy

Cool, you should. Um, did you hear about that new poetry club, The Poetry Kitchen?

Girl

Yeah, no time.

Boy

It’s fun. It’s Sunday night. You don’t do anything at Sunday nights?

Girl

I do homework Sunday nights.

Boy

Well, it’s only from 7 to 9.

Girl

Is it every Sunday?

Boy

Last Sunday of every month. I don’t know about this month, ‘cause it’s probably a little too close to Thanksgiving, so they might move it up. I don’t know what they are gonna to do, but it’s a good time, it’s fun, some really impressive readings.

Girl

Who? From our class?

Boy

Some people from our class are reading. A lot of them go, sometimes even the professor.

Girl

Really? I don’t know if I would want reading in front of her.

Boy

You wouldn’t have to read, you can just watch. I just watched the first time, but it’s a good environment to read them, I think anyway.

Girl

I probably have to write something new, so maybe during the summer, I just can’t now.

Boy

Yeah, it wouldn’t be the same just reading old stuff. Are you going to do summer school?

Girl

Definitely. Otherwise, I will be short 6 credits. I have no choice.

Boy

Yeah, me too. This is the second summer I’ll have to take classes. I gotta go now, my Shakespeare class starts at twenty minutes.

TPO 2: Lecture3:: Philosophy

Narrator

Listen to part of a lecture in a philosophy class.

Professor

  1. Another ancient Greek philosopher we need to discuss is Aristotle—Aristotle’s ethical theory. What Aristotle’s ethical theory is all about is this: he’s trying to show you how to be happy—what true happiness is.

Now, why is he interested in human happiness? It’s not just because it’s something that all people want to aim for. It’s more than that. But to get there we need to first make a very important distinction. Let me introduce a couple of technical terms: extrinsic value and intrinsic value.

To understand Aristotle’s interest in happiness, you need to understand this distinction.

Some things we aim for and value, not for themselves but for what they bring about in addition to themselves. If I value something as a means to something else, then it has what we will call “extrinsic value.” Other things we desire and hold to be valuable for themselves alone. If we value something not as a means to something else, but for its own sake, let us say that it has “intrinsic value.”

Exercise. There may be some people who value exercise for itself, but I don’t. I value exercise because if I exercise, I tend to stay healthier than I would if I didn’t. So I desire to engage in exercise and I value exercise extrinsically . . . not for its own sake, but as a means to something beyond it. It brings me good health.

Health. Why do I value good health? Well, here it gets a little more complicated for me. Um, health is important for me because I can’t . . .do other things I want to do— play music, teach philosophy—if I’m ill. So health is important to me—has value to me—as a means to a productive life. But health is also important to me because I just kind of like to be healthy—it feels good. It’s pleasant to be healthy, unpleasant not to be. So to some degree I value health both for itself and as a means to something else: productivity. It’s got extrinsic and intrinsic value for me.

Then there’s some things that are just valued for themselves. I’m a musician, not a professional musician; I just play a musical instrument for fun. Why do I value playing music? Well, like most amateur musicians, I only play because, well, I just enjoy it. It’s something that’s an end in itself.

Now, something else I value is teaching. Why? Well, it brings in a modest income, but I could make more money doing other things. I’d do it even if they didn’t pay me. I just enjoy teaching. In that sense it’s an end to itself.

But teaching’s not something that has intrinsic value for all people—and that’s true generally. Most things that are enjoyed in and of themselves vary from person to person. Some people value teaching intrinsically, but others don’t.

So how does all this relate to human happiness? Well, Aristotle asks: is there something that all human beings value . . . and value only intrinsically, for its own sake and only for its own sake? If you could find such a thing, that would be the universal final good, or truly the ultimate purpose or goal for all human beings. Aristotle thought the answer was yes. What is it? Happiness. Everyone will agree, he argues, that happiness is the ultimate end to be valued for itself and really only for itself. For what other purpose is there in being happy? What does it yield? The attainment of happiness becomes the ultimate or highest good for Aristotle.

The next question that Aristotle raises is: what is happiness? We all want it; we all desire it; we all seek it. It’s the goal we have in life. But what is it? How do we find it? Here he notes, with some frustration, people disagree.

But he does give us a couple of criteria, or features, to keep in mind as we look for what true human happiness is. True human happiness should be, as he puts it, complete. Complete in that it’s all we require. Well, true human happiness . . . if you had that, what else do you need? Nothing.

And, second, true happiness should be something that I can obtain on my own. I shouldn’t have to rely on other people for it. Many people value fame and seek fame. Fame for them becomes the goal. But, according to Aristotle, this won’t work either, because fame depends altogether too much on other people. I can’t get it on my own, without help from other people.

In the end, Aristotle says that true happiness is the exercise of reason—a life of intellectual contemplation . . . of thinking. So let’s see how he comes to that.

TPO 2: Lecture4:: Astronomy

Narrator

Listen to part of a lecture in an astronomy class. You will not need to remember the numbers the professor mentions.

Professor

  1. Let’s get going. Today I’m going to talk about how the asteroid belt was discovered. And . . . I’m going to start by writing some numbers on the board. Here they are: We’ll start with zero, then 3, . . . 6, . . . 12. Uh, tell me what I’m doing.

Female student

Multiplying by 2?

Professor

Right. I’m doubling the numbers, so 2 times 12 is 24, and the next one I’m going to write after 24 would be . . .

Female student

48.

Professor

  1. Then 96. We’ll stop there for now. Uh, now I’ll write another row of numbers under that. Tell me what I’m doing. 4, 7, 10 . . . How am I getting this second row?

Male Student

Adding 4 to the numbers in the first row.

Professor

I’m adding 4 to each number in the first row to give you a second row. So the last two will be 52, 100, and now tell me what I’m doing.

Female Student

Putting in a decimal?

Professor

Yes, I divided all those numbers by 10 by putting in a decimal point. Now I’m going to write the names of the planets under the numbers. Mercury . . . Venus. . . Earth. . . Mars. So, what do the numbers mean? Do you remember from the reading?

Male Student

Is it the distance of the planets from the Sun?

Professor

Right. In astronomical units—not perfect, but tantalizingly close. The value for Mars is off by . . . 6 or 7 percent or so. It’s . . . but it’s within 10 percent of the average distance to Mars from the Sun. But I kind of have to skip the one after Mars for now. Then Jupiter’s right there at 5-point something, and then Saturn is about 10 astronomical units from the Sun. Um, well, this pattern is known as Bode’s Law.

Um, it isn’t really a scientific law, not in the sense of predicting gravitation mathematically or something, but it’s attempting a pattern in the spacing of the planets, and it was noticed by Bode hundreds of years ago. Well, you can imagine that there was some interest in why the 2.8 spot in the pattern was skipped, and um . . . but there wasn’t anything obvious there, in the early telescopes. Then what happened in the late 1700s? The discovery of . . . ?

Female Student

Another planet?

Professor

The next planet out, Uranus—after Saturn.

And look, Uranus fits in the next spot in the pattern pretty nicely, um, not perfectly, but close. And so then people got really excited about the validity of this thing and finding the missing object between Mars and Jupiter. And telescopes, remember, were getting better. So people went to work on finding objects that would be at that missing distance from the Sun, and then in 1801, the object Ceres was discovered.

And Ceres was in the right place—the missing spot. Uh, but it was way too faint to be a planet. It looked like a little star. Uh, and because of its starlike appearance, um, it was called an “asteroid.” OK? “Aster” is Greek for “star,” as in “astronomy.” Um, and so, Ceres was the first and is the largest of what became many objects discovered at that same distance. Not just one thing, but all the objects found at that distance from the asteroid belt. So the asteroid belt is the most famous success of this Bode’s Law. That’s how the asteroid belt was discovered.

TPO 3

 TPO 3: Conversation 1

Narrator

Listen to a conversation between a student and a receptionist at the Registrar’s Office on the first day of the semester.

Student

Excuse me, I’m supposed to be having my physics class in the science building, but no one’s in the classroom. Could you tell me where the class is? Physics 403 — has it been moved?

Receptionist

Well, there’s a room assignment sheet on the bulletin board outside this office.

Student

Yeah, I know, but my class isn’t listed there. There must be some kind of mistake or something. Could you look it up, please?

Receptionist

Hmmm… ok, let me check on the computer. It’s physics, right? Wait, did you say physics 403?

Student

Yeah.

Receptionist

Er…I’m sorry, but it says here that it was cancelled. You should have gotten a letter from the registrar’s office about this.

Student

What? I’ve never got it.

Receptionist

Are you sure? ‘Cause it says on the computer that the letter was sent out to students a week ago.

Student

Really? I should have gotten it by now. I wonder if I threw it away with all the junk mail by mistake.

Receptionist

Well, it does happen. Er… let me check something. What’s your name?

Student

Woodhouse, Laura Woodhouse.

Receptionist

Ok, hmmm…Woodhouse, let me see… ah, it says here we sent it to your apartment on er… Center Street.

Student

Oh, that’s my old apartment. I moved out of there a little while ago.

Receptionist

Well, and I suppose you haven’t changed your mailing address at the administration office. Well, that would explain it.

Student

Yeah, I guess that’s it. But how can they cancel the class after offering it. If I’d known this was going to happen, I would have taken it last semester.

Receptionist

I know, it’s really inconvenient for you, I understand that, but er… if we don’t have enough students signed up for the course, the college can’t offer it. You know, it’s a practical issue, like we can’t have an instructor when there’re only a few students in the class. You see what I mean?

Student

I guess, but now I don’t know what course I should take instead.

Receptionist

Ok, let’s see. Do you have any courses you’re going to take next semester? If you do, you might want to take them now and sign up for physics 403 next semester.

Student

Yeah, I guess I could do that. I just hope it won’t be cancelled again. Do you know how many people have to be enrolled in order to keep a class from being cancelled?

Receptionist

Well, it depends on the class, but for that class, you have to have er… let’s see, usually it’d be at least ten people, but since it was cancelled this semester, they might even do it with less. But do you know what you should do? Give the physics department a call a couple of weeks before the semester starts. They’ll be able to tell you if they’re planning to go through with it. It’s their decision, actually.

Student

Oh, ok, I will do that. Thanks for the info.

Receptionist

No problem. Sorry about the class. Oh, why don’t you go change your mailing address now. It’ll only takes a minute.

Student

Oh, oh, sure, I will do that right way.

TPO 3: Lecture1:: Environmental science

Narrator

Listen to part of a lecture in an environmental science class.

Professor

Now, we’ve been talking about the loss of animal habitat from housing developments, um…, growing cities – small habitat losses. But today I wanna begin talking about what happens when habitat is reduced across a large area. There are, of course, animal species that require large areas of habitat, and some migrate over very long distances. So what’s the impact of habitat loss on those animals – animals that need large areas of habitat?

Well, I’ll use the humming birds as an example.

Now you know a humming bird is amazingly small, but even though it’s really tiny, it migrates over very long distances, travels up and down the western hemisphere – the Americas, back and forth between where it breeds in the summer and the warmer climates where it spends the winter. So we would say that this whole area over which it migrates is its habitat because on this long-distance journey, it needs to come down to feed and sleep every so often, right?

Well, the humming bird beats its wings – get this – about 3 thousand times per minute. So you think, wow, it must need a lot of energy, a lot of food, right? Well, it does. It drinks a lot of nectar from flowers and feeds on some insects, but it’s energy-efficient too. You can’t say it isn’t. I mean, as it flies all the way across the Gulf of Mexico, it uses up almost none of its body fat. But that doesn’t mean it doesn’t need to eat. So humming birds have to rely on plants in their natural habitat.

And it goes without saying, but, well, the opposite is true as well, plants depend on humming birds too. There are some flowers that can only be pollinated by the humming birds. Without it stopping to feed and spreading pollen from flower to flower, these plants would cease to exist.

But the problem, well, as natural habitat along these migration routes is developed by humans for housing or agriculture or cleared for raising cattle, for instance, there is less food available for migrating humming birds. Their nesting sites are affected too, the same, by the same sorts of human activities. And all of these activities pose a real threat to the humming bird population.

So to help them survive, we need to preserve their habitats. And one of the concrete ways people have been doing this is by cleaning up polluted habitat areas and then replanting flowers, um, replanting native flowers that humming birds feed on.

Promoting ecological tourism is another way to help save their habitat. As the number of visitors, eco-tourists who come to humming bird habitats to watch the birds, the more the number of visitors grows, the more local businesses profit, so ecological tourism can bring financial rewards, all the more reason to value these beautiful little creatures in their habitat, right?

But to understand more about how to protect and support humming birds the best we can, we’ve got to learn more about their breeding, nesting sites and migration routes, and also about the natural habitats we find there. That should help us determine how to prevent further decline in the population.

A good research method, a good way to learn more, is by running a banding study. Banding the birds allows us to track them over their lifetime. It’s been a practice that’s been used by researchers for years. In fact, most of what we know about humming birds comes from banding studies, where we capture a humming bird and make sure all the information about it, like its weight and age and length, are all recorded, put into international, an international information database. And then we place an extremely lightweight band on one of its legs, well, what looks like a leg, although technically it’s considered part of the bird’s foot.

Anyway, these bands are perfectly safe, and some humming birds have worn them for years with no evidence of any problems. The band is labeled with a tracking number, oh, and there is a phone number on the band for people to call for free, to report a banded bird they’ve found or recaptured. So when a banded bird is recaptured and reported, we learn about its migration route, its growth, and how long it has been alive, its lifespan. One recaptured bird had been banded almost 12 years earlier – she is one of the oldest humming birds on record.

Another interesting thing we’ve learned is that some humming birds, um, they no longer use a certain route. They travel by a different route to reach their destination. And findings like these have been of interest to biologists and environmental scientists in a number of countries who are trying to understand the complexities of how changes in a habitat affect the species in it.

TPO 3: Lecture2:: Film history

Narrator

Listen to part of a lecture in a film history class.

Professor

Okay, we’ve been discussing films in the 1920s and 30s, and how back then film categories, as we know them today, had not yet been established. We said that by today’s standards, many of the films of the 20s and 30s would be considered hybrids, that is, a mixture of styles that wouldn’t exactly fit into any of today’s categories. And in that context, today we are going to talk about a film-maker who began making very unique films in the late 1920s. He was French, and his name was Jean Painlevé.

Jean Painlevé was born in 1902. He made his first film in 1928. Now in a way, Painlevé’s films conform to norms of the 20s and 30s, that is, they don’t fit very neatly into the categories we use to classify films today. That said, even by the standards of the 20s and 30s, Painlevé’s films were a unique hybrid of styles. He had a special way of fusing, or some people might say, confusing, science and fiction. His films begin with facts, but then they become more and more fictional. They gradually add more and more fictional elements. In fact, Painlevé was known for saying that science is fiction.

Painlevé was a pioneer in underwater film-making, and a lot of his short films focused on the aquatic animal world. He liked to show small underwater creatures, displaying what seemed like familiar human characteristics – what we think of as unique to humans. He might take a clip of a mollusk going up and down in the water and set it to music. You know, to make it look as if the mollusk were dancing to the music like a human being – that sort of thing. But then he suddenly changed the image or narration to remind us how different the animals are, how unlike humans.

He confused his audience in the way he portrayed the animals he filmed, mixing up our notions of the categories human and animal. The films make us a little uncomfortable at times because we are uncertain about what we are seeing. It gives him films an uncanny feature: the familiar made unfamiliar, the normal made suspicious. He liked twists, he liked the unusual. In fact, one of his favorite sea animals was the seahorse because with seahorses, it’s the male that carries the eggs, and he thought that was great. His first and most celebrated underwater film is about the seahorse.

Susan, you have a question?

Student 1

But underwater film-making wasn’t that unusual, was it? I mean, weren’t there other people making movies underwater?

Professor

Well, actually, it was pretty rare at that time. I mean, we are talking the early 1930s here.

Student 1

But what about Jacques Cousteau? Was he like an innovator, you know, with underwater photography too?

Professor

Ah, Jacques Cousteau. Well, Painlevé and Cousteau did both film underwater, and they were both innovators, so you are right in that sense. But that’s pretty much where the similarities end.

First of all, Painlevé was about 20 years ahead of Cousteau. And Cousteau’s adventures were high-tech, with lots of fancy equipment, whereas Painlevé kind of patchedequipment together as he needed it. Cousteau usually filmed large animals, usually in the open sea, whereas Painlevé generally filmed smaller animals, and he liked to film in shallow water.

Uh, what else? Oh well, the main difference was that Cousteau simply investigated and presented the facts – he didn’t mix in fiction. He was a strict documentarist. He set the standard really for the nature documentary. Painlevé, on the other hand, as we said before, mixed in elements of fiction. And his films are much more artistic, incorporating music as an important element.

John, you have a question?

Student 2

Well, maybe I shouldn’t be asking this, but if Painlevé’s films are so special, so good, why haven’t we ever heard of them? I mean, everyone’s heard of Jacques Cousteau.

Professor

Well, that’s a fair question. Uh, the short answer is that Painlevé’s style just never caught on with the general public. I mean, it probably goes back at least in part to what we mentioned earlier, that people didn’t know what to make of his films – they were confused by them, whereas Cousteau’s documentaries were very straightforward, met people’s expectations more than Painlevé’s films did. But you true film history buffs know about him. And Painlevé is still highly respected in many circles.

TPO 3: Conversation 2

Narrator

Listen to a conversation between a student and a professor.

Student

Hi, Professor Archer, you know how in class last week you said that you were looking for students who are interested in volunteering for your archeology project?

Professor

Of course, are you volunteering?

Student

Yes, I am. It sounds really interesting, but um… do I need to have any experience for these kinds of projects?

Professor

No, not really. I assume that most students taking the introductory level class would have little or no experience with archeological research, but that’s ok.

Student

Oh, good, that’s a relief. Actually, that’s why I’m volunteering for the project — to get experience. What kind of work is it?

Professor

Well, as you know, we’re studying the history of the campus this semester. This used to be an agricultural area and we already know that where the main lecture hall now stands, there once were farm house and barn that were erected in the late 1700s. We are excavating near the lecture hall to see what types of artifacts we find, you know, things people used in the past that got buried when the campus was constructed. We’ve already begun to find some very interesting items, like old bottles, buttons, pieces of clay pottery.

Student

Buttons and clay pottery? Did the old owners leave in such a hurry that they left their clothes and dishes behind?

Professor

Hmmm… that’s just one of the questions we hope to answer with this project.

Student

Wow, and it’s all right here on campus.

Professor

That’s right, no traveling involved. I wouldn’t expect volunteers to travel to a site, especially in the middle of the semester. We expect to find many more things, but we do need more people to help.

Student

So… how many student volunteers are you looking for?

Professor

I’m hoping to get five or six. I’ve asked for volunteers in all of the classes I teach, but no one has responded. You are the first person to express interest.

Student

Sounds like it could be a lot of work. Is there um… is there any way I can use the experience to get some extra credit in class? I mean, can I write a paper about it?

Professor

I think it’ll depend on what type of work you do in the excavation, but I imagine we can arrange something. Actually I’ve been considering offering extra credit for class because I’ve been having a tough time getting volunteers. Extra credit is always a good incentive for students.

Student

And how often would you want the volunteers to work?

Professor

We’re asking for three or four hours per week, depending on your schedule. A senior researcher, I think you know John Franklin, my assistant, is on site every day.

Student

Sure, I know John. By the way, will there be some sort of training?

Professor

Yes, er… I want to wait till Friday to see how many students volunteer, and then I’ll schedule a training class next week at a time that’s convenient for everyone.

Student

Ok. I’ll wait to hear from you. Thanks a lot for accepting me.

TPO 3: Lecture3:: Art History

Narrator

Listen to part of a lecture in an Art History class. The professor has been discussing the origins of art.

Professor

Some of the world’s oldest preserved art is the cave art of Europe, most of it in Spain and France. And the earliest cave paintings found to date are those of the Chauvet Cave in France discovered in 1994.

And you know, I remember when I heard about the results of the dating of the Chauvet paintings, I said to my wife, “Can you believe these paintings are over 30,000 years old?” And my 3-year-old daughter piped up and said, “Is that older than my great-grandmother?” That was the oldest age she knew. And you know, come to think of it. It’s pretty hard for me to really understand how long 30,000 years is too. I mean, we tend to think that people who lived at that time must have been pretty primitive. But I’m gonna show you some slides in a few minutes and I think you will agree with me that this art is anything but primitive. They are masterpieces. And they look so real, so alive that it’s very hard to imagine that they are so very old.

Now, not everyone agrees on exactly how old. A number of the Chauvet paintings have been dated by a lab to 30,000 or more years ago. That would make them not just older than any other cave art, but about twice as old as the art in the caves at Altamira or Lascaux, which you may have heard of. Some people find it hard to believe Chauvet is so much older than Altamira and Lascaux, and they noted that only one lab did the dating for Chauvet, without independent confirmation from any other lab. But be that as it may, whatever the exact date, whether it’s 15,000, 20,000 or 30,000 years ago, the Chauvet paintings are from the dawn of art. So they are a good place to start our discussion of cave painting.

Now, one thing you’ve got to remember is the context of these paintings. Paleolithic humans – that’s the period we are talking about here, the Paleolithic, the early stone age, not too long after humans first arrived in Europe – the climate was significantly colder then, and so rock shelters, shallow caves were valued as homes protected from the wind and rain. And in some cases at least, artists drew on the walls of their homes.

But many of the truly great cave art sites like Chauvet were never inhabited. These paintings were made deep inside a dark cave, where no natural light can penetrate. There’s no evidence of people ever living here. Cave bears, yes, but not humans. You would have had to make a special trip into the cave to make the paintings, and a special trip to go see it. And each time you’d have to bring along torches to light your way. And people did go see the art. There’s charcoal marks from their torches on the cave walls clearly dating from thousands of years after the paintings were made. So we can tell people went there. They came but they didn’t stay. Deep inside a cave like that is not really a place you’d want to stay, so, why? What inspired the Paleolithic artists to make such beautiful art in such inaccessible places? We’ll never really know of course, though it’s interesting to speculate.

But, um, getting to the paintings themselves, virtually all Paleolithic cave art represents animals, and Chauvet is no exception. The artists were highly skilled at using, or even enhancing, the natural shape of the cave walls to give depth and perspectives to their drawings, the sense of motion and vitality in these animals. Well, wait till I show you the slides. Anyway, most Paleolithic cave art depicts large herbivores. Horses are most common overall with deer and bison pretty common too, probably animals they hunted.

But earlier at Chauvet, there is a significant interest in large dangerous animals, lots of rhinoceros, lions, mammoth, bears. Remember that the ranges of many animal species were different back then, so all these animals actually lived in the region at that time.

But the Chauvet artists didn’t paint people. There is a half-man-half-bison creature and there is outlines of human hands but no depiction of a full human.

So, why these precise animals? Why not birds, fish, snakes? Was it for their religion, magic or sheer beauty? We don’t know. But whatever it was, it was worth it to them to spend hours deep inside a cave with just a torch between them and utter darkness. So, on that note, let’s dim the lights, so we can see these slides and actually look at the techniques they used.

TPO 3: Lecture4:: Astronomy

Narrator

Listen to part of a lecture in an astronomy class.

Professor

Now astronomy didn’t really bloom into the science it is today until the development of spectroscopy.

Spectroscopy is basically the study of spectra and spectral lines of light, and specifically for us, the light from stars. It makes it possible to analyze the light emitted from stars. When you analyze this light, you can figure out their distance from the Earth, and identify what they are made of, determine their chemical composition.

Before we get into that though, it’s probably a good thing to back up a bit. You all know how when you take a crystal prism and pass a beam of sunlight through it, you get a spectrum, which looks like a continuous band of rainbow colors. The light that we see with our human eyes as a band of rainbow color falls in the range of what’s called visible light. And visible light spectroscopy is probably the most important kind of spectroscopy.

Anyone want to take a stab at the scientific term for visible light? And I’m sure all of you know this because you all did the reading for today.

Student

Optical radiation. But I thought being exposed to radiation is dangerous.

Professor

Yes, and no. If you are talking about radiation, like in the element Uranium, yeah, that’s dangerous. But radiation as a general term actually refers to anything that spreads away from its source. So optical radiation is just visible light energy spreading out.

OK, so we’ve got a spectrum of a beam of sunlight and it looks like the colors bleed into each other. There are no interruptions, just a band flowing from violet to green, to yellow, to… you get the idea.

Well, what happens if the sunlight’s spectrum is magnified? Maybe you all didn’t do the reading. Well, here’s what you’d see. I want you to notice that this spectrum is interrupted by dark lines called spectral lines. If you really magnify the spectrum of the sunlight, you could identify more than 100,000 of them. They may look like kind of randomly placed, but they actually form many distinct patterns. And if you were looking at the spectrum of some other star, the colors would be the same. But the spectral lines would break it up at different places, making different patterns. Each pattern stands for a distinct chemical element, and so different sets or patterns of spectral lines mean that the star has a different chemical composition.

Student

So how do we know which spectral patterns match up with which elements?

Professor

Well, a kind of spectroscopic library of elements was compiled using flame tests. A known element, say a piece of iron for example, is heated in a pure gas flame. The iron eventually heats to the point that it radiates light. This light is passed through a prism, which breaks it up into a spectrum. And a unique pattern, kind of like a chemical fingerprint of spectral lines for that element appears. This process was repeated over and over again for many different elements, so we can figure out the chemical makeup of another star by comparing the spectral pattern it has to the pattern of the elements in the library.

Oh, an interesting story about how one of the elements was discovered through spectroscopy. There was a pretty extensive library of spectral line patterns of elements even by the 1860s. A British astronomer was analyzing a spectrograph of sunlight, and he noticed a particular pattern of spectral lines that didn’t match anything in the library. So he put two and two together, and decided there was an element in the sun that hadn’t been discovered here on the earth yet.

Any guesses about what that element is? It actually turned out to be pretty common and I’m sure all of you know it.

  1. Let’s try something else. Any of you happened to be familiar with the Greek word for “sun” by chance?

Student

Something like “Helius” or something like that. Oh, it must be “Helium”. So you are saying that Helium was discovered on the sun first.

Professor

Yes, and this is a good example of how important spectroscopy is in astronomy.

TPO 4

TPO 4: Conversation 1

Narrator

Listen to a conversation between a student and a librarian.

Librarian

Can I help you?

Student

Yeah, I need to find a review. It’s for my English class. We have to find reviews of the play we are reading. But they have to be from when the play was first performed, so I need to know when that was and I suppose I should start with newspaper reviews and…

Librarian

Contemporary reviews.

Student

Sorry?

Librarian

You want contemporary reviews. What’s the name of the play?

Student

It’s Happy Strangers. It was written in 1962 and we are supposed to write about its influence on American theatre and show why it’s been so important.

Librarian

Well, that certainly explains why your professor wants you to read some of those old reviews. The critiques really tore the play to pieces when it opened. It’s so controversial. Nobody had ever seen anything like it on the stage.

Student

Really? Is that a big deal?

Librarian

Oh, sure. Of course the critics’ reaction made some people kind of curious about it. They wanted to see what was causing all the fuss. In fact, we were on vacation in New York. Oh, I had to be, oh, around 16 or so, and my parents took me to see it. That would’ve been about 1965.

Student

So that was the year it premiered? Great! But uh, newspapers from back then aren’t online, so, how do I…

Librarian

Well, we have copies of old newspapers in the basement, and all the major papers publish reference guides to their articles, reviews, etc. You will find them in the reference stacks in the back. But I start with 1964, I think the play had been running for a little while when I saw it.

Student

How do you like it? I mean just two characters on the stage hanging around basically doing nothing.

Librarian

Well, I was impressed. The actors were famous, and besides it was my first time in a real theatre. But you are right. It was definitely different from many plays that we read in high school. Of course, in a small town the assignments are pretty traditional.

Student

Yeah, I’ve only read it but it doesn’t seem like it would be much fun to watch. The story doesn’t progress in any sort of logical matter, doesn’t have real ending either, just stops. Honestly, you know, I thought it was kind of slow and boring.

Librarian

Oh, well I guess you might think that. But when I saw it back then it was anything but boring. Some parts were really funny, but I remember crying too. But I’m not sure just reading it. You know, they’ve done this play at least once on campus. I’m sure there is a tape of the play in our video library. You might want to borrow it.

Student

That’s a good idea. I’ll have a better idea of what I really think of it before I read those reviews.

Librarian

I’m sure you will be surprised that anyone ever found it radical. But you will see why it is still powerful, dramatically speaking.

Student

Well, there must be something about it, or the professor wouldn’t have assigned it. I’m sure I’ll figure it out.

TPO 4: Lecture1:: Biology

Narrator

Listen to part of a lecture in a biology class. The class is discussing animal behavior.

Professor

Ok, the next kind of animal behavior I want to talk about might be familiar to you. You may have seen, for example, a bird that’s in the middle of a mating ritual, and suddenly it stops and preens, you know, it takes a few moments to straighten its feathers, and then returns to the mating ritual. This kind of behavior, this doing something that seems completely out of place, is what we call a ‘Displacement Activity’.

Displacement activities are activities that animals engage in when they have conflicting drives. If we take our example from a minute ago, if the bird is afraid of its mate, it’s conflicted. It wants to mate but it’s also afraid and wants to run away. So, instead, it starts grooming itself. So, the displacement activity, the grooming, the straightening of its feathers, seems to be an irrelevant behavior.

So, what do you think another example of a displacement activity might be?

Karl

How about an animal that, um, instead of fighting its enemy or running away, it attacks a plant or a bush?

Professor

That’s really good suggestion, Karl. But that’s called ‘redirecting’. The animal is redirecting its behavior to another object, in this case, the plant or the bush. But that’s not an irrelevant or inappropriate behavior. The behavior makes sense. It’s appropriate under the circumstances. But what doesn’t make sense is the object the behavior‘s directed towards.

Ok, who else? Carol?

Carol

I think I read in another class about an experiment where an object that the animal was afraid of was put next to its food – next to the animal’s food. And the animal, it was conflicted between confronting the object and eating the food, so instead, it just fell asleep. Like that?

Professor

That’s exactly what I mean. Displacement occurs because the animal’s got two conflicting drives – two competing urges, in this case, fear and hunger. And what happens is, they inhibit each other, they cancel each other out in a way, and a third seemingly irrelevant behavior surfaces through a process that we call ‘Disinhibition’.

Now, in disinhibition, the basic idea is that two drives that seem to inhibit, to hold back, a third drive. Well, well, they’re getting in a way of each other in a… in a conflict situation and somehow lose control, lose their inhibiting effect on that third behavior, which means that the third drive surfaces, it’s expressed in the animal’s behavior.

Now, these displacement activities can include feeding, drinking, grooming, even sleeping. These are what we call ‘Comfort Behavior’. So why do you think displacement activities are so often comfort behaviors, such as grooming?

Karl

Maybe because it’s easy for them to do? I mean, grooming is like one of the most accessible things an animal can do. It’s something they do all the time, and they have the stimulus right there on the outside of their bodies in order to do the grooming, or if food is right in front of them. Basically, they don’t have to think very much about those behaviors.

Carol

Professor, isn’t it possible that animals groom because they’ve got messed up a little from fighting or mating? I mean if a bird’s feathers get ruffled or an animal’s fur, maybe it’s not so strange for them to stop and tidy themselves up at that point.

Professor

That’s another possible reason although it doesn’t necessarily explain other behaviors such as eating, drinking or sleeping.

What’s interesting is that studies have been done that suggest that the animal’s environment may play a part in determining what kind of behavior it displays. For example, there’s a bird, the ‘wood thrush’, anyway, when the ‘wood thrush’ is in an attack-escape conflict, that is, it’s caught between the two urges to escape from or to attack an enemy, if it’s sitting on a horizontal branch, it’ll wipe its beak on its perch. If it’s sitting on a vertical branch, it’ll groom its breast feathers. The immediate environment of the bird, its immediate, um, its relationship to its immediate environment seems to play a part in which behavior will display.

TPO 4: Lecture2:: Literature

Narrator

Listen to part of a lecture in a literature class.

Professor

All right, so let me close today’s class with some thoughts to keep in mind while you are doing tonight’s assignment. You will be reading one of Ralph Waldo Emerson’s best-known essays ‘Self-Reliance’ and comparing it with his poems and other works.

I think this essay has the potential to be quite meaningful for all of you as young people who probably wonder about things like truth and where your lives are going – all sorts of profound questions.

Knowing something about Emerson’s philosophies will help you when you read ‘Self-Reliance’. And basically, one of the main beliefs that he had was about truth. Not that it’s something that we can be taught, Emerson says it’s found within ourselves. So this truth, the idea that it’s in each one of us, is one of the first points that you’ll see Emerson making in this essay. It’s a bit abstract but he’s very into…uh… into each person believing his or her own thought, believing in yourself, the thought or conviction that’s true for you.

But actually, he ties that in with a sort of ‘universal truth’ – something that everyone knows but doesn’t realize they know. Most of us are in touch with ourselves in a way, so we just aren’t capable of recognizing profound truth. It takes geniuses, people like, say, Shakespeare, who’re unique because when they have a glimpse of this truth, this universal truth, they pay attention to it and express it and don’t just dismiss it like most people do.

So Emerson is really into each individual believing in and trusting him or herself. You’ll see that he writes about, well, first, conformity. He criticizes that people of his time for abandoning their own minds and their own wills for the sake of conformity and consistency. They try to fit in with the rest of the world even though it’s at odds with their beliefs and their identities. Therefore, it’s best to be a non-conformist – to do your own thing, not worrying about what other people think. That’s an important point. He really drives this argument home throughout the essay.

When you are reading, I want you to think about that and why that kind of thought would be relevant to the readers of his time. Remember this is 1838,‘Self-Reliance’ was a novel idea at the time and the United States citizens were less secure about themselves as individuals and as Americans. The country as a whole was trying to define itself. Emerson wanted to give people something to really think about, help them find their own way and what it meant to be who they were. So that’s something that I think is definitely as relevant today as it was then, probably, um, especially among young adults like yourselves, you know, uh, college being a time to sort of really think about who you are and where you’re going.

Now, we already said that Emerson really emphasizes non-conformity, right? As a way to sort of not lose your own self and identity in the world, to have your own truth and not be afraid to listen to it.

Well, he takes this a step further. Not conforming also means, uh, not conforming with yourself or your past. What does that mean? Well, if you’ve always been a certain way or done a certain thing, but it’s not working for you any more, or you’re not content, Emerson says that it’d be foolish to be consistent even with our own past.“Focus on the future,” he says, “That’s what matters more. Inconsistency is good.”

He talks about a ship’s voyage and this is one of the most famous bits of the essay – how the best voyage is made up of zigzag lines. Up close, it seems a little all over the place, but from farther away, the true path shows and in the end it justifies all the turns along the way. So, don’t worry if you are not sure where you’re headed or what your long-term goals are. Stay true to yourself and it’ll make sense in the end. I mean, I can attest to that. Before I was a literature professor, I was an accountant. Before that, I was a newspaper reporter. My life is taking some pretty interesting turns and here I am, very happy with my experiences and where they’ve brought me. If you rely on yourself and trust your own talents, your own interest, don’t worry, your path will make sense in the end.

TPO 4: Conversation 2

Narrator

Listen to a conversation between a student and a professor.

Professor

Hey, Jane, you look like you are in a hurry.

Student

Yeah, things are a little crazy.

Professor

Oh yeah? What’s going on?

Student

Oh, it’s nothing. Well, since it’s your class, I guess it’s OK. It’s, it’s just that I am having trouble with my group project.

Professor

Ah, yes, due next week. What’s your group doing again?

Student

It’s about United States Supreme Court Decisions. We are looking at the impact of recent cases on property rights, municipal land use cases, owning disputes.

Professor

Right, OK. And it’s not going well?

Student

Not really. I’m worried about the other two people in my group. They are just sitting back, not really doing their fair share of the work and waiting for an A. It’s kind of stressing me out, because we are getting close to the deadline and I feel like I’m doing everything for this project.

Professor

Ah, the good old free rider problem.

Student

Free rider?

Professor

Ah, it’s just a term that describes this situation, when people in the group seek to get the benefits of being in a group without contributing to the work. Anyway, what exactly do you mean when you say they just sit back? I mean, they’ve been filing the weekly progress reports with me.

Student

Yes, but I feel like I’m doing 90% of the work. I hate to sound so negative here, but honestly, they are taking credit for things they shouldn’t take credit for. Like last week in the library, we decided to split up the research into 3 parts and then each of us was supposed to find sources in the library for our parts. I went off to the stack and found some really good material for my part, but when I got back to our table, they were just goofing off and talking. So I went and got materials for their sections as well.

Professor

Um…you know you shouldn’t do that.

Student

I know, but I didn’t want to risk the project going down the drain.

Professor

I know Teresa and Kevin. I had both of them in other courses. So, I’m familiar with the work and work habits.

Student

I know, me too. And that’s why this has really surprised me.

Professor

Do you…does your group like your topic?

Student

Well, I think we’d all rather focus on cases that deal with personal liberties, questions about freedom of speech, things like that. But I chose property rights.

Professor

You chose the topic?

Student

Yeah, I thought it would be good for us, all of us to try something new.

Professor

Um…maybe that’s part of the problem. Maybe Teresa and Kevin aren’t that excited about the topic? And since you picked it, have you thought…talk to them at all about picking a different topic?

Student

But we’ve got all the sources and it’s due next week. We don’t have time to start from scratch.

Professor

OK, I will let you go ‘cause I know you are so busy. But you might consider talking to your group about your topic choice.

Student

I will think about it. Got to run, see you in class.

TPO 4: Lecture3:: Geology

Narrator

Listen to part of a lecture in a geology class.

Professor

Now we’ve got a few minutes before we leave for today. So I’ll just touch on an interesting subject that I think makes an important point.

We’ve been covering rocks and different types of rocks for the last several weeks. But next week we are going to do something a bit different. And to get started I thought I’d mention something that shows how uh…as a geologist, you need to know about more than just rocks and the structure of solid matter.

Moving rocks, you may have heard about them. It’s quite a mystery. Death valley is this desert plain, a dry lake bed in California surrounded by mountains and on the desert floor these huge rocks, some of them hundreds of pounds. And they move. They leave long trails behind them, tracks you might say as they move from one point to another. But nobody has been able to figure out how they are moving because no one has ever seen it happen.

Now there are a lot of theories, but all we know for sure is that people aren’t’ moving the rocks. There are no footprints, no type tracks and no heavy machinery like a bulldozer…uh, nothing was ever brought in to move these heavy rocks.

So what’s going on? Theory NO.1 —Wind. Some researchers think powerful uh…windstorms might move the rocks. Most of the rocks move in the same direction as the dominant wind pattern from southwest to northeast. But some, and this is interesting, move straight west while some zigzag or even move in large circles. Hmm…How can that be?

How about wind combined with rain? The ground of this desert is made of clay. It’s a desert, so it’s dry. But when there is the occasional rain, the clay ground becomes extremely slippery. It’s hard for anyone to stand on, walk on. Some scientists theorized that perhaps when the ground is slippery the high winds can then move the rocks. There’s a problem with this theory. One team of scientists flooded an area of the desert with water, then try to establish how much wind force would be necessary to move the rocks. And get this: you need winds of at least five hundred miles an hour to move just the smallest rocks! And winds that strong have never been recorded. Ever! Not on this planet. So I think it’s safe to say that that issues has been settled.

Here is another possibility – ice. It’s possible that rain on the desert floor could turn to thin sheets of ice when temperatures drop at night. So if rocks…uh become embedded in ice, uh … OK, could a piece of ice with rocks in it be pushed around by the wind? But there’s a problem with this theory, too. Rocks trapped in ice together would have moved together when the ice moved. But that doesn’t always happen. The rocks seem to take separate routes.

There are a few other theories. Maybe the ground vibrates, or maybe the ground itself is shifting, tilting. Maybe the rocks are moved by a magnetic force. But sadly all these ideas have been eliminated as possibilities. There’s just no evidence. I bet you are saying to yourself well, why don’t scientists just set up video cameras to record what actually happens? Thing is, this is a protected wilderness area. So by law that type of research isn’t allowed. Besides, in powerful windstorms, sensitive camera equipment would be destroyed. So why can’t researchers just live there for a while until they observe the rocks moving? Same reason.

So where are we now? Well, right now we still don’t have any answers. So all this leads back to my main point – you need to know about more than just rocks as geologists. The researchers studying moving rocks, well, they combine their knowledge of rocks with knowledge of wind, ice and such…uh not successfully, not yet. But you know, they wouldn’t even have been able to get started without um… earth science understanding – knowledge about wind, storms, you know, meteorology. You need to understand physics. So for several weeks like I said we’ll be addressing geology from a wider perspective. I guess that’s all for today. See you next time.

TPO 4: Lecture4:: United States government

Narrator

Listen to part of a lecture in a United States government class.

Professor

OK, last time we were talking about government support for the arts. Who can sum up some of the main points? Frank?

Frank

Well, I guess there wasn’t really any, you know, official government support for the arts until the twentieth century. But the first attempt the United States government made to, you know, to support the arts was the Federal Art Project.

Professor

Right, so what can you say about the project?

Frank

Um…it was started during the Depression, um…in the 1930s to employ out of-work artists.

Professor

So was it successful? Janet? What do you say?

Janet

Yeah, sure, it was successful. I mean, for one thing, the project established a lot of…uh like community art centers and galleries in places like rural areas where people hadn’t really had access to the arts.

Professor

Right.

Frank

Yeah. But didn’t the government end up wasting a lot of money for art that wasn’t even very good?

Professor

Uh…some people might say that. But wasn’t the primary objective of the Federal Art Project to provide jobs?

Frank

That’s true. I mean…it did provide jobs for thousands of unemployed artists.

Professor

Right. But then when the United States became involved in the Second World War, unemployment was down and it seems that these programs weren’t really necessary any longer.

So, moving on, we don’t actually see any govern…well any real government involvement in the arts again until the early 1960s, when President Kennedy and other politicians started to push for major funding to support and promote the arts. It was felt by a number of politicians that …well that the government had a responsibility to support the arts as sort of… oh, what can we say?…the the soul…or spirit of the country. The idea was that there be a federal subsidy…um…uh…financial assistance to artists and artistic or cultural institutions. And for just those reasons, in 1965, the National Endowment for the Arts was created. So it was through the NEA, the National Endowment for the Arts, um…that the arts would develop, would be promoted throughout the nation.

And then individual states throughout the country started to establish their own state arts councils to help support the arts. There was kind of uh…cultural explosion. And by the mid 1970s, by 1974 I think, all fifty states had their own arts agencies, their own state arts councils that work with the federal government with corporations, artists, performers, you name it.

Frank

Did you just say corporations? How are they involved?

Professor

Well, you see, corporations aren’t always altruistic. They might not support the arts unless…well, unless the government made it attractive for them to do so, by offering corporations tax incentives to support the arts, that is, by letting corporations pay less in taxes if they were patrons of the arts. Um, the Kennedy Centre in Washington D.C. , you may uh…maybe you’ve been there, or Lincoln Centre in New York. Both of these were built with substantial financial support from corporations. And the Kennedy and Lincoln center’s aren’t the only examples. Many of your cultural establishments in the United States will have a plaque somewhere acknowledging the support – the money they received from whatever corporation. Oh, yes, Janet?

Janet

But aren’t there a lot of people who don’t think it’s the government’s role to support the arts?

Professor

Well, as a matter of fact, a lot of politicians who did not believe in government support for the arts, they wanted to do away with the agency entirely, for that very reason, to get rid of governmental support. But they only succeeded in taking away about half the annual budget. And as far as the public goes, well…there are about as many individuals who disagree with the government support as there are those who agree.

In fact, with artists in particular, you have lots of artists who support and who have benefited from this agency, although it seems that just as many artists oppose the government agency being involved in the arts, for many different reasons, reasons like they don’t want the government to control what they create. In other words, the arguments both for and against government funding of the arts are as many and, and as varied as the individual styles of the artists who hold them.

TPO 5

TPO 5: Conversation 1

Narrator

Listen to a conversation between a student and a counselor at the University Counseling Center.

Student

Hi, thanks for seeing me on such short notice.

Counselor

No problem. How can I help?

Student

Well, I think I might have made a mistake coming to the school.

Counselor

What makes you say that?

Student

I’m a little overwhelmed by the size of this place. I come from a small town. There were only 75 of us in my high school graduating class. Everyone knew everyone. We all grew up together.

Counselor

So it’s a bit of a culture shock for you? Being one of 15,000 students on a big campus in an unfamiliar city?

Student

That’s an understatement. I just can’t get comfortable in class or in the dorms. You know, socially.

Counselor

Hmmm…well, let’s start with your academics. Tell me about your classes.

Student

I’m taking mostly introductory courses and some are taught in these huge lecture halls.

Counselor

And you are having trouble in keeping pace with the material?

Student

No, in fact I got an A on my first economics paper. It’s just that, it’s so impersonal, I’m not used to it.

Counselor

Are all your classes impersonal?

Student

No, it’s just that…for example, in sociology yesterday, the professor asked a question, so I raised my hand, several of us raised our hands. And I kept my hand up because I did the reading and knew the answer. But the professor just answered his own question and continued with the lecture.

Counselor

Well, in a big room it’s possible he didn’t notice you. Maybe he was trying to save time. In either case I wouldn’t take it personally.

Student

I suppose. But I just don’t know how to, you know, distinguish myself.

Counselor

Why not stop by his office during office hours?

Student

That wouldn’t seem right. You know, taking time from other students who need help?

Counselor

Don’t say that. That’s what office hours are for. There is no reason you couldn’t pop in to say hi and to make yourself known. If you are learning a lot in class, let the professor know. Wouldn’t you appreciate positive feedback if you were a professor?

Student

You are right. That’s a good idea.

Counselor

OK, er…let’s turn to your social life. How’s it going in the dorms?

Student

I don’t have much in common with my roommate or anyone else I’ve met so far. Everyone’s into sports and I’m more artsy, you know, into music. I play the cello.

Counselor

Hah, have you been playing long?

Student

Since age ten. It’s a big part of my life. At home I was the youngest member of our community orchestra.

Counselor

You are not going to believe this. There is a string quartet on campus, all students. And it so happened that the cellist graduated last year. They’ve been searching high and low for a replacement, someone with experience. Would you be interested in auditioning?

Student

Absolutely. I wanted to get my academic work settled before pursuing my music here. But I think this would be a good thing for me. I guess if I really want to fit in here I should find people who love music as much as I do. Thank you.

Counselor

My pleasure.

TPO 5: Lecture1:: Sociology

Narrator

Listen to part of a lecture in a sociology class.

Professor:

Have you ever heard the one about alligators living in New York sewers? The story goes like this: a family went on vacation in Florida and bought a couple of baby alligators as presents for their children, then returned from vacation to New York, bringing the alligators home with them as pets. But the alligators would escape and find their way into the New York sewer system where they started reproducing, grew to huge sizes and now strike fear into sewer workers. Have you heard this story? Well, it isn’t true and it never happened. But despite that, the story has been around since the 1930s.

Or how about the song ‘twinkle, twinkle little star’, you know, ‘twinkle, twinkle, little star, how I wonder what you are’. Well we’ve all heard this song. Where am I going with this? Well, both the song and the story are examples of memes. And that’s what we would talk about, the theory of memes.

A meme is defined as a piece of information copied from person to person. By this definition, most of what you know, ideas, skills, stories, songs are memes. All the words you know, all the scientific theories you’ve learned, the rules your parents taught you to observe, all are memes that have been passed on from person to person.

So what? You may say. Passing on ideas from one person to another is nothing new. Well, the whole point of defining this familiar process as transmission of memes is so that we can explore its analogy with the transmission of genes. As you know, all living organisms pass on biological information through the genes. What’s a gene? A gene is a piece of biological information that gets copied or replicated, and the copy or replica is passed on to the new generation. So genes are defined as replicators. Genes are replicators that pass on information about properties and characteristics of organisms. By analogy, memes also get replicated and in the process pass on cultural information from person to person, generation to generation. So memes are also replicators.

To be a successful replicator, there are three key characteristics: longevity, fecundity and fidelity. Let’s take a closer look.

First, longevity. A replicator must exist long enough to be able to get copied, and transfer its information. Clearly, the longer a replicator survives, the better its chances of getting its message copied and passed on. So longevity is a key characteristic of a replicator. If you take the alligator story, it can exist for a long time in individual memory, let’s say, my memory. I can tell you the story now or ten years from now, the same with the twinkle, twinkle song. So these memes have longevity because they are memorable for one reason or another.

Next, fecundity. Fecundity is the ability to reproduce in large numbers. For example, the common housefly reproduces by laying several thousand eggs, so each fly gene gets copied thousands of times. Memes, well, they can be reproduced in large numbers as well. How many times have you sung the‘twinkle, twinkle song’ to someone? Each time you replicated that song, and maybe passed it along to someone who did not know it yet, a small child maybe.

And finally, fidelity. Fidelity means accuracy of the copying process. We know fidelity is an essential principle of genetic transmission. If a copy of a gene is a bit different from the original, that’s called a genetic mutation. And mutations are usually bad news. An organism often cannot survive with a mutated gene. And so a gene usually cannot be passed on, unless it’s an exact copy. For memes however, fidelity is not always so important. For example, if you tell someone the alligator story I told you today, it probably won’t be word for word exactly as I said it. Still, it will be basically the same story, and the person who hears the story will be able to pass it along.

Other memes are replicated with higher fidelity though, like the twinkle, twinkle song. It had the exact same words 20 years ago as it does now. Well, that’s because we see songs as something that has to be performed accurately each time. If you change a word, the others will usually bring you in line. They’ll say, ‘that’s not how you sing it’, right?

So, you can see how looking at pieces of cultural information as replicators, as memes, and analyzing them in terms of longevity, fecundity and fidelity, we can gain some insight about how they spread, persist or change

TPO 5: Lecture2:: Astronomy

Narrator

Listen to part of a lecture in an Astronomy Class

Professor:

Last week, we covered some arguments against going back to the Moon. But there are compelling reasons in favor of another Moon landing too, um… not the least of which is trying to pinpoint the moon’s age.

We could do this in theory by studying an enormous impact crater, known as the South Pole-Aitken Basin. Um…it’s located in the moon’s South Polar Region. But, since it’s on the far side of the moon, it can only be seen from space.

Here is an image of…we’ll call it the SPA Basin. This color-coated image of the SPA Basin, those aren’t its actual colors obviously, this image is from the mid 90s, from the American spacecraft called Clementine. Um… unlike earlier lunar missions, Clementine didn’t orbit only around the moon’s equator. Its orbits enabled it to send back data to create this topographical map of … well, the grey and white area towards the bottom is the South Pole, the purples and blues in the middle correspond to low elevations – the SPA Basin itself, the oranges and reds around it are higher elevations.

The basin measures an amazing 2,500 km in diameter, and its average depth is 12 km. That makes it the biggest known crater in our solar system and it may well be the oldest. You know planetary researchers love studying deep craters to learn about the impacts that created them, how they redistributed pieces of the planet’s crust. And in this case, we especially want to know if any of the mantle, the layer beneath the crust, was exposed by the impact. Not everyone agrees, but some experts are convinced that whatever created the SPA Basin did penetrate the Moon’s mantle. And we need to find out, because much more than the crust, the mantle contains information about a planet’s or Moon’s total composition. And that’s key to understanding planet formation. Um…Dian?

Dian:

So, the only way to know the basin’s age is to study its rocks directly?

Professor:

Well, from radio survey data, we know that the basin contains lots of smaller craters. So it must be really old, about 4 billion years, give or take a few hundred million years. But that’s not very precise. If we had rock samples to study, we’d know whether these small craters were formed by impacts during the final stages of planetary formation, or if they resulted from later meteor showers.

Dian:

But if we know around how old the Basin is, I’m not sure that’s reason enough to go to the Moon again.

Professor:

No…, but such crude estimates…um…we can do better than that.

Besides, there’s other things worth investigating, like is there water ice on the moon? Clementine’s data indicated that the wall of the south-polar crater was more reflective than expected. So some experts think there’s probably ice there. Also, data from a later mission indicates significant concentrations of hydrogen and by inference water less than a meter underground at both poles.

Student:

Well, if there’s water, how did it get there? Underground rivers?

Professor:

We think meteors that crashed into the moon or tails of passing comets may have introduced water molecules. Any water molecules that found their way to the floors of craters near the moon’s poles, that water would be perpetually frozen, because the floors of those craters are always in shadow. Um…furthermore, if the water ice was mixed in with rock and dust, it would be protected from evaporation.

Dian:

So are you saying there might be primitive life on the moon?

Professor:

That’s not my point at all. Um… o.k., say there is water ice on the moon. That would be of very practical value for a future moon base for astronauts. Water ice could be melted and purified for drinking. It could also be broken down into its component parts – oxygen and hydrogen. Oxygen could be used to breathe, and hydrogen could be turned into fuel, rocket fuel. So water ice could enable the creation of a self-sustaining moon base someday, a mining camp perhaps or a departure point for further space exploration.

Student:

But hauling tons of equipment to the moon to make fuel and build a life support system for a moon base, wouldn’t that be too expensive?

Professor:

Permanent base, maybe a ways off, but we shouldn’t have to wait for that. The dust at the bottom of the SPA Basin really does have a fascinating story to tell. I wouldn’t give for a few samples of it.

TPO 5: Conversation 2

Narrator

Listen to a conversation between a student and a professor.

Student

Hi, I was wondering if I could talk with you about the assignment in the film theory class.

Professor

Of course, Jill.

Student

It seems that pretty much everyone else in the class gets what they are supposed to be doing but I’m not so sure.

Professor

Well, the class is for students who are really serious about film. You must have taken film courses before.

Student

Yeah, in high school, film appreciation.

Professor

Hmmm…I wouldn’t think that would be enough. Did you concentrate mainly on form or content?

Student

Oh, definitely content. We’d watch, say Lord of the Flies, and then discuss it.

Professor

Oh, that approach, treating film as literature, ignoring what makes it unique.

Student

I liked it, though.

Professor

Sure, but that kind of class. Well, I’m not surprised that you are feeling a little lost. You know, we have two introductory courses that are supposed to be taken before you get to my course, one in film art, techniques, technical stuff and another in film history. So students in the class you are in should be pretty far along in film studies. In fact, usually the system blocks anyone trying to sign up for a class they shouldn’t be taking, who hasn’t taken the courses you are required to do first as prerequisites.

Student

Well, I did have a problem with that but I discussed it with one of your office staff, and she gave me permission.

Professor

Of course. No matter how many times I tell them, they just keep on…

Well, for your own good, I’d really suggest dropping back and starting at the usual place.

Student

Yes. But I’ve already been in this class for 4 weeks. I’d hate to just drop it now especially since I find it so different, so interesting.

Professor

I guess so. Frankly I can’t believe you’ve lasted this long. These are pretty in-depth theories we’ve been discussing and you’ve been doing OK so far, I guess. But still, the program’s been designed to progress through certain stages. Like any other professional training we build on pervious knowledge.

Student

Then maybe you could recommend some extra reading I can do to… catch up?

Professor

Well, are you intending to study film as your main concentration?

Student

No, no. I am just interested. I’m actually in marketing, but there seems to be a connection.

Professor

Oh…well, in…in that case, if you’re taking the course just out of interest, I mean I still highly recommend signing up for the introductory courses at some point, but in the meantime, there is no harm I guess in trying to keep up with this class. The interest is clearly there. Eh, instead of any extra reading just now though, you could view some of the old introductory lectures. We have them on video. That would give you a better handle on the subject. It’s still a pretty tall order, and we will be moving right along, so you will really need to stay on top of it.

Student

OK, I’ve been warned. Now, could I tell you about my idea for the assignment?

TPO 5: Lecture3:: Chemistry

Narrator

Listen to part of a lecture in a chemistry class.

Professor

Okay. I know you all have a lot of questions about this lab assignment that’s coming out so … I’m gonna take a little time this morning to discuss it. So, you know the assignment has to do with Spectroscopy, right? And your reading should help you get a good idea of what that’s all about. But, let’s talk about Spectroscopy a little now just to cover the basics.

What is Spectroscopy? Well, the simplest definition I can give you is that Spectroscopy is the study of the interaction between matter and light. Now, visible light consists of different colors or wavelengths, which together make up what’s called spectrum, a band of colors, like you see in a rainbow. And all substances, all forms of matter, can be distinguished according to what wavelength of light they absorb and which ones they reflect. It’s like, um, well, every element has, what we call, its own spectral signature. If we can read that signature, we can identify the element. And that’s exactly what spectroscopy does.

Now, Laser Spectroscopy, which is the focus of your assignment, works by measuring very precisely what parts of the spectrum are absorbed by different substances. And it has applications in a lot of different disciplines. And your assignment will be to choose a discipline that interests you, and devise an experiment.

For example, I’m gonna talk about art. I’m interested in the art and to me it’s interesting how spectroscopy is used to analyze art. Let’s say a museum curator comes to you with a problem. She’s come across this painting that appears to be an original – let’s say, a Rembrandt. And she wants to acquire it for her museum. But she’s got a problem: she’s not absolutely certain it’s an original. So, what do you do? How do you determine whether the painting’s authentic?

Okay. Think about the scientific process. You’ve got the question: Is the painting a Rembrandt? So first, you’ll need to make a list of characteristics the painting would have to have to be a Rembrandt. Then you have to discover whether the painting in question has those characteristics.

So first of all, you’ll need to know the techniques Rembrandt used when he applied paint to canvas – his brushstrokes, how thickly he applied his paint. So you’d need to work with an art historian who has expert knowledge of Rembrandt’s style. You’d have to know when he created his paintings, um… what pigments he used, in other words, what ingredients he used to make different colors of paint, ‘cause the ingredients used in paints and binding agents plus burnishes, finishes, what have you, have changed over time.

Since you’re trying to verify if it’s a Rembrandt, the ingredients in the pigment would need to have been used during Rembrandt’s lifetime – in the 17th century. And that’s where chemistry comes in. You’ve got to find out what’s in those pigments, learn their composition, and that requires lab work – detective work really – in a word, Spectroscopy. So, how do we use Spectroscopy?

Well, we put an infrared microscope – a spectroscope – on tiny tiny bits of paint. And using ultraviolet light we can see the spectral signature of each component part of the pigment. Then we compare these signatures with those of particular elements like zinc or lead, to determine what the pigment was made of. So, you can see why this type of analysis requires a knowledge of the history of pigments, right? How and when they were made? Say we determined a pigment was made with zinc, for example. We know the spectral signature of zinc. And it matches that of the paint sample. We also know that zinc wasn’t discovered until the 18th century. And since Rembrandt lived during the 17th century, we know he couldn’t have painted it.

Now, Spectroscopy has a very distinct advantage over previous methods of analyzing our works, because it’s not invasive. You don’t have to remove big chips of paint to do your analysis, which is what other methods require. All you do is train the microscope on tiny flecks of paint and analyze them.

Now a word or two about restoration. Sometimes original art works appear questionable or inauthentic because they’ve had so many restorers add touch-up layers to cover up damage, damage from the paint having deteriorated over time. Well, spectroscopy can reveal the composition of those touch-up layers too. So we can find out when they were applied. Then if we want to undo some bad restoration attempts, we can determine what kind of process we can use to remove them to dissolve the paint and uncover the original.

TPO 5: Lecture4:: Literature

Narrator

Listen to part of a lecture in a literature class.

Professor

Now we can’t really talk about fairy tales without first talking about folktales because there’s a strong connection between these two genres, these two types of stories. In fact, many fairy tales started out as folktales.

So, what’s a folktale? How would you characterize them? Jeff?

Jeff:

Well, they are old stories, traditional stories. They were passed down orally within cultures from generation to generation, so they changed a lot over time. I mean, every storyteller, or, maybe every town, might have had a slightly different version of the same folktale.

Professor:

That’s right. There’s local difference. And that’s why we say folktales are communal. By communal, we mean they reflect the traits and the concerns of a particular community at a particular time. So essentially the same tale could be told in different communities, with certain aspects of the tale adapted to fit the specific community. Um, not the plot, the details of what happens in the story would remain constant. That was the thread that held the tale together. But all the other elements, like the location or characters, might be modified for each audience.

Okay. So what about fairy tales? Th…they also are found in most cultures, but how are they different from folktales?

I guess the first question is: what is a fairy tale? And don’t anyone say “a story with a fairy in it” because we all know that very few fairy tales actually have those tiny magical creatures in them. But, what else can we say about them? Mary.

Mary:

Well, they seem to be less realistic than folktales…like they have something improbable happening – a frog turning into a prince, say. Oh, that’s another common element, royalty – a prince or princess. And fairy tales all seem to take place in a location that’s nowhere and everywhere at the same time.

Professor:

What’s the line-up? How do all those stories start? Once upon a time, in a faraway land… oh, in the case of folktales, each storyteller would specify a particular location and time, though the time and location would differ for different storytellers.

With fairy tales, however, the location is generally unspecified, no matter who the storyteller is. That land far away… We’ll come back to this point in a few minutes.

Student:

Um… I, I thought that a fairy tale was just a written version of an oral folktale.

Professor:

Well, not exactly, though that is how many fairy tales developed. For example, in the late 18th century, the Grimm Brothers traveled throughout what’s now Germany, recording local folktales. These were eventually published as fairy tales, but not before undergoing a process of evolution.

Now, a number of things happen when an oral tale gets written down.

First, the language changes. It becomes more formal, more standard – some might say, “Less colorful”. It’s like the difference in your language depending on whether you are talking to someone, or writing them a letter.

Second, when an orally transmitted story is written down, an authoritative version with a recognized author is created. The communal aspect gets lost. The tale no longer belongs to the community. It belongs to the world, so to speak. Because of this, elements like place and time can no longer be tailored to suit a particular audience. So they become less identifiable, more generalizable to any audience.

On the other hand, descriptions of characters and settings can be developed more completely. In folktales, characters might be identified by a name, but you wouldn’t know anything more about them. But in fairy tales, people no longer have to remember plots. They’re written down, right? So more energy can be put into other elements of the story like character and setting. So you get more details about the characters, about where the action takes place, what people’s houses were like, ur, whether they’re small cabins or grand palaces. And it’s worth investing that energy because the story, now in book form, isn’t in danger of being lost. Those details won’t be forgotten. If a folktale isn’t repeated by each generation, it may be lost for all time. But with a fairy tale, it’s always there in a book, waiting to be discovered, again and again.

Another interesting difference involves the change in audience. Who the stories are meant for? Contrary to what many people believe today, folktales were originally intended for adults, not for children. So why is it that fairy tales seem targeted toward children nowadays?

TPO 6

TPO 6: Conversation1

Narrator

Listen to a conversation between a student and an employee in the university’s career services office.

Student

Hi, do you have a minute?

Employee

Sure, how can I help you?

Student

I have a couple of questions about the career fair next week.

Employee

OK, shoot.

Student

Um …well, are seniors the only ones who can go? I mean, you know, they are finishing school this year and getting their degrees and everything. And, well, it seems like businesses would wanna talk to them and not first year students like me.

Employee

No, no, the career fair is opened to all our students and we encourage anyone who’s interested to go check it out.

Student

Well, that’s good to know.

Employee

You’ve seen the flyers and posters around campus, I assume.

Student

Sure, can’t miss them. I mean, they all say where and when the fair is, just not who should attend.

Employee

Actually they do, but it’s in the small print. Uh, we should probably make that part easier to reach, shouldn’t we? I’ll make a note of that right now. So, do you have any other questions?

Student

Yes, actually I do now. Um …since I’d only be going to familiarize myself with the process, you know, check it out, I was wondering if there is anything youwould recommend that I do to prepare.

Employee

That’s actually a very good question. Well, as you know, the career fair is generally an opportunity for local businesses to recruit new employees, and for soon-to-be graduates to have interviews with several companies they might be interested in working for. Now, in your case, even though you wouldn’t be looking for employment right now, it still wouldn’t hurt for you to prepare much like you would if you were looking for a job.

Student

You mean, like get my resume together and wear a suit?

Employee

That’s a given. I was thinking more along the lines of doing some research. The flyers and posters list all the businesses that are sending representatives to the career fair. Um …what’s your major or do you to have one yet?

Student

Well, I haven’t declared a major yet, but I’m strongly considering accounting. See, that’s part of the reason I wanna go to the fair, to help me decide if that’s what I really want to study.

Employee

That’s very wise. Well, I suggest that you get on the computer and learn more about the accounting companies in particular that would be attending. You can learn a lot about companies from their internet websites. Then prepare a list of questions.

Student

Questions, hmm… so, in a way, I’ll be interviewing them?

Employee

That’s one way of looking at it. Think about it for a second. What do you want to know about working for an accounting firm?

Student

Well, there is the job itself, and salary of course, and working conditions, I mean, would I have an office, or would I work in a big room with a zillion other employees, and…and maybe about opportunities for advancement.

Employee

See? Those’re all important things to know. After you do some research, you’ll be able to tailor your questions to the particular company you are talking to.

Student

Wow, I’m glad I came by here. So, it looks like I’ve got some work to do.

Employee

And if you plan on attending future career fairs, I recommend you sign up for one of our interview workshops.

Student

I’ll do that.

TPO 6: Lecture1:: Economics

Narrator

Listen to part of a lecture in an economics class.

Professor

Now when I mention the terms “boom and bust”, what does that bring to mind?

Student

The dot-com crash of the ‘90s.

Professor

Ok. The boom in the late 1990s when all those new Internet companies sprang up and were then sold for huge amounts of money. Then the bust around 2000…2001 when many of those same Internet companies went out of business. Of course, booms aren’t always followed by busts. We’ve certainly seen times when local economies expanded rapidly for a while and then went back to a normal pace of growth.

But, there’s a type of rapid expansion, what might be called a hysterical or irrational boom that pretty much always leads to a bust. See, people often create and intensify a boom when they get carried away by some new industry that seems like it will make them lots of money fast. You’d think that by the 90s, people would have learned from the past. If they did, well, look at tulips.

Student

Tulips? You mean like the flower?

Professor

Exactly. For instance, do you have any idea where tulips are from? Originally I mean.

Student

Well, the Netherlands, right?

Professor

That’s what most people think, but no. They are not native to the Netherlands, or even Europe. Tulips actually hail from an area that Chinese call the Celestial Mountains in Central Asia. A very remote mountainous region. It was Turkish nomads who first discovered tulips and spread them slowly westward.

Now, around the 16th century, Europeans were traveling to Istanbul and Turkey as merchants and diplomats. And the Turks often gave the Europeans tulip bulbs as gifts which they would carry home with them. For the Europeans, tulips were totally unheard of. Er…a great novelty. The first bulb to show up in the Netherlands, the merchant who received them roasted and ate them! He thought they were kind of onion.

It turns out that the Netherlands was an ideal country for growing tulips. It had the right kind of sandy soil for one thing, but also, it was a wealthy nation with a growing economy, willing to spend lots of money on new exotic things. Plus, the Dutch had a history of gardening. Wealthy people would compete, spending enormous amounts of money to buy the rarest flowers for their gardens. Soon tulips were beginning to show up in different colors as growers tried to breed them specifically for colors which would make them even more valuable. But they were never completely sure what they would get. Some of the most prized tulips were white with purple streaks, or red with yellow streaks on the petals, even a dark purple tulip that was very much prized.

What happened then was a craze for these specialized tulips. We called that craze “tulip mania”. So, here we’ve got all the conditions for an irrational boom: a prospering economy, so more people had more disposable income-money to spend on luxuries, but they weren’t experienced at investing their new wealth. Then along comes a thrilling new commodity. Sure the first specimens were just plain old red tulips, but they could be bred into some extraordinary variations, like the dark purple tulip. And finally, you have an unregulated market place, no government constraints, where prices could explode. And explode they did, starting in the 1630s.

There was always much more demand for tulips than supply. Tulips didn’t bloom frequently like roses. Tulips bloomed once in the early spring. And that was it for the year. Eventually, specially-bred multicolored tulips became so valuable, well, according to records, one tulip bulb was worth 24 tons of wheat, or a thousand pounds of cheese. One particular tulip bulb was sold and exchanged for a small ship. In other words, tulips were literally worth their weight in gold.

As demand grew, people began selling promissory notes guaranteeing the future delivery of prized tulip bulbs. The buyers of these pieces of paper would resell the notes at marked up prices. These promissory notes kept changing hands from buyer to buyer until the tulip was ready for delivery. But it was all pure speculation because as I said, there was no way to know if the bulb was really going to produce the variety, the color that was promised. But that didn’t matter to the owner of the note. The owner only cared about having that piece of paper so it could be traded later at a profit. And people were borrowing, mortgaging their homes in many cases to obtain those bits of paper because they were sure they found an easy way to make money.

So now, you’ve got all the ingredients for a huge bust. And bust it did, when one cold February morning in 1637, a group of bulb traders got together and discovered that suddenly there were no bidders. Nobody wanted to buy. Panic spread like wild fire and the tulip market collapsed totally.

TPO 6: Lecture2:: Biology

Narrator

Listen to part of a lecture in a biology class.

Professor

Ok, I have an interesting plant species to discuss with you today. Uh…it’s a species of a very rare tree that grows in Australia, Eidothea hardeniana, but it’s better known as the Nightcap Oak.

Now, it was discovered only very recently, just a few years ago. Um… it remained hidden for so long because it’s so rare. There are only about 200 of them in existence. They grow in a rain forest, in a mountain rage…range in the north part of New South Wales which is uh… a state in Australia. So just 200 individual trees in all.

Now another interesting thing about the Nightcap Oak is that it is…it represents…uh…a very old type…uh…kind of tree that grew a hundred million years ago. Um, we found fossils that old that bear remarkable resemblance to the tree. So, it’s a primitive tree. A…a living fossil you might say. It’s relic from earlier times and it has survived all these years without much change. And it…it’s probably a kind of tree from which other trees that grow in Australia today evolved.

Just to give you an idea of what we are talking about. Here’s a picture of the leaves of the tree and its flowers. I don’t know how well you can see the flowers. They’re those little clusters sitting at the base of the leaves.

Okay, what have we tried to find out about the tree since we’ve discovered it? Hmm…or how…why is…is it so rare? It’s one of the first questions. Um… how is it…um…how does it reproduce? It’s another question. Um, maybe those two questions are actually related. Jim?

Student

Hmm …I don’t know. But I can imagine that…for instance, seed dispersal might be a factor. I mean if the…er…you know, if the seeds cannot really disperse in the wild area, then, you know, the tree may not colonize new areas. It can’t spread from the area where it’s growing.

Professor

Right. That’s…that’s actually a very good answer. Uh, of course, you might think there might not be many areas where the tree could spread into, er…because…um…well, it’s very specialized in terms of the habitat. But, that’s not really the case here. Um…the suitable habitat, that is, the actual rainforest is much larger than the few hectares where the Nightcap Oak grows.

Now this tree is a flowering tree as I showed you. Um…um…it produces a fruit, much like a plum. On the inci…inside there’s a seed with a hard shell. It…it appears that the shell has to crack open or break down somewhat to allow the seed to soak up water. You know, if the Nightcap Oak remains…if their seeds remain locked inside their shell, they will not germinate. Actually, the seeds…er…they don’t retain the power to germinate for very long, maybe two years. So there’s actually quite a short window of opportunity for the seed to germinate. So the shell somehow has to be broken down before this…um…germination ability expires. And…and then there’s a kind of rat that likes to feed on the seeds as well. So, given all these limitations, not many seeds that the tree produces will actually germinate. So this is a possible explanation for why the tree does not spread. It doesn’t necessarily explain how it became so rare, but it explains why it doesn’t increase.

OK, so it seems to be the case that the species, this Nightcap Oak is not very good at spreading. However, it seems, though we can’t be sure, that it’s very good at persisting as a population. Um…we…there’s some indications to suggest that the population of the Nightcap Oak has not declined over the last. er…you know, many hundreds of years. So it’s stayed quite stable. It’s not a remnant of some huge population that is dwindled in the last few hundred years for some reason. It’s not necessarily a species in retreat. Ok, so it cannot spread very well, but it’s good at maintaining itself. It’s rare, but it’s not disappearing.

Ok, the next thing we might want to ask about a plant like that is what chances does it have to survive into the future. Let’s look at that.

TPO 6: Conversation 2

Narrator

Listen to a conversation between a student and a professor.

Student

Professor Martin?

Professor

Uh, hi, Lisa, what can I do for you?

Student

Well, I’ve been thinking about, you know, what you were saying in class last week, about how we shouldn’t wait until the last minute to find an idea and get started working on our term paper.

Professor

Good, good, and have you come up with anything?

Student

Well, yeah, sort of. See, I’ve never had a linguistics class before, so I was sort of, I mean, I was looking over the course description and a lot of the stuff you described there, I just don’t know what it is talking about, you know, or what it means. But there was one thing that really did jump out at me.

Professor

Yes?

Student

The section on dialects, ‘cause…like, that’s the kind of thing that’s always sort of intrigued me, you know?

Professor

Well, that’s certainly an interesting topic. But you may not realize, I mean, the scope…

Student

Well, especially now, ‘cause I’ve got like one roommate who is from the south and another one from New York. And we all talk like totally different, you know

Professor

Yes, I understand. But…

Student

But then I was noticing, like, we don’t really get into this till the end of the semester, you know. So I…

Professor

So, you want some pointers where to go for information on the subject? Well, you could always start by reading the chapter in the book on sociolinguistics. That will give you a basic understanding of the key issues involved here.

Student

Yeah, that’s what I thought. So I started reading the chapter, you know, about how everyone speaks some dialect of a language. And I’m wondering like, well, how do we even manage to understand each other at all?

Professor

Ah, yes, an interesting question. You see…

Student

So then I read the part about dialect accommodation. You know, the idea that people tend to adapt their speaking to make it closer to the speech of whomever they’re talking to, and I’m thinking, yeah, I do that when I talk with my roommates, and without even thinking about it or anything, you know.

Professor

OK, all right. Dialect accommodation is a more manageable sort of topic.

Student

So I was thinking like, I wonder just how much other people do the same thing. I mean, there are students here from all over the place. Does everyone change the way they talk to some degree depending on whom they are talking to?

Professor

You’d be surprised.

Student

So, anyway, my question is, do you think it’d be OK if I did a project like that for my term paper? You know, find students from different parts of the country, record them talking to each other in different combinations, report on how they accommodate their speech or not, that kind of thing?

Professor

Tell you what, Lisa, write me up a short proposal for this project, how you’re going to carry out the experiment and everything, a design plan. And I think this’ll work out just fine.

TPO 6: Lecture3:: Creative Writing

Narrator

Listen to part of a lecture in a creative writing class.

Professor

Alright everybody, the topic for today is, well, we’re gonna take a look at how to start creating the characters for the stories you’re writing. One way of doing that is to come up with what’s called “a character sketch”, I don’t mean a sketch like a drawing, I guess that’s obvious. It’s um…it’s a…a sketch is a way of getting started on defining your characters’ personalities.

To begin, how do we create fictional characters? We don’t just pull them from thin air, do we? I mean we don’t create them out of nothing. We base them, consciously or unconsciously, we base them on real people, or we blend several people’s traits, their attributes into one character. But when people think fiction, they may assume the characters come from the author’s imagination. But the writer’s imagination is influenced by… by real people, could be anyone, so, pay attention to the people you meet, someone in class, at the gym, that guy who is always sitting in the corner at the coffee house, um… your cousin, who’s always getting into dangerous situations. We’re pulling from reality, gathering bits and pieces of real people. You use these people, and the bits of behavior or characteristics as a starting point as you begin to sketch out your characters.

Here is what you should think about doing first. When you begin to formulate a story, make a list of interesting people you know or have observed. Consider why they’re unique or annoying. Then make notes about their unusual or dominant attributes. As you create fictional characters, you’ll almost always combine characteristics from several different people on your list to form the identity and personality of just one character. Keeping this kind of character sketch can help you solidify your character’s personality, so that it remains consistent throughout your story.

You need to define your characters, know their personalities so that you can have them acting in ways that are predictable, consistent with their personalities. Get to know them like a friend, you know your friends well enough to know how they’ll act in certain situations, right? Say you have three friends, their car runs out of gas on the highway. John gets upset. Mary remains calm. Teresa takes charge of handling the situation. And let’s say, both John and Mary defer to her leadership. They call you to explain what happen. And when John tells you he got mad, you’re not surprised, because he always gets frustrated when things go wrong. Then he tells you how Teresa took charge, calmed him down, assigned tasks for each person and got them on their way. Again, you’re not surprised. It’s exactly what you’d expect. Well, you need to know your characters, like you know your friends. If you know a lot about a person’s character, it’s easy to predict how they’ll behave. So if your characters’ personalities are well defined, it will be easy for you as the writer to portray them realistically…er… believably, in any given situation.

While writing character sketches, do think about details. Ask yourself questions, even if you don’t use the details in your story, um…what does each character like to eat, what setting does each prefer, the mountains, the city, what about educational background, their reactions to success or defeat, write it all down.

But, here I need to warn you about a possible pitfall. Don’t make your character into a stereotype. Remember the reader needs to know how your character is different from other people who might fall in the same category. Maybe your character loves the mountains and has lived in a remote area for years. To make sure he is not a stereotype, ask yourself how he sees life differently from other people who live in that kind of setting. Be careful not to make him into the cliché of the “ragged mountain dweller”.

Okay, now, I’ll throw out a little terminology. It’s easy stuff. Major characters are sometimes called “round characters”. Minor characters are sometimes called, well, just the opposite, “flat”. A round character is fully developed; a flat character isn’t, character development is fairly limited. The flat character tends to serve mainly as a motivating factor. For instance, you introduce a flat character who has experienced some sort of defeat. And then your round, your main character who loves success and loves to show off, comes and boasts about succeeding and jokes about the flat character’s defeat in front of others, humiliates the other guy. The flat character is introduced solely for the purpose of allowing the round character to show off.

TPO 6: Lecture4:: Earth Science

Narrator

Listen to part of a lecture in an earth science class.

Professor

We’re really just now beginning to understand how quickly drastic climate change can take place. We can see past occurrences of climate change that took place over just a few hundred years.

Take uh… the Sahara Desert in Northern Africa. The Sahara was really different 6,000 years ago. I mean, you wouldn’t call it a tropical paradise or anything, uh…or maybe you would if you think about how today in some parts of the Sahara it…it only rains about once a century. Um… but basically, you had greenery and you had water.

And what I find particularly interesting… amazing really, what really indicates how undesert-like the Sahara was thousands of years ago, was something painted on the rock, prehistoric art, hippopotamuses, as you know hippos need a lot of water and hence? Hence what?

Student

They need to live near a large source of water year around.

Professor

That’s right.

Student

But how is that proof that the Sahara used to be a lot wetter? I mean the people who painted those hippos, well, couldn’t they have seen them on their travels?

Professor

Okay, in principle they could, Karl. But the rock paintings aren’t the only evidence. Beneath the Sahara are huge aquifers, basically a sea of fresh water, that’s perhaps a million years old filtered through rock layers. And…er…and then there is fossilized pollen, from low shrubs and grasses that once grew in the Sahara. In fact these plants still grow, er…but hundreds of miles away, in more vegetated areas. Anyway, it’s this fossilized pollen along with the aquifers and the rock paintings, these three things are all evidence that the Sahara was once much greener than it is today, that there were hippos and probably elephants and giraffes and so on.

Student

So what happened?

Professor

How did it happen? Well, Now, we’re so used to hearing about how human activities are affecting the climate, right? But that takes the focus away from the natural variations in the earth climate, like the Ice Age, right? The planet was practically covered in ice just a few thousand years ago. Now as far as the Sahara goes, there is some recent literature that points to the migration of the monsoon in that area

Students

Huh?????

Professor

What do I mean? Okay, a monsoon is a seasonal wind that can bring in a large amount of rainfall. Now if the monsoon migrates, well, that means that the rains move to another area, right?

So what caused the monsoon to migrate? Well, the answer is: the dynamics of earth’s motions, the same thing that caused the Ice Age by the way. The earth’s not always the same distance from the sun, and it’s not always tilting toward the sun at the same angle. There are slight variations in these two parameters. They’re gradual variations but their effects can be pretty abrupt. And can cause the climate to change in just a few hundred years.

Student

That’s abrupt?

Professor

Well, yeah, considering that other climate shifts take thousands of years, this one is pretty abrupt. So these changes in the planet’s motions, they caused the climate to change.

But it was also compounded. What the Sahara experienced was uh…a sort of “runaway drying effect”. As I said the monsoon migrated itself, so there was less rain in the Sahara. The land started to get drier, which in turn caused a huge decrease in the amount of vegetation, because vegetation doesn’t grow as well in dry soil, right? And then, less vegetation means the soil can’t hold water as well, the soil loses its ability to retain water when it does rain. So then you have less moisture to help clouds form, nothing to evaporate for cloud formation. And then the cycle continues, less rain, drier soil, less vegetation, fewer clouds, less rain etc. etc..

Student

But, what about the people who made the rock paintings?

Professor

Good question. No one really knows. But there might be some connections to ancient Egypt. At about the same time that the Sahara was becoming a desert…hmm …5,000 years ago, Egypt really began to flourish out in the Nile River valley. And that’s not that far away. So it’s only logical to hypothesize that a lot of these people migrated to the Nile valley when they realized that this was more than a temporary drought. And some people take this a step further. And that’s okay, that’s science and they hypothesize that this migration actually provided an important impetus in the development of ancient Egypt. Well, we’ll stay tuned on that.

TPO 7

TPO 7: Conversation 1

Narrator

Listen to a conversation between a student and a professor.

Eric: Hi, Professor Mason, do you have a minute?

Pro: Yeah, of course, Eric. I think there was something I wanted to talk to you about too.

Eric: Probably my late essay.

Pro: Ah, that must be it. I thought maybe I’ve lost it.

Eric: No, I’m sorry. Actually it was my computer that lost it, the first draft of it. And, well, anyway, I finally put it in your mailbox yesterday.

Pro: Oh,and I haven’t checked the mailbox yet today. Well, I’m glad it’s there. I will read it this weekend.

Eric: Well, sorry again. Say, I can send it to you by email too if you like.

Pro: Great. I’ll be interested to see how it all came out.

Eric: Right. Now, um, I just have overheard some graduate students’ talking, something about a party for Dean Adams?

Pro: Retirement party, yes, all students are invited. Wasn’t there notice on the Anthropology Department’s bulletin board?

Eric: Uh, I don’t know. But I want to offer help out with it. You know whatever you need. Dean Adams, well, I took a few anthropology classes with her and they were great, inspiring. That’s why I want to pitch in.

Pro: Oh, that’s very thoughtful of you, Eric, but it will be pretty low-key, nothing flashy. That’s not her style.

Eric: So there’s nothing?

Pro: No, we’ll have coffee and cookies, maybe a cake. But actually a couple of the administrative assistants are working on that. You could ask them but I think they’ve got covered.

Eric: Ok.

Pro: Actually, oh, no, never mind.

Eric: What’s it?

Pro: Well, it’s nothing to do with the party and I’m sure there are more exciting ways that you could spend your time. But we do need some help with something. We’re compiling a database of articles the anthropology faculty has published. There is not much glory in it, but we are looking for someone with some knowledge of anthropology who can enter the articles. I hesitate to mention it. But I don’t suppose this is something you would…

Eric: No, that sounds kind of cool. I would like to see what they are writing about.

Pro: Wonderful. And there are also some unpublished studies. Did you know Dean Adams did a lot of field research in Indonesia? Most of it hasn’t been published yet.

Eric: No, like what?

Pro: Well, she is really versatile. She just spent several months studying social interactions in Indonesia and she’s been influential in ethnology. Oh, and she’s also done work in south of America, this is closer to biology, especially with speciation.

Eric: uh, not to seem uninformed…

Pro: Well, how species form. You know, how two distinct species form from one. Like when populations of the same species are isolated from each other and then develop into two different directions and end up as two distinct species.

Eric: Interesting.

Pro: Yes, and while she was there in South America, she collected a lot of linguistic information and songs, really fascinating.

Eric: Well. I hate to see her leave.

Pro: Don’t worry. She’ll still be around. She’s got lots of projects that she’s still in the middle of.

TPO 7: Lecture1:: Theater History

Narrator

Listen to part of a lecture in a class on theater history. The professor is discussing the theater of 19th-century France.

Pro: The 19th century was the time that saw what we called Realism developed in the European theater. Um… to understand this though, we first need to look at an earlier form of drama known as the well-made play, which basically was a pattern for constructing plays, plays that… uh.. beginning with some early 19th century comedies in France proved very successful commercially.

The dramatic devices used here weren’t actually anything new. They had been around for centuries. But the formula for a well-made play required that the certain of these elements be included in a particular order. And most importantly, that everything in the plays be logically connected. In fact, some of these playwrights would start by writing the end of a play and work backward toward the beginning, just to make sure each event led logically from what had gone before.

Ok, so what are the necessary elements of a well-made play?

Well, the first is logical exposition. Exposition is whatever background information you have to reveal to the audience. So, they‘ll understand what is going on. Before this time, exposition might have come from actors simply giving speeches. Someone might walk out on a stage and say: “In fair Verona where we lay our scene!” and then tell all about the feuding families of Romeo and Juliet. But for the well-made play, even the exposition had to be logical, believable. So, for example, you might have two servants gossiping as they are cleaning the house. And one says, Oh, what a shame the master’s son is still not married. And the other might mention a rumor about a mysterious gentleman who’s just moved into town with his beautiful daughter. These comments are part of the play’s logical exposition.

The next key element of the a well-made play is referred to as the inciting incident. After we have the background information, we need a key moment that gets things moving, that really makes the audience interested in what happens to the characters we just heard about. So, for example, after the two servants reveal all this background information, we meet the young man. Just as he first lays eyes on the beautiful young woman, and immediately falls in love. This is the inciting incident. It sets off, the plot of the play.

Now, the plot of a well-made play is usually driven by secrets. Things that the audience knows, but the characters often don’t know. So, for example, the audience learns through a letter or through someone else’s conversation who this mysterious gentleman is and why he left the town many years before. But the young man doesn’t know about this. And the woman doesn’t understand the ancient connection between her family and his.

And before the secrets are revealed to the main characters, the plot of the play proceeds as a series of sort of up and down moments. For example, the woman first appears not to even notice the young man, and it seems to him like the end of the world. But then, he learns that she actually wants to meet him too. So, life is wonderful. Then, if he tries to talk with her, maybe her father get furious, for no apparent reason. So, they can’t see each other. But, just as the young man has almost lost all hope, he finds out, well you get the idea, the reversals of fortune continue, increasing the audience’s tension and excitement, making them wonder if everything is going to come out okay or not.

Next comesan element known as the: obligatory scene. It’s a scene, a moment in which all the secrets are revealed. And generally, things turn out well for the hero and others we care about, a happy ending of some sort. This became so popular that a playwright almost had to include it in every play, which is why it’s called: the obligatory scene.

And that’s followed by the final dramatic element—the denouement or the resolution, when all the loose ends have to be tied up in a logical way. Remember, the obligatory scene gives the audience emotional pleasure. But the denouement offers the audience a logical conclusion. That’s the subtle distinction we need to try very hard to keep in mind.

So, as I said, the well-made play, this form of playwriting, became the basis for realism in drama, and for a lot of very popular 19th-century plays. And also, a pattern we find in the plots of many later plays and even movies that we see today.

TPO 7: Lecture2:: Biology

Narrator

Listen to part of a lecture in a Biology class.

Pro: So, that is how elephants use infrasound. Now, let’s talk about the other end of the acoustical spectrum, sound that is too high for humans to hear—ultrasound.

Ultrasound is used by many animals that detect and some of them send out very high frequency sounds. So, what is a good example? Yes? Carol.

Carol: Well, bats, since they are all blind, bats have to use sound for, you know, to keep from flying into things.

Pro: That is echolocation. Echolocation is pretty self-explanatory; using echoes reflected sound waves to locate things. As Carol said, bats use it for navigation and orientation. And what else? Mike.

Mike: Well, finding food is always important, and I guess not becoming food for other animals.

Pro: Right, on both counts. Avoiding other predators, and locating prey, typically insects that fly around at night. Now before I go on, let me just respond to something Carol was saying— this idea that bats are blind. Actually, there are some species of bats, the ones that don’t use echolocation that do rely on their vision for navigation, but it is true that for many bats, their vision is too weak to count on.

Ok, so quick summary of how echolocation works. The bat emits these ultrasonic pulses, very high pitch sound waves that we cannot hear. And then, they analyze the echoes, how the waves bounce back. Here, let me finish this diagram I started before class. So the bat sends out these pulses, very focused bursts of sound, and echoes bounce back. You know, I don’t think I need to draw on the echoes, your reading assignment for the next class; it has a diagram that shows this very clearly.

So, anyway, as I were saying, by analyzing these echoes, the bat can determine, say, if there is wall in a cave that it needs to avoid, and how far away it is. Another thing it uses ultrasound to detect is the size and shape of objects. For example, one echo they quickly identify is the one they associate with a moth, which is common prey for a bat, particularly a moth beating its wings. However, moth happened to have a major advantage over most other insects. They can detect ultrasound; this means that when a bat approaches, the moth can detect the bat’s presence. So, it has time to escape to safety, or else they can just remain motionless. Since, when they stop beating their wings, they’d be much harder for the bat to distinguish from, oh… a leaf or some other object.

Now, we have tended to underestimate just how sophisticated the abilities of animals that use ultrasound are. In fact, we kind of assumed that they were filtering a lot out, the way a sophisticated radar system can ignore echoes from stationary objects on the ground. Radar does this to remove ground clutter, information about hills or buildings that it doesn’t need. But bats, we thought they were filtering out this kind of information, because they simply couldn’t analyze it. But, it looks as if we were wrong. Recently there was this experiment with trees and a specific species of bats. A bat called: the lesser spearnosed bat.

Now, a tree should be a huge acoustical challenge for a bat, right? I mean it’s got all kinds of surfaces with different shapes and angles. So, well, the echoes from a tree are going to a mass of chaotic acoustic reflections, right, not like the echo from a moth. So, we thought for a long time that bats stop their evaluation at simply that is a tree. Yet, it turns out that bats or at least this particular species, cannot only tell that is a tree, but can also distinguish between, say, a pine tree, and a deciduous tree, like a maple or oak tree, just by their leaves. And when I say, leaves, I mean pine needles too. Any ideas on how it would know that?

Stu: Well, like with the moth, could it be their shape?

Pro: You are on the right track—it is actually the echo of all the leaves as whole that matters. Now, think, a pine tree with all those little densely packed needles. Those produce a large number of faint reflections in what’s… what’s called a … a smooth echo. The wave form is very even, but an oak which has fewer but bigger leaves with stronger reflections, produces a jagged wave form, or what we called: a rough echo. And these bats can distinguish between the two, and not just with trees, but with any echo that comes in a smooth or rough shape.

TPO 7: Conversation

Narrator

Listen to a conversation between a student and a librarian.

Stu: Hi, I am new here and I couldn’t come to the student orientation and I’m wondering if you can give me a few quick pointers about the library? I’d really appreciate it.

Pro: Sure. I’d be glad to. What’s your major area of study?

Stu: Latin American Literature.

Pro: OK. Well, over here’s the section where we have language, literature and the arts. And if you go downstairs you will find the history section. Generally, the students who concentrate in Latin American literature find themselves researching in the history section a lot.

Stu: Um-hmm, you are right. I am a transfer student and I’ve already done a year at another university so I know how the research can go. I spent a lot of time in the history section. So how long can I borrow books for?

Pro: Our loan period is a month. Oh I should also mention that we have an inter-library loan service. If you need to get hold a book that’s not in our library, there is a truck that runs between our library and a few other public and university libraries in this area. It comes around three times a week.

Stu: Hey, that’s great! At my last school, it could take a really long time to get the materials I needed. So when I had a project, I had to make a plan way in advance. This sounds much faster. Another thing I was wondering is: is there a place where I can bring my computer and hook it up?

Pro: Sure. There is a whole area here on the main floor where you can bring a laptop and plug it in for power but on top of that we also have a connection for the internet at every seat.

Stu: Nice, so I can do the all research I need to do right here in the library. I’ll have all the resources, all the books and the information I need right here in one place.

Pro: Yeah. That’s the idea. I am sure you’ll need photocopiers too. There are down the hall to your left. We have a system where you have to use a copy card so you’ll need to buy a card from the front desk. You insert it into the machine and you are ready to make copies.

Stu: How much do you guys get charge?

Pro: Seven cents a copy.

Stu: Oh, that is not too bad. Thanks. Um, where is the collection of rare books?

Pro: Rare books are up on the second floor. They are in a separate room where the temperature is controlled, to preserve the old paper in them. You need to get special permission to access them, and then you have to wear gloves to handle them ‘cause the oils in our hands, you know, can destroy the paper. And gloves prevent that so we have a basket of gloves in the room.

Stu: Ok. Thanks. I suppose that’s all I need to know. You’ve been very helpful. Thanks.

Pro: Anytime. Bye

Stu: Bye.

TPO 7: Lecture3:: Anthropology

Pro: So we’ve been discussing 16th century Native American life, and today we’re going to focus on the Iroquois and Huron peoples. They lived in the northeastern great lakes region of North America. Now, back then, their lifes depended on the natural resources of the forests, especially the birch tree. The birch tree can grow in many different types of soils and is prevalent in that area. Now can anyone here describe a birch tree?

Stu: They are tall and white, the bark, I mean.

Pro: Yes. The birch tree has white bark, and this tough protective outer layer of the tree, this white bark, is waterproof. And this waterproof quality of the bark, it made it useful for making things like cooking containers, a variety of utensils. And if you peel birch bark in the winter, we call it “the winter bark”, another layer, a tougher inner layer of the tree adheres to the bark, producing a stronger material. So the winter bark was used for larger utensils and containers.

Stu: I know people make utensils out of wood, but utensils out of tree bark?

Pro: Well, birch bark is pliable and very easy to bend. The Native Americans would cut the bark and fold it into any shape they needed, then secure it with cords until it dried. They could fold the bark into many shapes.

Stu: So if they cooked in bowls made of birch bark, wouldn’t that make the food taste funny?

Pro: Oh, that’s one of the great things about birch bark. The taste of the birch tree doesn’t get transferred to the food. So it was perfect for cooking containers.

But the most important use of the bark, by far, was the canoe. Since the northeast region of North American is interconnected by many streams and waterways, water transportation by vessels like a canoe was most essential. The paths through the woods were often overgrown, so water travel was much faster. And here’s what the Native Americans did. They would peel large sheets of bark from the tree to form lightweight yet sturdy canoes. The bark was stretched over frames made from tree branches, stitched together and sealed with resin. You know that sticky liquid that comes out of the tree? And when it dries, it’s watertight.

One great thing about these birch bark canoes was, uh, they could carry a large amount of cargo. For example, a canoe weighing about 50 pounds could carry up to nine people and 250 pounds of cargo.

Stu: Wow! But how far could they travel that way?

Pro: Well like I said, the northeastern region is interconnected by rivers and streams and the ocean at the coast. The canoes allow them to travel over a vast area that today would take a few hours to fly over. You see, the Native Americans made canoes of all types, for travel on small streams or on large open ocean waters. For small streams, they made narrow, maneuverable boats, while, while larger canoes were needed for the ocean. They could travel throughout the area only occasionally having to portage, to carry the canoe over a land short distance to another nearby stream. And since the canoes were so light, this wasn’t a difficult task.

Now how do you think this affected their lives?

Stu: Well if they could travel so easily over such a large area, they could trade with people from other areas which I guess would lead them to form alliances?

Pro: Exactly. Having an efficient means of transportation, well, that helps the Iroquois to form a federation linked by natural waterways. And this federation expanded from what is now Southern Canada all the way south to the Dalever River. And this efficiency of the birch bark canoe also made an impression on newcomers to the area. French traders in the 17th century modeled their…well they adopted the design of the Iroquois birch bark canoes, and they found they could travel great distances more than 15 kilometers a month.

Now besides the bark, Native Americans also used the wood of the birch tree. The young trees were used as supports for lodgings, with the waterproof bark used as roofing. Branches were folded into snowshoes. And the Native American people were all adept at running very fast over the snow in these birch branch snowshoes, which if you ever tried walking in snowshoes you know it wasn’t easy.

TPO 7: Lecture4:: Geology

Last time, we started to talk about glaciers and how these masses of ice form from crystallized snow, and some of you were amazed at how huge some of these glaciers are. Now, even though it may be difficult to understand how a huge mass of ice can move or flow, it’s another word for it, it’s really known that no secret that the glaciers flow because of gravity. But how they flow, the way they flow, needs some explaining.

Now, the first type of glacier flow is called: basal slip. Basal slip or sliding as it’s often called, basically refers to the slipping or sliding of a glacier across bedrock, actually across a thin layer of water on top of the bedrock. So, this process shouldn’t be too hard to imagine. What happens is that the ice at the base of the glacier is under a great deal of pressure– the pressure coming from the weight of the overlying ice. And you probably know that under pressure, the melting temperature of water, of the ice I mean, is reduced. So, ice at the base of the glacier melts, even though it’s below zero degree Celsius. And this results in a thin layer of water between the glacier and the ground. This layer of water reduces friction is… is like a lubricant. And it allows the glacier to slide or slip over the bedrock. OK?

Now the next type of movement we will talk about is called: deformation. You’v already known that ice is brittle, if you hit it with a hammer, it will shatter like glass. But ice is also plastic, it can change shape without breaking. If you leave, for example, a bar of ice supported only at one end, the end, the unsupported end will deform under its own weight, it’ll kind of flatten out at one end, get distorted, deformed. Think of deformation as a very slow oozing. Depending on the stresses on the glacier, the ice crystal within it reorganize. And during this re-organization the ice crystals realign in a way that allows them to slide pass each other. And so the glacier oozes downhill without any ice actually melting.

Now, there are a couple of factors that affect the amount of deformation that takes place or the speed of the glacier’s movement for example. Deformation is more likely to occur the thicker the ice is, because of the gravity of the weight of the ice. And temperature also plays a part here, in that cold ice does not move as easily as ice that is close to the melting point, in fact, it is not too different from… the way oil is, thicker at lower temperatures. So, if you have a glacier in a slightly warmer region, it will flow faster than a glacier in a cooler region.

Ok, um… Now, I’d like to touch briefly on extension and compression. Your textbook includes these as types, as a particular type of glacier movement, but you will see that there are …as many textbooks that omit it as a type of movement as include it. And I might not include it right now, if it weren’t in your textbook. But, basically, the upper parts of glaciers have less pressure on them. So, they don’t deform easily, they tend to be more brittle. And crevasses can form in this upper layers of the glacier. When the glacier comes into contact with bedrock walls or is otherwise under some kind of stress, but can’t deform quickly enough. So, the ice would expand or constrict, and that can cause big fissures big cracks to form in the surface layers of the ice, and that brittle surface ice moving is sometimes considered a type of glacier movement depending on which source you are consulting.

Now, as you probably know, glaciers generally move really slowly. But sometimes, they experience surges, and during these surges, in some places, they can move at speeds as high as 7000 meters per year. Now, speeds like that are pretty unusual, hundreds of times faster than the regular movement of glaciers, but you can actually see glacier move during these surges, though it is rare.

TPO 8

TPO 8: Conversation 1

Narrator

Listen to a conversation between a student and a registrar.

Stu: Hi, I’d like to drop off my graduation form; I understand you need this in order to process my diploma.

Pro: Ok, I will take that. Before you leave, let’s me check our computer. Looks like you are OK for graduation, and actually, I am getting a warning flag on your academic record here.

Stu: Really?

Pro: Yeah. Let’s see what’s what. Are you familiar with our graduation requirements?

Stu: Uh, I think so

Pro: Well, then you know you need 48 credits in your major field to graduate and at least 24 credits at the intermediate level or higher. Also, after your second year, you have to meet with your department chair to outline a plan for the rest of your time here. In the past, we also issue letters before students’ final year began to let them know what they needed to take in the final year to be OK, but we don’t do that anymore.

Stu: I definitely met with my chair person 2 years ago. He told me that I needed 8 more courses at the intermediate level or higher in the last 2 years to be OK. So I am not sure what the problem is, I make sure I got those credits.

Pro: Unfortunately, the computer is usually pretty reliable. So I am not sure what’s going on here.

Stu: It could be that I have taken 2 basic courses but coupled both of them with, uh, field experiences.

Pro: What do you mean?

Stu: Well, I could only take intro courses because there were no intermediate level courses available for those particular topics. My chair person told me that if I did independent field research in addition to the assigned work in each course; they would count as intermediate level courses. My classmates, um, some of my classmates, did this for an easy way to meet their intermediate course requirement, but I did it to get the kind of depth in those topics I was going for. As it turned out I really enjoyed the field work, it was a nice supplement to just sitting and listening to lectures

Pro: I am sure that’s true, but the computer is still showing them as basic level courses despite the field work.

Stu: I am not sure what to do then, I mean, should I cancel my graduation party?

Pro: No, no reason to get worried like that, just contact your chair person immediately, ok, tell him to call me as soon as possible so that we can verify your field work arrangement and certify those credits right away. It’s not like there is an actual deadline to date or anything. But if more than a few weeks go by, we might have a real problem that would very difficult to fix in time for you to graduate. In fact, there probably would be nothing we could do.

Stu: I will get on that.

TPO 8: Lecture1:: Animal Behavior

Pro: OK. Well, last time we talked about passive habitat selection, like plants for example, they don’t make active choices about where to grow. They are dispersed by some other agent, like the wind. And if the seeds land in a suitable habitat, they do well and reproduce.

With active habitat selection, an organism is able to physically select where to live and breed. And because an animal’s breeding habitat is so important, we’d expect animal species to have developed preferences for particular types of habitats, places where their offspring have the best chance of survival. So let’s look at the effect this preference can have by looking at some examples.

But first let’s recap. What do we mean by habitat? Frank?

Stu: Well, it’s basically the place or environment where an organism normally lives and grows.

Pro: Right, and as we’v discussed, there are some key elements that a habitat must contain, food obviously, water, it’s got to have the right climate and spaces for physical protection. And we saw how important habitat selection is when we look at habitats where some of these factors are removed, perhaps through habitat destruction. I just read about a shorebird, the plover.

The plover lives by the ocean and feeds on small shellfish, insects and plants. It blends in with the sand, so it’s well-camouflaged from predator birds above. But it lays its eggs in shallow depressions in the sand with very little protection around them. So if there are people or dogs on the beach, the eggs and fledglings in the nests are really vulnerable. Out in California where there has been a lot of human development by the ocean. The plovers are now a threatened species. So conservationists tried to recreate a new habitat for them. They made artificial beaches and sand bars in areas inaccessible to people and dogs. And the plover population is up quite a bit in those places.

Ok. That is an instance where a habitat is made less suitable. But now, what about cases where an animal exhibits a clear choice between two suitable habitats? In cases like that, does the preference matter? Well, Let’s look at the blue warbler.

The Blue warbler is a songbird that lives in North America. They clearly prefer hard wood forests with dense shrubs, bushes underneath the trees. They actually nest in the shrubs, not the trees. So they’re pretty close to the ground, but these warblers also nest in forests that have low shrub density. It is usually the younger warblers that nest in these areas because the preferred spots where there are a lot of shrubs are taken by the older, more dominant birds.

And the choice of habitat seems to affect reproductive success. Because the older, more experienced birds who nest in the high density shrub areas have significantly more offspring than those in low density areas, which suggests that the choice of where to nest does have an impact on the number of chicks they have.

But a preferred environment doesn’t always seem to correlate with greater reproductive success. For example, In Europe, studies have been done of blackcap warblers. We just call them blackcaps.

The Blackcap can be found in two different environments. Their preferred habitat is forests near the edge of streams. However, blackcaps also live in pine woods away from water. Studies have been done on the reproductive success rates for the birds in both areas, and the result showed surprisingly that the reproductive success was essentially the same in both areas— the preferred and the second choice habitat. Well. Why?

It turned out that there were actually four times as many bird pairs or couples living in the stream edge habitat compared to the area away from the stream. So this stream edge area had a much denser population, which meant more members of the same species competing for resources, wanting to feed on the same things or build their nests in the same places, which lower the suitability of the prime habitat even though it’s their preferred habitat. So the results of the study suggest that when the number of the competitors in the prime habitat reaches a certain point, the second rank habitat becomes just as successful as the prime habitat, just because there are fewer members of the same species living there. So it looks like competition for resources is another important factor in determining if a particular habitat is suitable.

TPO 8: Lecture2:: Art History

Pro: We‘ve been talking about the art world of the late 19th century in Paris. And today I’d like to look at the women who went to Paris at that time to become artists. Now from your reading what do you know about Paris, about the art world of Paris during the late 19th century?

Stu: People came there from all over the world to study.

Stu: It had a lot of art schools and artists who taught painting. There were, our book mentions classes for women artists. And it was a good place to go to study art.

Pro: If you wanted to become an artist, Paris was not a good place to go; Paris was THE place to go. And women could find skilled instructors there. Before the late 19th century. If they women who wanted to become artists had to take private lessons or learn from family members. They had more limited options than men did. But around 1870s, some artists in Paris began to offer classes for female students. These classes were for women only. And by the end of the 19th century, it became much more common for women and men to study together in the same classes. So within a few decades, things had changed significantly.

  1. Let’s back up again and talk about the time period from the 1860s to the 1880s and talk more about what happened in women’s art classes. In 1868, a private art academy opened in Paris, and for decades it was probably the most famous private art school in the world. Its founder Rodolphe Julian was a canny businessman. And quickly established his school as a premier destination for women artists. What he did was: After an initial trail period of mixed classes, he changed the school policy. He completely separated the men and women students.

Stu: Any reason why he did that?

Pro: Well. Like I said Julian was a brilliant businessman, with progressive ideas. He saw that another small private art school where all the students were women was very popular at that time. And that’s probably why he adopted the women only classes. His classes were typically offered by… by established artists and were held in the studio, the place where they painted. This was a big deal because finally women could study art in a formal setting. And there was another benefit to the group setting of these classes. The classes included weekly criticism. And the teacher would rank the art of all the students in the class from best to worst. How would you like it if I did that in this class?

Stu1: Hah…No way.

Stu2: But our textbook said that the competitive…the competition was good for women. It helped them see where they needed to improve.

Pro: Isn’t that interesting? One woman artist, her name was Marie Bashkirtseff. Bashkirtseff once wrote how she felt about a classmate’s work. She thought her classmate’s art was much better than her own and it gave her an incentive to do better. Overall the competition in the women’s art classes gave women more confidence. Confidence that they could also compete in the art world after their schooling. And even though Bashkirtseff could not study in the same classes as men, she was having an impact as an artist. Just look like the salon, what do you know about the salon?

Stu: It was a big exhibition, a big art show that they had in Pairs every year. They art had to be accepted by judges.

Stu: It was a big deal you can make a name for yourself.

Pro: You can have a painting or sculpture in the salon and go back to your home country saying you ‘ve been a success in Paris. It was sort of uh, a seal of approval. It was a great encouragement for an artist’s career. And by the last two decades of the 19th century, one fifth of the paintings in the salon were by women, much higher than in the past.

In fact, Marie Bashkirtseff herself had a painting in the salon in 1881. Interestingly this masterpiece called In the Studio is a painting of the interior of Julian’s art school. It is not in your textbook. I will show you the painting next week. The painting depicts an active crowded studio with women drawing and painting a live model. It was actually Bashkirtseff, actually followed Julian’s savvy suggestion and painted her fellow students in a class at the school with the artist herself at the far right. A great advertisement for the school when the painting eventually hung up at the salon, for a women’s studio had never been painted before.

TPO 8: Conversation 2

Pro: So, Richard… what’s up?

Stu: Well, I know we have a test coming up on chapters.

Pro: Chapters 3 and 4 from your textbook.

Stu: Right, 3 and 4, well, I didn’t get something you said in class Monday.

Pro: Alright. Do you remember what it was about?

Stu: Yeah, you were talking about a gym… a health club where people can go to exercise, that kind of thing.

Pro: Ok, but the health-club model is actually from chapter 5.so…

Stu: Oh, chapter 5? Oh so it not… OK but I guess I still want to try to understand…

Pro: Of course, well, I was talking about an issue in strategic marketing, the healthy club model; I mean with a health club you might think they would have trouble attracting customers right?

Stu: Well, I know when I pass by a healthy club and I see all those people working out, they’re exercising, I just as soon walk on by.

Pro: Yes, there is that. Plus, lots of people have exercise equipment at home, or they can play sports with their friends. Right?

Stu: Sure.

Pro: But nowadays in spite of all that, and expensive membership fees, health clubs are hugely popular, so how come?

Stu: I guess that is what I didn’t understand.

Pro: Ok, basically they have to offer things that most people can’t find anywhere else, you know quality, that means better exercise equipment, high-end stuff, and classes… exercise classes, maybe aerobics.

Stu: I am not sure if I…ok I get it. And you know another thing is I think people probably feel good about themselves when they are at the gym. And they can meet new people, socialize.

Pro: Right, so health clubs offer high quality facilities. And also they sell an image about people having more fun, relating better to others and improving their own lives if they become members.

Stu: Sure that makes sense.

Pro: Well, then, can you think of another business or organization that could benefit from doing this? Think about an important building on campus here, something everyone uses, a major source of information?

Stu: You mean like an administrative building?

Pro: Well, that is not what I had in my mind.

Stu: You mean the library.

Pro: Exactly. Libraries, imagine publish libraries; They’re an information resource for the whole community right?

Stu: Well they can be, but now with the internet and big book stores, you can probably get what you need without going to a library.

Pro: That’s true. So if you were the director of a public library, what would you do about that?

Stu: To get more people to stop in, well, like you said, better equipment, maybe a super fast internet connection, and not just a good variety of books but also like nice and comfortable areas where people can read and do research. Things that make them want to come to the library and stay.

Pro: Great!

Stu: Oh, and maybe have authors come and do some readings or … I don’t know, special presentations. Something people couldn’t get at home.

Pro: Now, you are getting it.

Stu: Thanks, Professor Wilkins, I think too.

TPO 8: Lecture3:: History

Pro: So we’ve been talking about the printing press, how it changed people’s lives, making books more accessible to everyone. More books meant more reading, right? But, as you know, not everyone has perfect vision. This increase in literacy, um, in reading, led to an increase in demand for eyeglasses. And here’s something you probably haven’t thought of. This increased demand impacted societal attitudes towards eyeglasses.

But, first let me back up a bit and talk about vision correction before the printing press. And, um, what did people with poor vision do, I mean, especially those few people who were actually literate? What did they do before glasses were invented? Well, they had different ways of dealing with not seeing well. If you think about it, poor vision wasn’t their only problem. I mean, um, think about the conditions they lived in: houses were dark, sometimes there weren’t any windows; candles were the only source of light. So in some places, um, like ancient Greece for example, the wealthiest people with poor vision could have someone else read to them- easy solution if you could afford it.

Another solution was something called a “reading stone”. Around 1000 C.E. European monks would take a piece of clear rock, often quartz, and place it on top of the reading material. The clear rock magnified the letters, making them appear larger, um, well, it’s like what happens when a drop of water falls on something, whatever’s below the drop of water appears larger, right? Well, the “reading stone” works in a similar way.

But rocks like quartz, well, quartz of optical quality weren’t cheap. Late in the 13th century, glass makers in Italy came up with a less expensive alternative. They made reading stones out of clear glass. And these clear glass reading stones evolved into the eyeglasses we know today. So we’re pretty sure that glasses were invented about the late 1200’s, well, over a hundred years before the printing press. But it’s not clear who exactly invented them first or exactly what year. But record shows that they were invented in both Europe and China at about the same time. By the way, we call this “independent discovery”. Independent discovery means when something is invented in different parts of the world at the same time and it’s not as unusual as it sounds. You can look at the timeline charts in the back of your textbook to see when things were invented in different cultures at about the same time to see what I’m talking about.

So now let’s tie this to what I’ve said before about societal attitudes towards glasses. Initially in parts of Europe and in China, glasses were a symbol of wisdom and intelligence. This is evident in the artwork from the period. European paintings often portrayed doctors or judges wearing glasses. In China, glasses were very expensive. So in addition to intelligence, they also symbolize affluence, um, wealth. In 14th-century Chinese portraits, the bigger the glasses, the smarter and wealthier the subject was. So glasses were a status symbol in some parts of the world.

Now let’s get back to the invention of the painting press in 1440. What happened? Suddenly, books became readily available and more people wanted to read. So the need, oh well, actually not only the need but the demand for more affordable glasses rose drastically. Eventually, inexpensive glasses were produced, and then glasses were available to everyone. People could purchase them easily from a traveling peddler.

TPO 8: Lecture4:: Chemistry

Pro: So, are there any questions?

Stu: Yes, um, Professor Harrison, you were saying that the periodic table is predictive. What exactly does that mean? I mean I understand how it organizes the elements but where’s the prediction?

Pro: Ok, let’s look at our periodic table again. Ok, it groups elements into categories that share certain properties, right?

Stu: Uh-huh.

Pro: And it is arranged according to increasing atomic number, which is…

Stu: The number of protons in each atom of an element.

Pro: Right, well, early versions of the periodic table had gaps, missing elements. Every time you had one more proton, you had another element. And then, oops, there’d be an atomic number, for which there was no known element. And the prediction was that an element with that atomic number existed somewhere, but it just hadn’t been found yet. And its location in the table would tell you what properties it should have. It was really pretty exciting for scientists at that time to find these missing elements and confirm their predictive properties.

Um, actually, that reminds of a … of a very good example of all these, element 43. See on the table, the symbols for elements 42 and 44. Well, in early versions of the table, there was no symbol for an element 43 protons because no element with 43 protons had been discovered yet. So the periodic table had a gap between elements 42 and 44.

And then in 1925, a team of chemists led by a scientist named Ida Tacke claimed that they had found element 43. They had been using a relatively new technology called X-ray spectroscopy, and they were using this to examine an ore sample. And they claimed that they’d found an element with 43 protons. And they named it Masurium.

Stu: Um, Professor Harrison, then, how come in my periodic table here, element 43 is Tc, that’s Technetium, right?

Pro: Ok, let me add that. Actually, um, that’s the point I’m coming to. Hardly anyone believed that Tacke’d discovered a new element. X-ray spectroscopy was a new method at that time. And they were never able to isolate enough Masurium to have a weighable sample to convince everyone of the discovery. So they were discredited.

But then, 12 years later in 1937, a different team became the first to synthesize an element using a cyclotron. And that element had…

Stu: 43 protons?

Pro: That’s right, but they named it Technetium to emphasize that it was artificially created with technology. And people thought that synthesizing this element, making it artificially was the only way to get it. We still hadn’t found it occuring in nature.

Now element 43, whether you call it Masurium or Technetium, is radioactive. Why does that matter? What is true of a radioactive element?

Stu: It decays, it turns into other elements. Oh, so does that explain why it was missing in the periodic table?

Pro: Exactly, because of its radioactive decay, element 43 doesn’t last very long. And therefore, if that ever had been present on Earth, it would have decayed ages ago. So the Masurium people were obviously wrong, and the Technetium people were right. Right? Well, that was then, now we know that element 43 does occur naturally. It can be naturally generated from Uranium atoms that have spontaneously split. And guess what, the ore sample the Masurium group was working with had plenty of Uranium in it enough to split into measurable amounts of Masurium. So Tacke’s team might very well have found small amounts of Masurium in the ore sample. It’s just that once was generated from split Uranium, it decayed very quickly.

And you know here’s an incredible irony, Ida Tacke, the chemist led the Masurium team, well, she was the first to suggest that Uranium could break up into smaller pieces, but she didn’t know that that was the defense of her own discovery of element 43.

Stu: So is my version of the periodic table wrong? Should element 43 really be called Masurium?

Pro: Maybe, but you know it’s hard to tell for sure after all this time, if Ida Tacke’s group did discover element 43. They didn’t, um, publish enough detail on their methods or instruments for us to know for sure. But I’d like to think element 43 was discovered twice. As Masurium, it was the first element discovered that occurs in nature only from spontaneous fission, and as Technetium, it was the first element discovered in a laboratory. And of course, it was an element the periodic table let us to expect existed before anyone had found it or made it.

TPO 9

TPO 9: Conversation 1

Listen to a conversation between a student and her professor.

P: Before we get started, I…I just wanted to say I’m glad you chose food science for your major course of study.

S: Yeah, it seems like a great industry to get involved with. I mean with a four-year degree in food science, I’ll always be able to find a job.

P: You’re absolutely right. Before entering academia, I worked as a scientist for several food manufacturers and for the US Food and Drug Administration. I even worked on a commercial fishing boat in Alaska a couple of summers while I was an undergraduate. We’d bring in the day’s catch to a floating processor boat where the fish got cleaned, packaged and frozen right at sea.

S: That’s amazing! As a matter of fact, I’m sort of interested in food packaging.

P: Well, for that, you’ll need a strong background in physics, math and chemistry.

S: Those are my best subjects. For a long time, I was leaning towards getting my degree in engineering.

P: Well, then you shouldn’t have a problem. Uh, and fortunately, at this university, the department of food science offers a program in food packaging. Elsewhere, you might have to hammer courses together on your own.

S: I guess I luck out then. I am… so since my appointment today is to discuss my term paper topic, I wanted to ask, could I write about food packaging? I realize we’re supposed to research food-born bacteria, but food packaging must play a role in all of that, right?

P: Absolutely! Maybe you should do some preliminary research on that.

S: I have! That’s the problem. I’m overwhelmed.

P: Well, in your reading, did anything interest you in particular? I mean something you’d like to investigate.

S: well, I was surprised about the different types of packaging used for milk. You know, clear plastic bottles, opaque bottles, carton board containers…

P: True! In fact, the type of packaging has something to do with the way milk’s treated against bacteria.

S: Yeah, and I read a study that showed how light can give milk a funny flavor and decrease its nutritional value. And yet most milk bottles are clear. What’s up about that?

P: Well consumers like being able to visually examine the color of the milk. That might be one reason that opaque bottles haven’t really caught on. But that study… I’m sure there is more studies on the subject. You shouldn’t base your paper on only one study.

S: Maybe I should write about those opaque plastic bottles. Find out if there is any scientific reasons they aren’t used more widely? Maybe opaque bottles aren’t as good at keeping bacteria from growing in milk after the bottle has been opened for something… but where to begin researching this? I don’t have a…

P: You know, there is a dairy not far from here in Chelsea. It was one of the first diaries to bottle milk in opaque plastic, but now they’re using clear plastic again. And they’re always very supportive of the university and our students, so if you wanted…

S: Yeah, I like that idea.

TPO 9: Lecture1:: Theater

Listen to part of a lecture in a theater class.

Pro: As we have seen, the second half of the 18th century was an exciting time in Europe: it was not only an age of great invention, but social changes also led to a rise in all sorts of entertainment, from reading to museums, to travel. And finding himself in the middle of this excitement was an accomplished French painter named Philippe Jacques de Loutherbourg.

Loutherbourg arrived in England in 1771, and immediately went to work as a set designer at the famous Drury Lane Theater in London. From his first shows, Loutherbourg showed a knack for imagination and stage design, all in the interest of creating illusions that allowed the audience to suspend disbelief completely. He accomplished this by giving the stage a greater feeling of depth, which he did by cutting up some of the rigid background scenery, and placing it at various angles and distances from the audience. Another realistic touch was using three-dimensional objects on the set, like rocks and bushes as opposed to two-dimensional painted scenery. He also paid much more attention to lighting and sound than had been done before.

Now, these sets were so elaborate that many people attended the theater more for them than for the actors or the story. At the time, people were wild for travel and for experiencing new places; but not everyone could afford it. Loutherbourg outdid himself, however, with a show that he set up in his own home. He called it the “Eidophusikon”.

“Eidophusikon” means something like representation of nature, and that’s exactly what he intended to do: create realistic moving scenes that change before the audiences’ eyes. In this, he synthesized all his tricks from Drury Lane: mechanical motions, sound, light, other special effects to create, if you will, an early multimedia production.

The “Eidophusikon” was Loutherbourg’s attempt to release painting from the constraints of the picture frame. After all, even the most action-filled exciting painting can represent only one moment in time; and any illusion of movement is gone after the first glance. But Loutherbourg, like other contemporary painters, wanted to add the dimension of time to his paintings. You know, the popular thinking is that Loutherbourg was influenced by landscape painting. But why can’t we say that the “Eidophusikon” actually influenced the painters? At the very least we have to consider that it was more … it was more of a mutual thing. We know, for example, that the important English landscape painter Thomas Gainsborough attended almost all of the early performances, and his later paintings are notable for their increased color and dynamic use of light.

Loutherbourg’s influence on the theater though, he was incredibly influential: the way he brought together design and lighting and sound as a unified feature of the stage, can easily be seen in English theater’s subsequent emphasis on lighting and motion.

Now, the “Eidophusikon” stage was actually a box: a few meters wide, a couple meters tall and a couple meters deep. That is, the action took place within this box. This was much smaller of course than the usual stage. But, it also allowed Loutherbourg to concentrate the lighting to better effect. Also, the audience was in the dark, which wouldn’t be a common feature of the theater until a hundred years later. The show consisted of a series of scenes, for example, a view of London from sunrise that changes as the day moves on; mechanical figures, such as cattle, moved across the scene, and ships sailed along the river.

But what really got people was the attention to detail, much like his work at Drury Lane. So, for example, he painted very realistic ships, and varied their size depending on their distance from the audience. Small boats moved more quickly across the foreground than larger ones did that were closer to the horizon. Other effects, like waves, were also very convincing. They reflected sunlight or moonlight depending on the time of day or night. Even the colors changed as they would in nature. Sound and light were important in making his productions realistic. He used a great number of lamps, and he was able to change colors of light by using variously colored pieces of glass, to create effects like passing clouds that suddenly change in color. Furthermore, he used effects to make patterns of shadow and light, rather than using the uniform lighting that was common at the time. And many of the sound effects he pioneered are still in use today, like creating thunder by pulling on one of the corners of a thin copper sheet.

One of his most popular scenes was of a storm. And there is a story that on one occasion, an actual storm passed over head during the show. And some people went outside, and they claimed Loutherbourg’s thunder was actually better than the real thunder.

TPO 9: Lecture2:: Environmental Science

Listen to a part of lecture in an environmental science class.

Lecturer: So since we’re on the topic of global climate change and its effects, in Alaska, in the northern Arctic part of Alaska, over the last … oh… thirty years or so, temperatures have increased about half a degree Celsius per decade, and scientists have noticed that there’s been a change in surface vegetation during this time. Shrubs are increasing in the “tundra”.

Tundra is flat land with very little vegetation. Just a few species of plants grow there because the temperature is very cold, and there’s not much precipitation. And because of the cold temperatures, the tundra has two layers: top layer, which is called the active layer, is frozen in the winter and spring, but thaws in the summer. Beneath this active layer is a second layer called “permafrost”, which is frozen all year around, and is impermeable to water.

Female Student: So because of the permafrost, none of the plants that grow there can have deep roots, can they?

Lecturer: No, and that’s one of the reasons that shrubs survive in the Arctic. Shrubs are little bushes. They’re not tall and being low to the ground protects them from the cold and wind. And their roots don’t grow very deep, so the permafrost doesn’t interfere with their growth. OK?

Now since the temperatures have been increasing in Arctic Alaska, the growth of shrubs has increased. And this has presented climate scientists with a puzzle…

Male Student: I’m sorry, when you say the growth of shrubs has increased, do you mean that the shrubs are bigger, or that there are more shrubs?

Lecturer: Good question! And the answer is both. The size of the shrubs has increased and shrub cover has spread to what was previously shrub-free tundra. Ok, so what’s the puzzle? Warmer temperatures should lead to increased vegetation growth, right? Well, the connection is not so simple. The temperature increase has occurred during the winter and spring, not during the summer. But the increase in shrubs has occurred in the summer. So how can increase temperatures in the winter and spring result in increased shrub growth in the summer?

Well, it may be biological processes that occur in the soil in the winter, that cause increased shrub growth in the summer, and here’s how: there are “microbes”, microscopic organisms that live in the soil. These microbes enable the soil to have more nitrogen, which plants need to live and they remain quite active during the winter. There’re two reasons for this: first, they live in the active layer, which, remember, contains water that doesn’t penetrate the permafrost. Second, most of the precipitation in the Arctic is in the form of snow. And the snow, which blankets the ground in the winter, actually has an insulating effect on the soil beneath it. And it allows the temperature of the soil to remain warm enough for microbes to remain active. So there’s been increased nutrient production in the winter. And that’s what’s responsible for the growth of shrubs in the summer and their spread to new areas of the tundra. Areas with more new nutrients are the areas with the largest increase in shrubs.

Female student: But, what about run-off in the spring, when the snow finally melts? Won’t the nutrients get washed away? Spring thaw always washes away soil, doesn’t it?

Lecturer: Well, much of the soil is usually still frozen during peak run-off. And the nutrients are deep down in the active layer anyway, not high up near the surface, which is the part of the active layer most affected by run-off.

But as I was about to say, there’s more to the story. The tundra is windy, and the snow is blown across the tundra, it’s caught by shrubs. And deep snow drifts often form around shrubs. And we’ve already mentioned the insulating effect of snow. So that extra warmth means even more microbial activity, which means even more food for the shrubs, which means even more shrubs and more snow around etc.. It’s a circle, a loop. And because of this loop, which is promoted by warmer temperatures in winter and spring, well, it looks like the tundra may be turning into shrub land.

Female student: But will it be long-term? I mean maybe the shrubs will be abundant for a few years, and then it’ll change back to tundra.

Lecturer: Well, shrub expansion has occurred in other environments, like semiarid grassland, and tall grass prairies. And shrub expansion in these environments does seem to persist, almost to the point of causing a shift. Once is established, shrub land thrives, particularly in the Arctic, because Arctic shrubs are good at taking advantage of increased nutrients in the soil, better than other Arctic plants.

TPO 9: Conversation 2

Listen to a conversation between a student and a librarian employee.

S: Excuse me. Can you help me with something?

L: I’ll do my best. What do you need?

S: Well, I received a letter in my mailbox saying that I’m supposed to return a book that I checked out back in January, it’s call “Modern Social Problems”. But because I’m writing my senior thesis, I’m supposed to be able to keep the book all semester.

L: So you signed up for extended borrowing privileges?

S: Yeah.

L: But we are still asking you to bring the book back?

S: Uh-huh.

L: Well, let me take a look and see what the computer says. The title was

“Modern Social Problems”?

S: Yeah.

L: OK. Um… Oh, I see, it’s been recalled. You can keep it all semester as long as no one else requests it. But, someone else has. It looks like one of the professors in the sociology department has requested it. So you have to bring it back, even though you’ve got extended borrowing privileges. You can check out the book again when it’s returned in a couple of weeks.

S: But I really need this book right now.

L: Do you need all of it or is there a certain section or chapter you’re working with?

S: I guess there is one particular chapter I’ve been using lately for a section of my thesis. Why?

L: Well, you can photocopy up to one chapter of the book. Why don’t you do that for the chapter you’re working on right now? And by the time you need the rest of the book, maybe it will have been returned. We can even do the photocopying for you because of the circumstances.

S: Oh, well, that would be great.

L: I see you’ve got some books there. Is that the one you were asked to return?

S: No, I left it in my dorm room. These are books I need to check out today. Is it Ok if I bring that one by in a couple of days?

L: Actually, you need to return it today. That is if you want to check out those books today. That’s our policy.

S: Oh, I didn’t know that.

L: Yeah, not a lot of people realize that. In fact, every semester we get a few students who have their borrowing privileges suspended completely because they haven’t returned books. They’re allowed to use books only in the library. They’re not allowed to check anything out because of unreturned books.

S: That’s not good. I guess I should head back down to the dorm right now then.

L: But, before you go, what you should do is fill out a form requesting the book back in two weeks. You don’t want to waste any time getting it back.

S: Thanks a lot. Now I don’t feel quite so bad about having to return the book.

TPO 9: Lecture3:: Geology

Lecturer: So, continuing our discussion of desert lakes, now I want to focus on what’s known as the “Empty Quarter”. The “Empty Quarter” is a huge area of sand that covers about a quarter of the Arabian Peninsula. Today it’s pretty desolate, barren and extremely hot. But there’ve been times in the past when monsoon rains soaked the Empty Quarter and turned it from a desert into grassland that was dotted with lakes and home to various animals. There were actually two periods of rain and lake formation: the first one began about 37,000 years ago; and the second one dates from about 10,000 years ago.

Female Student: Excuse me, Professor. But I’m confused. Why would lakes form in the desert? It’s just sand, after all.

Lecturer: Good question! We know from modern day desert lakes, like Lake Eyre in South Australia, that under the right conditions, lakes do form in the desert. But the Empty Quarter lakes disappeared thousands of years ago. They left behind their beds or basins as limestone formations that we can still see today. They look like low-lying, white or grey buttes, long, narrow hills with flat tops, barely a meter high.

A recent study of some of the formations presents some new theories about the area’s past. Keep in mind though that this study only looked at 19 formations. And about a thousand have been documented. So there’s a lot more work to be done.

According to the study, two factors were important for lake formation in the Empty Quarter: first the rains that fell there were torrential. So it would’ve been impossible for all the water to soak into the ground. Second, as you know, sand dunes contain other types of particles, besides sand, including clay and silt. Now, when the rain fell, water ran down the sides of the dunes, carrying clay and silt particles with it. And wherever these particles settled, they formed a pan, a layer that water couldn’t penetrate. Once this pan formed, further run-off collected, and formed a lake.

Now, the older lakes, about half the formations, the ones that started forming 37000 years ago, the limestone formations we see, they’re up to a kilometer long, but only a few meters wide, and they’re scattered along the desert floor, in valleys between the dunes. So, the theory is, the lakes formed there on the desert floor, in these long narrow valleys. And we know, because of what we know about similar ancient desert lakes, we know that the lakes didn’t last very long, from a few months to a few years on average. As for the more recent lakes, the ones from 10000 years ago, well, they seemed to have been smaller, and so may have dried up more quickly.

Another difference, very important today for distinguishing between older lake beds and newer ones, is the location of the limestone formations. The more recent beds are high up in the dunes.

Why these differences? Well, there are some ideas about that, and they have to do with the shapes of the sand dunes, when the lakes were formed. 37000 years ago, the dunes were probably nicely rounded at the top, so the water just ran right down their sides to the desert floor. But there were thousands of years of wind between the two rainy periods, reshaping the dunes. So, during the second rainy period, the dunes were kind of chopped up at the top, full of hollows and ridges, and these hollows would’ve captured the rain right there on the top.

Now, in a grassland of Lake Ecosystem, we’d expect to find fossils from a variety of animals, and numerous fossils have been found at least at these particular sites. But, where did these animals come from? Well, the theory that has been suggested is that they migrated in from nearby habitats where they were already living. Then as the lakes dried up, they died out.

The study makes a couple of interesting points about the fossils, which I hope will be looked at in future studies. At older lake sites, there’s fossil remains from hippopotamuses, water buffalo, animals that spend much of their lives standing in water, and also, fossils of cattle. However, at the sites of the more recent lakes, there’ s only cattle fossils, additional evidence for geologists that these lakes were probably smaller, shallower, because cattle only use water for drinking. So they survive on much less. Interestingly, there are clams and snail shells; but, no fossils of fish. We’re not sure why. Maybe there was a problem with the water. Maybe it was too salty. That’s certainly true of other desert lakes.

TPO 9: Lecture4:: Linguistic

Listen to part of a lecture in a linguistics class. The professor has been discussing Animal communication systems.

L: OK, so last time, we covered the dances honey bees do to indicate where food can be found and the calls and songs of different types of birds. Today, I’d like to look at some communication systems found in mammals, particularly in primates, such as orangutans, chimpanzees, gorillas… Yes, Thomas?

T: Excuse me, Professor. But when you talk about gorilla language, do you mean like, those experiments where humans taught them sign language or a language like…

L: OK, wait just a minute. Now, who in this class heard me use the word “language”? No one I hope. What we’re talking about here, are systems of communication, all right?

T: Oh, sorry, communication, right. But could you maybe, like, clarify what the difference is?

L: Of course, that’s a fair question. OK, well, to start with, let’s make it clear that language is a type of communication, not the other way around. OK, so all communication systems, language included, have certain features in common.

For example, the signals used to communicate from the bee’s dance movements, to the word and sentences found in human languages. All these signals convey meaning. And all communication systems serve a purpose, a pragmatic function of some sort. Warning of danger perhaps or offering other needed information.

But there’re several features peculiar to human language that have, for the most part, never been found in the communication system of any other species.

For one thing, learn ability. Animals have instinctive communication systems. When a dog, a puppy gets to certain age, it’s able to bark. It barks without having to learn how from other dogs, it just barks. But much of human language has to be learned from other humans.

What else makes human language unique? What makes it different from animal communication? Deborah?

D: How about grammar? Like having verbs, nouns, adjectives?

L: OK, that’s another feature. And it’s a good example…

D: I mean I mention this ‘cause like in my biology class last year, I kind of remember talking about a study on prairie dogs, where, I think the researchers claimed that the warning cries of prairie dogs constitute language, because they have these different parts of speech. You know, like nouns, to name the type of predator they spotted, adjectives to describe its size and shape, verbs…, but now it seems like…

L: All right, hold on a moment. I’m familiar with the study you’re talking about. And for those of you who don’t know, prairie dogs are not actually dogs. They’re a type of rodent who, who burrow in the ground in the grasslands of the western United States and Mexico.

In this study, the researchers looked at the high-pitched barks a prairie dog makes when it spots predator. And from this they made some pretty.., well, they made some claims about these calls qualifying as an actual language, with its own primitive grammar. But actually, these warning calls are no different from those found among certain types of monkeys. And, well, let’s not even get into the question of whether concepts like noun and verb can be meaningfully applied to animal communication.

Another thing that distinguishes a real language is a property we call “discreteness”. In other words, messages are built up out of smaller parts, sentences out of words, words out of individual sounds, etc. Now maybe you could say that the prairie dog’s message is built from smaller parts, like say for example, our prairie dog spots a predator, a big coyote approaching rapidly. So the prairie dog makes a call that means “coyote”, then one that means “large”, and then another one to indicate its speed. But do you really suppose it makes any difference what order these calls come in? No.

But the discrete units that make up language can be put together in different ways. Those smaller parts can be used to form an infinite number of messages, including messages that are completely novel, that have never been expressed before. For example, we can differentiate between: “A large coyote moves fast.” and say “Move the large coyote fast.” or “Move fast, large coyote.”, and I truly doubt whether anyone has ever uttered either of these sentences before.

Human language is productive, an open-ended communication system, whereas no other communication system has this property.

And another feature of language that’s not displayed by any form of animal communication is what we call “displacement”. That is, language is abstract enough that we can talk about things that aren’t present here and now. Things like “My friend Joe is not in the room.” or “It will probably rain next Thursday.” Prairie dogs may be able to tell you about a hawk that’s circling overhead right now, but they never show any inclination to describe the one they saw last week.

TPO 10

TPO 10: Conversation 1

Narrator

Listen to a conversation between a student and her Photography Professor.

Student

Professor Johnson, there is something that’s been on my mind.

Professor

OK?

Student

Remember last week, you told us that it’s really important to get our photography into a show, basically as soon as we can?

Professor

Yup, it’s a big step, no question.

Student

Thing is, I am sitting here and I am just not sure how I’d get there. I mean I’ve got some work I like, but is it really what a gallery is looking for? How would I know, how do I make the right contacts to get it into a show, I just really don’t…

 

Professor

OK, hold on, slow down. Um…these are questions that, well, just about every young artist has to struggle with. OK, the first thing you should do is you absolutely have to stay true to your artistic vision; take the pictures you want to take.

Don’t start trying to catch the flavor the month and be trendy because you think you’ll get into a show— that never works, because you wind up creating something you don’t really believe in. It’s uninspired, and won’t make any shows. I’ve seen it happen so many times. This doesn’t mean that you should go into a cave. Keep up with trends, even think about how your work might fit in with them, but don’t mindlessly follow them.

Student

Well, yeah, I can see that. I think though I have always been able to stay pretty true to what I want to create, not what others want me to create. I think that comes through in my work.

Professor

OK, just remember that is one thing to create work that you really want to create when it’s in the classroom. The only thing at stake is your grade. But work created outside the classroom? That can be in different story. I’m not talking about technique or things like that. It’s just that there is so much more at stake when you are out there making art for a living. There’s a lot of pressure to become something you are not, and people often surrender to that pressure.

Student

But to get stuff exhibited…

Professor

Well, you need to be a bit of an opportunist. You know, common sense things like always having a sample of your work on hand to give to people. You won’t believe the kind of contacts and opportunities you can get in this way. And try to get your work seen in the places like restaurants, bookstores, you’d be surprised how word gets around about photography in places like that.

Student

OK it’s just so hard to think about all of those practical things and make good work, you know.

TPO 10: Lecture1:: Marine Biology

Narrator

Listen to part of a lecture in a Marine Biology Class

Professor

We know whales are mammals and that they evolved from land creatures. So the mystery is figuring out how they became ocean dwellers. Because until recently there was no fossil record of what we call “the missing link”- that is evidence of species that show the transition between land-dwelling mammals and today’s whales. Fortunately, some recent fossil discoveries have made the picture a little bit clearer.

For example, a few years back in Pakistan, they found the skull of a wolf-like creature. It was about 50 million years old. Scientists had seen this wolf-like creature before, but this skull was different. The ear area of the skull had characteristics seen only in aquatic mammals, specifically whales.

Uh, well, then also in Pakistan they found a fossil of another creature, which we call Ambulocetus Natans. That’s a mouthful, eh? The name Ambulocetus natans comes from Latin of course, and means “walking whale that swims”. It clearly had four limbs that could have been used for walking. It also had a long thin tail, typical of mammals, something we don’t see in today’s whales. But, it also had a long skeletal structure. And that long skeletal structure suggests that it was aquatic.

And very recently in Egypt, they found a skeleton of Basilosaurus. Basilosaurus was a creature that we’ve already known about for over a hundred years. And it has been linked to modern whales because of its long whale-like body. But this new fossil find showed a full set of leg bones, something we didn’t have before. The legs were too small to be useful. They weren’t even connected to its pelvis and couldn’t have supported its weight. But it clearly shows Basilosaurus’s evolution from land creatures. So that’s a giant step in the right direction. Even better, it establishes Ambulocetus natans as a clear link between the wolf-like creature and Basilosaurus.

Now these discoveries don’t completely solve the mystery. I mean, Ambulocetus is a mammal that shows a sort of bridge between walking on land and swimming. But it also is very different from the whales who know today. So really we are working just a few pieces of a big puzzle.

Um…a related debate involved some recent DNA studies. Remember, DNA is the genetic code for any organism. And when the DNA from two different species is similar, it suggests that those two species are related. And when we compared some whale DNA with DNA from some other species, we got quite a surprise. The DNA suggests that whales are descendants of the hippopotamus. Yes, the hippopotamus! Well, it came as a bit of a shock. I mean, that a four-legged land and river dweller could be the evolutionary source of a completely aquatic creature up to 25 times its size? Unfortunately this revelation about the hippopotamus apparently contradicts the fossil record, which suggests that the hippopotamus is only a very distant relative of the whale, not an ancestor. And of course as I mentioned, that whales are descended not from hippos but from that distant wolf-like creatures.

So we have contradictory evidence. And more research might just raise more questions and create more controversies. At any rate, we have a choice. We can believe the molecular data, the DNA, or we can believe the skeleton trail, but unfortunately, not both.

Um… and there have been some other interesting findings from DNA research. For a long time, we assumed that all whales that had teeth including sperm whales and killer whales were closely related to one another. And the same for the toothless whales, like the blue whale and other baleen whales, we assumed that they be closely related. But recent DNA studies suggest that that’s not the case at all. The sperm whale is actually closely related to the baleen whale, and it’s only distantly related to the toothed-whales. So that was a real surprise to all of us.

TPO 10: Lecture2:: European History

Narrator:

Listen to part of a lecture in a European History Class.

Professor

So would it surprise you to learn that many of the foods that we today consider traditional European dishes that their key ingredients were not even known in Europe until quite recently, until the European started trading with the native peoples of North and South America? I mean, you are probably aware that the Americas provide Europe and Asia with foods like squash, beans, turkey, peanuts. But what about all those Italian tomato sauces, hungarian goulash or my favorite, French fries? Those yummy fried potatoes.

Student

Wait. I mean I knew potatoes were from where, South America?

Professor

South America. Right, the Andes Mountains.

Student

But you are saying tomatoes too? I just assume since they’re used in so many Italian dishes.

Professor

No, like potatoes, Tomatoes grew wild in the Andes. Although unlike potatoes, they weren’t originally cultivated there. That seems to have occurred first in Central America. And even then the tomato doesn’t appear to have been very important as a food plant until the Europeans came on the scene. They took it back to Europe with them around 1550. And Italy was indeed the first place where it was widely grown as a food crop. So in a sense, it really is more Italian than American.

And another thing and this is true of both potato and tomato. Both of these plants are members of the Nightshade family. The Nightshade family is a category of plants which also includes many that you wouldn’t want to eat, like mandrake, belladonna, and even tobacco. So it’s no wonder that people once considered potatoes and tomatoes to be inedible too, even poisonous. And in fact, the leaves of the potato plant are quite toxic. So it took both plants quite a while to catch on in Europe. And even longer before they made the return trip to North America and became popular food items here.

Student

Yeah, you know, I remember, I remember my grandmother telling me that when her mother was a little girl, a lot of people still thought that tomatoes are poisonous.

Professor

Oh, sure. People didn’t really start eating them here until the mid-eighteen hundreds.

Student

But seems like I heard… didn’t Thomas Jefferson grow them or something?

Professor

Well, that’s true. But then Jefferson is known not only as the third president of the United States but also as a scholar who was way ahead of his time in many ways. He didn’t let the conventional thinking of his day restrain his ideas.

Now, potatoes went through a similar sort of …uh… of a rejection process, especially when they were first introduced in Europe. You know how potatoes can turn green if they are left in the light too long? And that greenish skin can make the potatoes tastes bitter; even make you ill. So that was enough to put people off for over 200 years. Yes, Bill?

Student

I’m sorry professor Jones. But I mean yeah ok. American crops have probably contributed a lot to European cooking over the years. But…

Professor

But have they really played any kind of important role in European history? Well, as a matter of fact, yes. I was just coming to that.

Let’s start with North American corn or maize, as it’s often called. Now before the Europeans made contact with the Americas, they subsisted mainly on grains, grains that often suffered from crop failures. And largely for this reason that political power in Europe was centered for centuries in the South, around the Mediterranean Sea, which was where they could grow these grains with more reliability.

But when corn came to Europe from Mexico, well, now they had a much hardier crop that could be grown easily in more northerly climates and the centers of power began to shift accordingly. And then, well, as I said potatoes weren’t really popular at first. But when they finally did catch on which they did first in Ireland around 1780. Well, why do you suppose it happen? Because potatoes have the ability to provide an abundant and extremely nutritious food crop, no other crop grew in North Europe at the time had anything like the number of vitamins contained in potatoes. Plus, potatoes grown on the single acre of land could feed many more people than say, wheat grown on the same land. Potatoes soon spread to France and other Northern European countries. And as a result, the nutrition of the general population improved tremendously and population soared in the early 1800s and so the shift of power from southern to northern Europe continued.

TPO 10: Conversation 2

Narrator

Listen to a conversation between a student and an employee in the University bookstore.

Student

Hi, I bought this book at the beginning of the semester, but, some thing’s come up and… I’d like to return it.

Employee

Well, for a full refund: store policy is that you have to return merchandise 2 weeks from the time it was purchased. Uh… but for assigned textbooks or anything having to do with specific courses. Wait… was it for a specific course?

Student

Yeah, but actually…

Employee

Well… for course books, the deadline is 4 weeks after the beginning of the semester. So this for this fall semester, the deadline was October. 1st.

Student

Ouch, then I missed it. But, why October.1st?

Employee

Well, I guess the reasoning is the by October. 1st, the semester is in full gear. And everyone kind of knows what courses they’ll be taking that semester

Student

I get it, so it’s mainly for people who decide to withdraw from… to change to new courses early on.

Employee

Exactly!!! The book has to been in perfect condition of course. They can’t be marked up or looked use in any way for the full refund, I mean.

Student

Well, but, see, my situation is a little different. I hope you might be able to make an

exception.

Employee

Well, the policies are generally pretty rigid and the semester is almost over.

Student

Okay. Here’s what happened. Um~ I think my professor really miscalculated. Anyway the syllabus was way too ambitious in my opinion. There’re only 2 weeks of classes left in the semester and there are like 6 books on the syllabus that we haven’t even touched.

Employee

I see. So you were hoping to return this one.

Student

Yeah, the professor already announced that we won’t be reading this one by Jane Bowles and all the others I bought used

Employee

Jane Bowles? Which book of hers?

Student

It called “Two serious ladies”

Employee

Oh, but you should keep that one. Are you interested in literature?

Student

Well. I am an English major.

Employee

You are lucky to have a professor who includes a lesser-known writer like her on the syllabus, you know, not the usual authors we’ve all read.

Student

So you really think..

Employee

I do. And especially if you’re into literature

Student

Hmm… well, this I wasn’t expecting. I mean…uh.. Wow!

Employee

I hope you don’t think I am being pushy. If you prefer, you can return the book and arrange for a store credit, you don’t qualify for a refund. Policy is policy after all, but you can make an exchange and you can use the credit for your books for next semester. The credit carries over for one semester to the next.

Student

Hmm…that’s good to know, but now I am really intrigued. I guess that just because we ran out of time to read this book in class, doesn’t mean that I can’ t read it on my own time. You know, I think I’ll give it a try.

TPO 10: Lecture3:: Ecology

Narrator

Listen to part of a lecture in an Ecology Class.

Professor

So we’ve been talking about nutrients, the elements in the environment that are essential for living organisms to develop, live a healthy life and reproduce. Some nutrients are quite scarce; there just isn’t much of them in the environment. But fortunately they get recycled. When nutrients are used over and over in the environment, we call that a nutrient cycle. Because of the importance of nutrients and their scarcity, nutrient recycling is one of the most significant eco-system processes that we’ll cover in this course. The three most important nutrient recycles are the nitrogen cycle, the carbon cycle and the one we are going to talk about today, the Phosphorus cycle.

So the Phosphorus cycle has been studied a lot by ecologists because like I said, Phosphorus is an important nutrient and it’s not so abundant. The largest quantities are found in rocks and at the bottom of the ocean.

How does Phosphorus get there? Well, let’s start with the Phosphorus in rocks. The rocks get broken down into smaller and smaller particles as they are weathered. They are weathered slowly by rain and wind over long periods of time. Phosphorus is slowly released as the rocks are broken down and it gets spread around into the soil. Once it’s in the soil, plants absorb it through their roots.

Student

So that’s the reason people mine rocks that contain a lot of Phosphorus to help with agriculture?

Professor

Uh-huh, they mined the rock, artificially break it down and put the Phosphorus into agricultural fertilizers. So humans can play a role in the first part of the Phosphorus cycle — the breaking down of rocks and the spreading of Phosphorus into the soil by speeding up the rate at which this natural process occurs. You see.

Now after the Phosphorus is in the soil, plants grow. They use Phosphorus from the soil to grow. And when they die, they decompose. And the Phosphorus is recycled back into the soil; same thing with the animals that eat those plants, or eat other animals that have eaten those plants. We call all of this – the land phase of the Phosphorus cycle. But a lot of the Phosphorus in soil gets washed away into rivers by rain and melting snow. And so begins another phase of the cycle. Can anyone guess what it is called? Nancy?

Nancy

Well, if the one is called the land phase, then this has to be called the water phase, right?

Professor

Yes, that’s such a difficult point isn’t it? In a normal water phase, rivers eventually empty into oceans, and once in the oceans, the Phosphorus gets absorbed by water plants like algae. Then fish eats the algae or eat other fish that have eaten those plants.

But the water phase is sometime affected by excessive fertilizers. If not all of Phosphorus gets used by the crops and large amounts of Phosphorus gets into the rivers. This could cause rapid growth of water plants in the river, which can lead to the water ways getting clogged with organisms, which can change the flow of the water. Several current studies are looking at these effects and I really do hope we can find a way to deal with this issue before these ecosystems are adversely affected. Ok?

Of course, another way that humans can interrupt the normal process is fishing. The fishing industry helps bring Phosphorus back to land. In the normal water phase the remaining Phosphorus makes its way, settles to the bottom of the ocean and gets mixed into ocean sediments. But remember, this is a cycle. The Phosphorus at the bottom of the ocean has to somehow make its way back to the surface, to complete the cycle, to begin the cycle all over again.

After millions of years, powerful geological forces, like underwater volcanoes lift up the ocean sediments to form new land. When an underwater volcano pushes submerged rock to the surface, a new island is created. Then over many more years the Phosphorus-rich rocks of the new land begin to erode and the cycle continues.

Guy

What about, well, you said that the nitrogen cycle is also an important nutrient cycle. And there is a lot of nitrogen in the atmosphere, so I was wondering, is there a lot of Phosphorus in the atmosphere too?

Professor

Good question, George. You’re right to guess that Phosphorus can end up in Earth’s atmosphere. It can move from the land or from the oceans to the atmosphere, and vice versa. However, there’s just not a substantial amount of it there, like there is with nitrogen, it’s a very minimal quantity.

TPO 10: Lecture4:: Psychology

Narrator

Listen to part of a lecture in a Psychology Class.

Professor

  1. If I ask about the earliest thing you can remember, I’ll bet for most of you, your earliest memory would be from about age 3, right? Well, that’s true for most adults. We can’t remember anything that happened before the age of 3. And this phenomenon is so widespread and well-documented it has a name. It is called childhood amnesia and was first documented in 1893.

As I said, this phenomenon refers to adults not being able to remember childhood incidents. It’s not children trying to remember events from last month or last year. Of course it follows that if you can’t remember an incident as a child, you probably won’t remember it as an adult. OK?

So …so… so why is this? What are the reasons for childhood amnesia?

Well, once a popular explanation was that childhood memories are repressed … uh, the memories are disturbing so that as adults we keep them buried, and so we can’t recall them. And this is based on…well, well, it’s not based on, on, on… the kind of solid research and lab testing we want to talk about today. So let’s put that explanation aside and concentrate on just two. OK?

It…it could be that as children we do form memories of things prior to age 3, but forget them as we get grow older, that’s one explanation. Another possibility is that children younger than three lack…uh…lack some cognitive capacity for memory. And that idea, that children are unable to form memories, that’s been the dominant belief in psychology for the past hundred years.

And this idea is very much tied to two things, the theories of Jean Piaget and also to language development in children.

So Piaget’s theory of cognitive development. Piaget suggested that because they don’t have language, children younger than 18 to 24 months live in the here and now, that is they lack the mean to symbolically represent objects and events, that are not physically present. Everybody get that? Piaget proposed that young children don’t have a way to represent things that aren’t right in front of them. That’s what language does, right? Words represent things, ideas.

Once language starts to develop from about age 2, they do have a system for symbolic representation and can talk about things which aren’t in their immediate environment including the past. Of course he didn’t claim that infants don’t have any sort of memory, it’s acknowledged that they can recognize some stimuli, like faces. And for many years this model was very much in favor in psychology, even though memory tests were never performed on young children.

Well, finally in the 1980s, a study was done. And this study showed that very young children under the age of 2 do have the capacity for recall. Now, if the children can’ t talk, how was recall tested? Well, that is a good question, since the capacity for recall has always been linked with the ability to talk.

So the researchers set up an experiment using imitation-based tasks. Adults used props, uh, toys or other objects to demonstrate an action that had 2 steps. The children were asked to imitate the steps immediately and then again after delays of one or more month. And even after a delay, the children could…could recall or replicate the action, the objects used, the steps involved and the order of the steps. Even children as young as 9 months!

Now, tests showed that there was a faster rate of forgetting among the youngest children, but most importantly it showed that the development of recall did not depend on language development. And that was an importance finding!

I guess I should add that the findings don’t say that there was no connection…no connection between the development of language and memory. There’s some of evidence that being able to talk about an event does lead to having a stronger memory of that event. But that does not seem to be the real issue here.

So, back to our question about the cause of childhood amnesia, well, there is something called the rate of forgetting. And childhood amnesia may reflect a high rate of forgetting, in other words, children under the age of 3 do form memories and do so without language. But they forget the memories at a fast rate, probably faster than adults do. Researchers have set a standard….sort of an expected rate of forgetting, but that expected rate was set based on the tests done on adults. So what is the rate of forgetting for children under the age of 3? We expect it to be high, but the tests to prove this really haven’t been done yet.

TPO 11

 TPO 11: Conversation 1

Narrator

Listen to a conversation between a student and a university employee.

Student

Hi, I need to pick up a gym pass.

Employee

  1. I’ll need your name, year, and university ID.

Student

Here’s my ID card. And my name is Gina Kent, and I’m first year.

Employee

  1. Gina. I’ll type up a pass for you right away.

Student

Great! This is exciting. I can’t wait to get started.

Employee

Oh, this is a wonderful gym.

Student

That’s what everybody has been saying. Everyone is talking about the new

pool and the new indoor courts. But what I love is all the classes.

Employee

The classes…?

Student

Yes, like the swimming and tennis classes and everything.

Employee

Oh yeah, but this pass doesn’t entitle you to those.

Student

It doesn’t?

Employee

No, the classes fall into a separate category.

Student

But, that’s my whole reason for getting a pass. I mean, I was planning to take a

swimming class.

Employee

But that’s not how it works. This pass gives you access to the gym and to all the equipment, and to the pool and so forth. But not when the teams are practicing, so you’ll have to check the schedule.

Student

But what do I have to do if I want to take a class?

Employee

You have to: one, register; and two, pay the fee for the class.

Student

But that’s not fair.

Employee

Well, I think if you think about it. You’ll see that it’s fair.

Student

But people who play sports in the gym… they don’t have to pay anything.

Employee

Yes, but they just come in, and play or swim on their own. But, taking a class—that is a different story, I mean, someone has to pay the instructors.

Student

So, if I want to enroll in a class….

Employee

Then you have to pay extra. The fee isn’t very high, but there’s a fee. So, what class did you say you want to take?

Student

Swimming…

Employee

  1. Swimming classes are thirty dollars a semester.

Student

I guess I could swing that. But I’m still not convinced it’s fair. So, do I pay you?

Employee

Well, first, you need to talk to the instructor. They have to assess your level and steer you to the right class, you know, beginner, intermediate…

Student

You mean, I have to swim for them? Show them what I can do?

Employee

No, no, you just tell them a little bit about your experience and skill, so they

know what level you should be in.

Student

Oh, OK. So, I guess I’ll need an appointment.

Employee

And I can make that for you right now. And then I’ll type up your gym ID card. You’ll need it to get into the building. Now about that appointment… how does Wednesday at three sound?

Student

Fine…

Employee

  1. And you’ll be meeting with Mark Gettys. He’s the swimming instructor. He

also coaches the swim team. And here, I’ve jotted it all down for you.

Student

Great! Thanks.

TPO 11: Lecture1:: Biology

Narrator

Listen to part of a lecture in a Biology Class. The class has been learning about birds.

Professor

Ok, today we are going to continue our discussion of the parenting behaviors of birds. And we are going to start by talking about what are known as distraction displays.

Now if you are a bird and there is a predator around. What are you going to do? Well, for one thing you are going to try to attract as little attention as possible, right? Because if the predator doesn’t know you are there, it is not going to try to eat you. But sometimes certain species of birds do the exact opposite. When a predator approaches, they do their best to attract the attention of that predator.

Now why would they do that? Well, they do that to draw the predator away from their nest, away from their eggs or their young birds. And the behaviors that the birds engage in to distract predators are called distraction displays. And there are a number of different kinds of distraction displays.

Most of the time, when birds are engaging in distraction displays, they are going to be pretending either that they have an injury or that they’re ill or that they’re exhausted. You know something that’ll make the predator think: Ah… here is an easy meal.

One pretty common distraction display is what’s called the broken-wing display. And in a broken-wing display, the bird spreads and drags a wings or its tail, and while it does that, it slowly moves away from the nests. So it really looks like a bird with a broken wing. And these broken-wing displays can be pretty convincing.

Another version of this kind of distraction display is where the bird creates the impression of a mouse or some other small animals that’s running along the ground. A good example of that kind of display is created by a bird called the purple sandpiper.

Now what’s the purple sandpiper does is when a predator approaches, it drags its wings but not to give the impression that its wing is broken but to create the illusion that it has a second pair of legs. And then it raises its feathers, so it looks like it’s got a coat of fur. And then it runs along the ground swerving left and right, you know like it’s running around little rocks and sticks. And as it goes along, it makes this little squealing noise. So from a distance it really looks and sounds like a little animal running along the ground trying to get away. Again to the predator, it looks like an easy meal.

Now what’s interesting is that birds have different levels of performance of these distraction displays. They don’t give their top performance, their prime time performance every time. What they do is they save their best performances, their most conspicuous and most risky displays for the time just before the baby birds become able to take care of themselves. And they time it that way because that’s when they’ll have made the greatest investment in parenting their young. So they are not going to put on their best performance just after they laid their eggs, because they haven’t invested that much time or energy in parenting yet. The top performances are going to come later.

Now you have some birds that are quiet mature, are quite capable almost as soon as they hatch. In that case, the parent will put on the most conspicuous distraction displays just before the babies hatch, because once the babies are hatched, they can pretty much take care of themselves. And then you have others birds that are helpless when they hatch. In that case, the parent will save its best performances until just before the babies get their feathers.

TPO 11: Lecture2:: Architecture

Narrator

Listen to part of a lecture in an Architecture Class.

Professor

Today, we are taking a little detour from the grand styles of public architecture we’ve been studying to look at residential architectures in the United States. Since this is something we can all identify with, I think it will help us see the relationship between the function of a structure and its style or form. This has been an ongoing theme in our discussions, and we will be getting back to it in just a moment. But before we get started, I want you to take a moment to think: does anyone know what the single most popular style for a house in the United States is today? Bob?

Student 1

“I bet it is the ranch-style house.”

Professor

“Well, in this area, probably. But are we typical? Yes, Sue.”

Student 2

“How about the kind of house my grandparents live in? They call it a Cape Cod.

Professor

That’s the one. Here is a drawing of what we consider of a classic Cape Cod house. These days, you see this style all over the United States. But it first showed up in U.S. northeast, in the New England region, around the late 1600s. For those of you who don’t know the northeast coastal region, Cape Cod is a peninsula, a narrow strip of land that jets out into the Atlantic, and so … so, many houses in this particular style were built on Cape Cod, that the name of the place became the name of the style.

Now why did the Cape Cod style house become so popular in the northeast? Well, one reason is that it’s a great example of form following function. We’ve talked about this design principle a lot about form following function. And what did we say it meant? Someone give me an application of this principle. What is this concept that form should follow function? How would it be applied to housing design?

Student 2

Well, if it means that the design of a building should be based on the needs of the people who use it. Then, well, the architect has to be very practical to think about the people who’ll actually be living in the house or working in the office building, whatever, so for the architect, it’s all about the users not about showing off how creative you can be.

Professor

Good, of course, for a Cape Cod house, it might be even more accurate to say that form also follows climate. Who knows what the climate’s like on Cape Cod?

Student 1

Cold in the winter…

Student 2

And whenever I visit my grandparents, it’s really wet. It’s usually either raining or snowing or foggy and windy, too. I guess because it’s so exposed to the ocean?

Professor

That’s right. So take another look at this drawing, and you can imagine how this design might be particularly helpful in that kind of climate. Notice how the house sits fairly low to the ground. This relatively low compact structure helps the house withstand the strong winds blowing off the ocean.

And look at the slope of the roof, the steep angle helps keep off all that rain and snow that accumulates in the winter.

Another thing, Cape Cod houses usually face south to take advantage of the sun’s warm through the windows. That’s helpful in winter.

Now what can you tell me about the chimney, about its location?

Student 2

Well, it’s in the middle. Because, does that have something to do with heating the houses? I mean since the heat never has to travel very far.

Student 1

That’d mean you can heat the house more efficiently, right?

Professor

Exactly, now see how the house has very little exterior decoration, that’s also typical of early Cape Cod houses. The wind was one reason, nothing sticking out that might blow away in the harsh weather, but there was probably another reason, not related to the climate, more a reflection of rural New England society back then, you see Cape Cod houses were not built in the big cities, where all the rich people lived back then. These were modest dwellings, the people who built them simply couldn’t afford lots of expensive decorative details. But it was more than just a matter of money. In these rural areas, people depended on each other for survival. Neighbors had to help and support each other in a difficult environment, so you didn’t want to appear to be showing off. You’d want to avoid anything that might set you apart from your neighbors, the same people you might need to help you someday. So all these help to create an attitude of conformity in the community, and you can see why a modest, a very plain style would have become so widely imitated throughout rural New England.

Student 2

It is plain, but you know its nice looking.

Professor

Good point, and in fact it’s precisely that aesthetic appeal, the…the purity, the nearly perfect proportions of the house…that’s another reason for the Cape Cod’s enduring popularity, even in places where the climate is so mild that its functional design doesn’t matter.

TPO 11: Conversation 2

Narrator

Listen to a conversation between a student and a Professor.

Student

Hi professor Atkins, you wanted to see me?

Professor

Hi Bill thanks for coming. I wanted to talk to you about …..

Student

Is there … is there something wrong with my research paper?

Professor

No, not at all, in fact it’s very good. That’s why I wanted to talk to you.

Student

Oh, thanks

Professor

I think you know the department is looking to hire a new professor, are you familiar with our hiring process?

Student

No, but what is that got to do with me?

Professor

Well, Bill, we have several qualified applicants we are serious about. And as part of the interview process, we have them meet with a committee of professors and students in our department. They also have to give a talk.

Student

You mean like a lecture?

Professor

Yes, like a sample lecture on one of their academic interests

Student

Oh, so you can see their teaching style.

Professor

Exactly

Student

Uh-huh.…Make sense.

Professor

So I’d like to know if you’d be willing to join us as a student representatives on the interview committee. It’d be a good experience for you. You could put it on your resume.

Student

Oh… that’d look good for my grad school application, I guess, so, what do I have to do?

Professor

The department secretary will give you a schedule of the applicants’ visits. If you are free, we’d like you to attend their talks and then later you can give us your opinion. Oh, and we usually serve lunch or snacks depending on what time the talk is.

Student

Cool, that’s another good reason to do this. Um… when is the next talk?

Professor

We actually haven’t had any yet, the first one is next Friday, at 10 AM, then lunch, and then formal discussion with the applicant right after.

Student

Oh well, I’m free on Fridays. If all the talks are on Fridays, I will be able to make it to all of them.

Professor

That’s great, now you should know that this job candidate is interested in the life cycles in the forest.

Student

That’s what my research about.

Professor

Yes, I know that’s why I feel it necessary to point out that even though this applicant’s research interests are similar to yours; we want you to tell us what you think about the teaching of all these applicants. Your perspective as a student, how the applicant teaches in the classroom, that what’s important to us.

Student

I understand. So how many applicants are there?

Professor

Let’s see, we have 4, all very good candidates, that we will be looking at over the next few weeks. It’s going to be a tough decision. But it’ll be a good experience for you, especially if you’re going to grad school.

Student

Thank you. It’ll be cool to do this. I’ll get a copy of the schedule from the secretary on my way out.

Professor

You’re welcome, see you in class this afternoon

TPO 11: Lecture3:: Environmental science

Narrator

Listen to part of a lecture in an environmental science class.

Professor

When land gets developed for human use, the landscape changes. We don’t see as many types of vegetation, trees, grasses and so forth. This in turn leads to other losses: the loss of animals that once lived there. Err…but these are the obvious changes, but there are also less obvious changes like the climate. One interesting case of this…uh…of changes in the local land use causing changes in climate, specifically the temperature is in Florida. Now what comes to mind when you think of the state of Florida?

Student A

Sunshine, beaches.

Student B

Warm weather, oranges…

Professor

Yes, exactly. Florida has long had a great citrus industry; large growth of oranges, lemons and the like. Florida’s winter is very mild; the temperature doesn’t often get below freezing. But there are some areas of Florida that do freeze. So in the early 1900s, farmers moved even further south in Florida, to areas that were even less likely to freeze. Obviously, freezing temperatures are a danger to the crops. A bad bout of cold weather, a long spell of frosts could ruin a farmer’s entire crop, anyway, before the citrus growers moved south, much of the land in south Florida, was what we called wetlands. Wetlands are areas of marshy, swampy land, areas where water covers the soil, or is present either at or near the surface of the soil for a large part of the year. Wetlands have their own unique ecosystems, with plants and animals with special and interesting adaptations. Very exciting, but it’s not what we are talking about today. Emm…where was I?

Student A

Farmers moved south?

Professor

Oh, yes. Farmers moved south. But the land was not suitable for farming. You can’t grow oranges in wetlands, so farmers had to transform the wetlands into land suitable for farming. To do that, you have to drain the water from the land, move the water elsewhere, and divert the water sources such as rivers. Hundreds of miles of drainage canals were built in the wetlands.

Now these areas, the new areas the farmers moved to, used to be warm and unlikely to freeze, however, recently the area has become susceptible to freezes. And we are trying to understand why.

Student B

Is it some global temperature change or weather pattern like El Niño or something?

Professor

Well, there are two theories. One idea is as you suggest that major weather patterns, something like El Niño, are responsible. But the other idea and this is the one that I personally subscribe to, is that the changes in the temperature pattern have been brought about by the loss of the wetlands.

Student A

Well, how would loss of wetlands make a difference?

Professor

Well, think about what we’ve been studying so far. We’ve discussed the impact of landscapes on temperature, right? What effects does a body of water have on an area?

Student A

Oh, yeah. Bodies of water tend to absorb the heat during the day, and then they release the heat at night.

Professor

Yes, exactly. What you just said is what I want you all to understand. Bodies of water release heat and moisture back into the environment. So places near large bodies of water are generally milder, err…slightly warmer than those without water. And what I and others think is that the loss of the wetlands has created a situation where the local temperatures in the area are now slightly different, slightly colder than they were 100 years ago, before the wetlands were drained.

Student B

Hmm…do we know what the temperature was like back then?

Professor

Well, we were able to estimate this. We have data about South Florida’s current landscape, uh…the plant cover. And we were able to reconstruct data about its landscape prior to 1900. Then we enter those data, information about what the landscape look like before and after the wetlands were drained. We enter the data into a computer weather model. This model can predict temperatures. And when all of the data were entered, an overall cooling trend was predicted by the model.

Student B

How much colder does it get now?

Professor

Well, actually the model shows a drop of only a few degrees Celsius. But this is enough to cause dramatic damage to crops. If temperatures overnight are already very close to the freezing point, then this drop of just a few degrees can take the temperature below freezing. And freezing causes frosts, which kill crops. These damaging frosts wouldn’t happen if the wetlands were still in existence, just a tiny temperature difference can have major consequences.

TPO 11: Lecture4:: Business

Narrator

Listen to part of a lecture in a Business Class.

Professor

Let’s get started. Um, last time we were talking about the need for advertising. Now, let’s look at how you can successfully call attention to the service or product you want to sell. To succeed, you’ve got to develop a systematic approach. If you don’t come up with a system, um, a plan, you risk making decisions that waste money, or even drive away potential customers.

But what does a systematic advertising plan look like? Well, it covers what we call — the ‘Four Ms’. The ‘Four Ms’: Market, Media, Money, Message. All are important areas to focus on when creating your advertising plan. We will look at them one by one.

The First step is to look at your Market, that’s the people who might become customers, buyers of your service or product. You need to know all about your possible customers: Who are they? What age group are they? What do they like, or dislike? How do they shop? So, you got that? A market is a group of potential customers.

Next, Media… Obviously the major media are television, radio, newspapers, magazines, um, billboards, and so forth. There are all avenues of communication. And you need to figure out: Which media you should advertise through? Which media will reach your intended audience — your market? So, you do research, trying to determine which media will reach the most potential customers for the lowest cost. For instance, if you have a product, that … oh… say teachers would like, then teachers are your market. So you ask yourself: What magazines do the majority of teachers read? What TV programs do teachers watch? Do teachers listen to much radio? At what times of the day? Say, now your research turns up two magazines that teachers read. And it also shows that the majority of teachers – say ages twenty to thirty – read the magazine about classroom activities. While most teachers older than that read the other magazine, the one about, oh, let’s say—‘Educational Psychology’. You think your product will appeal most to teachers ages twenty to thirty, so you decide to put your advertisement in their favorite magazine, the one about classroom activities. You don’t waste money advertising in the ‘Educational Psychology’ magazine, you know the one that the younger teachers generally don’t read. And since you’re reaching the majority of the teachers in your target age group, you’re probably spending your money well, which bring us to the third M — Money.

You have an advertising budget to spend, but how do you to spend it wisely. Again, research is the key. Good research gives you facts, facts that can help you decide, well, as we already mentioned, decide the right market to target, and the best media to use. But also: When to advertise? or…or how to get the best rates? Like, maybe you’re advertising Sports equipment, and you have been spending most of your budget during the holiday season when people buy gifts for each other. Now, in theory, that would seem a great time to advertise, but maybe research shows that you’re wrong, that the customers who buy sports equipment tend not to give it as a holiday gift, but want to use it themselves. In that case, advertising during a different season of the year might give you better results. And, um, maybe at even lower, non-holiday rates, so you actually save money. But you need to get the facts; facts that come from good research to be certain and know for sure that you’re getting your money’s worth.

OK, finally, there is your message: What you want to say about your product? Why buying it will make the customer’s life easier, or safer or better somehow. Whatever the message is, make sure you get it right.

Let me give you an example of not getting it right, Ha…ha…ha… you are going to love this one: There was this Soup Shop, the soup was really tasty, but there weren’t a lot of customers. The owner thought that maybe if they gave something away for free with each purchase, then more people would come buy soup. So they got some cheap socks, and they advertised to give a pair away with each bowl of soup. But, then even fewer people came to the restaurant. Well, you can imagine why. People started to associate the soup with feet; they began to imagine the soup smelled like feet. The advertising message, soup means free socks, was a bad choice; it was a waste of money. And worse, it caused the loss of customers.

Now, I want everyone to get into small groups and come up with some examples, not of good advertising messages, but of truly disastrous ones. Think of real examples or make some up, and talk about the reasons those messages are unsuccessful. And then we’ll get back together and share.

TPO 12

TPO 12: Conversation 1

Narrator

Listen to a conversation between a student and a professor.

Student

So Professor Tibbits, your notes said that you wanted to see me about my Hemingway paper. I have to say that grade wasn’t what I was expecting. I thought I’d done a pretty good job.

Professor

Oh, you did. But do you really want to settle for pretty good when you can do something very good?

Student

You think it can be very good?

Professor

Absolutely!

Student

Would that mean you’d…I could get a better grade?

Professor

Oh, sorry! It’s not for your grade. It’s…I think you could learn a lot by revising it.

Student

You mean, rewrite the whole thing? I’m really swamped. There’s deadlines wherever I turn and… and I don’t really know how much time I could give it.

Professor

Well, it is a busy time, with spring break coming up next week. It’s your call. But I think that with a little extra effort, you can really turn this into a fine essay.

Student

No… yeah…I mean, after I read your comments, I…I can see how it tries to do too much.

Professor

Yeah. It’s just too ambitious for the scope of the assignment.

Student

So I should cut out the historical part?

Professor

Yes. I would just stick to the topic. Anything unrelated to the use of nature imagery has no place in the paper. All that tangential material just distracts from the main argument.

Student

Yeah, I never know how much to include. You know…where to draw the line?

Professor

Tell me about it! All writers struggle with that one. But it’s something you can learn. That will become more clear with practice. But I think if you just cut out the…um…

Student

The stuff about the history, but if I cut out those sections, won’t it be too short?

Professor

Well, better a short well-structured paper than a long paper that’s poorly structured and wanders off topic.

Student

So all I have to do is delete those sections?

Professor

Well, not so fast. After you cut out those sections, you’ll have to go back and revise the rest, to see how it all fits together. And of course, you’ll have to revise the introduction too, to accurately describe what you do in the body of the paper. But that shouldn’t be too difficult. Just remember to keep the discussion focused. Do you think you can get it to me by noon tomorrow?

Student

Wow…um…I have so much…er…but I’ll try.

Professor

OK, good! Do try! But if you can’t, well, shoot for after spring break, OK?

TPO 12: Lecture 1:: Biology

Narrator

Listen to part of a lecture in a Biology Class.

Professor

As we learn more about the DNA in human cells and how it controls the growth and development of cells, then maybe we can explain a very important observation, that when we try to grow most human cells in a laboratory, they seem programmed to divide only a certain number of times before they die.

Now this differs with the type of cell. Some cells, like nerve cells, only divide seven to nine times in their total life. Others, like skin cells, will divide many, many more times. But finally the cells stop renewing themselves and they die. And in the cells of the human body itself, in the cells of every organ, of almost every type of tissue in the body, the same thing will happen eventually.

OK, you know that all of a person’s genetic information is contained on very long pieces of DNA called Chromosomes. 46 of them are in the human cells, that’s 23 pairs of these Chromosomes of various lengths and sizes.

Now if you’ll look at this rough drawing of one of them, one Chromosome about to divide into two. You see that it sort of looks like, well actually it’s much more complex than this, but it reminds us a couple of springs linked together, two coiled up pieces of DNA. And if you stretch them out you will find they contain certain genes, certain sequences of DNA that help determine how the cells of the body will develop. When researchers look really carefully at the DNA in Chromosomes though, they were amazed, we all were, to find that only a fraction of it, maybe 20-30%, converts into meaningful genetic information. It’s incredible; at least it was to me. But if you took away all the DNA that codes for genes, you still have maybe 70% of the DNA left over. That’s the so-called JUNK DNA. Though the word junk is used sort of tongue-in-cheek.

The assumption is that even if this DNA doesn’t make up any of the genes, it must serve some other purpose. Anyway, if we examine these ends of these coils of DNA, we will find a sequence of DNA at each end of every human Chromosome, called a telomere.

Now a telomere is a highly repetitious and genetically meaningless sequence of DNA, what we were calling JUNK DNA. But it does have an important purpose; it is sort of like the plastic tip on each end of a shoelace. It may not help you tie your shoe but that little plastic tip keeps the rest of the shoelace, the shoe string from unraveling into weak and useless threads. Well, the telomeres at the ends of Chromosomes seem to do about the same thing— protect the genes, the genetically functional parts of the Chromosome, from being damaged. Every time the Chromosome divides, every time one cell divides into two. Pieces of the ends of the Chromosome, the telomeres, get broken off. So after each division, the telomeres get shorter and one of the things that may happen after a while is that pieces of the genes themselves get broken off the Chromosomes. So the Chromosome is now losing important genetic information and is no longer functional. But as long as the telomeres are a certain length, they keep this from happening. So it seems that, when the, by looking at the length of the telomeres on specific Chromosomes, we can actually predict pretty much how long certain cells can successfully go on dividing.

Now, there are some cells that just seem to keep on dividing regardless, which may not always be a good thing if it gets out of control.

But when we analyze these cells chemically, we find something very interesting, a chemical in them, an enzyme called telomerase. As bits of the telomere break off from the end of the Chromosome, this chemical, this telomerase can rebuild it, can help reassemble the protective DNA, the telomere that the Chromosome has lost. Someday we may be able to take any cell and keep it alive functioning and reproducing itself essentially forever through the use of telomerase. And in the future we may have virtually immortal nerve cells and immortal skin cells or whatever, because this chemical, telomerase, can keep the telomeres on the ends of Chromosomes from getting any shorter.

TPO 12: Lecture 2:: Business

Narrator

Listen to part of a lecture in a Business Class

Professor

Ok, as we’ve talked about a key aspect of running a successful business is knowing, um, getting a good sense of what the customer actually wants, and how they perceive your product. So with that in mind, I want to describe a very simple method of researching customer preference, and it is becoming increasingly common, it’s called—-MBWA—-which stands for managing by wandering around. Now, MBWA, that’s not the most technical sounding name you’ve ever heard, but it describes the process pretty accurately. Here is how it works.

Basically, Um, the idea is that business owners or business managers just go out and actually talk to their customers, and learn more about how well the business is serving their needs, and try to see what the customer experiences, because that’s a great way to discover for yourself, how your product is perceived, what its strengths and weaknesses are, you know, how you can improve it… that sort of thing. You know Dortans, they make soup and canned vegetables and such. Well, the head of the company had Dortans’ top executives walk around supermarkets, um, asking shoppers what they thought of Dortans’ soups, and he used that data to make changes to the company’s product, I mean, when Dortans of all the companies, embraces something as radical as MBWA, it really shows you how popular the theory has become, yes, Lisa?

Student A

But isn’t it dangerous to base decisions on information from a small sample of people? Isn’t large scale market research safer getting data on a lot of people?

Professor

That’s a good question, and well I don’t want to pretend that W… MBWA is some sort of, um, replacement for other methods of customer research. Now, market research data definitely can give you a good idea of, um, of the big picture, but MBWA is really useful, it kind of filling in the blanks, you know, getting a good underground sense of how your products are used, and how people need to respond to them, and Yes, the numbers of opinion you get is small so you do need to be careful, but, good business managers will tell you that the big fear they have and.. .and one of the most frequent problems they come across is well becoming out of touch with what their customers really want and need, you know, surveys and market research stuff like that, they can only tell you so much about what the customers actually want in their day-to-day lives. Managing by wandering around, on the other hand, well, that gets you in there and gives you a good sense of what customers need. So … so when using combination then, MBWA and market research, well, they are powerful tools.

Oh, here is another example for you, uh, senior executives for a clothing manufacturer. It was, um, Lken, Lken jeans you know, they went and worked in a store for a few days, selling Lken’s cloths. Now that gave them a very different idea about their product, they saw how people responded to it; they could go up to customers in the store and ask them questions about it, uh, yes Mike?

Student B

Well, I would think that a lot of customers would be bothered by, you know, if I’m shopping, I don’t know if I’d want some business representative coming up to me and asking me questions, it’s.. It’s like when I get phone calls at home from market researchers, I just hang up on them Professor Oh, well, it’s certainly true that well no one likes getting calls at home from market researchers or people like that, but I will tell you something. Most customers have the exact opposite reaction when it comes to MBWA. Now, don’t ask me why, because I really have no idea, but the fact is that customers tend to respond really well to MBWA, which is the key reason for its success.

In fact, the techniques of MBWA work so well, they have actually been extended to all kinds of different contexts, like politics for instance, Um, a few years back, the mayor of Baltimore, Um.. I think his name was Sheaffer or something like that. Anyway, he decided that the best way to serve the people of the city, of his city, was to actually get out there in it and experience the things that they experienced, so he’d ride around the city in, well, you know, in all parts of it, and he’d see all the potholes; he’d see how the trash was sometimes, um, not picked up off the side of the street and then he’d go back to his office and he’d write these memos, now they were memos to his staff about the problems he had seen, and how they needed to be fixed, you know that sort of thing, but the thing is he got all this information just by going around and seeing the different Baltimore neighborhoods and talking to the people in them. Now he called it— smart politics, we’d call it MBWA, or just, playing good customer service.

TPO 12: Conversation 2

Narrator

Listen to a conversation between a student and a Department Secretary.

Student

Hi. Miss Hendrix.

Secretary

Hi Brad, how are you?

Student

I’m fine; except I have a question about my paycheck.

Secretary

Sure. What’ up?

Student

Well it’s already been several weeks into the semester and my paycheck was supposed to go directly into my bank account, but there haven’t been any deposits.

Secretary

That’s odd.

Student

Yea, I thought graduate teaching assistants will automatically put on the payroll at the beginning of the semester.

Secretary

They are. Let’s see did you complete all the forms for payroll?

Student

I filled in whatever they sent me, and I returned like at the end of August.

Secretary

Hmm, well, you definitely should have been paid by now. At least two pay periods have passed since then.

Student

I asked the bank and they didn’t know anything. Who should I talk to about this, payroll?

Secretary

I’m going to contact them for you. There was a problem in processing some of the graduate student payroll paperwork. ‘Cause their computer program crashed after all the information was processed. And some people’s information couldn’t be retrieved.

Student

Oh. But why didn’t anyone let me know?

Secretary

I don’t know how they work over there, ‘cause they couldn’t even figure out whose information was missing. And this isn’t the first time, seems like something like this happens every semester.

Student

So how do I find out if my information was lost?

Secretary

I will contact them tomorrow morning to see if you’re in the system. But you’re probably not.

Student

Well, then, what will I need to do?

Secretary

Sorry but you will need to fill out those forms again and then I will fax them over to the payroll office.

Student

And then what… Well, what I really need to know is how long till I get some money, I’m already a month behind in my bills and my tuition’s due soon.

Secretary

They’ll get you into the system the same day they receive your paperwork.

So if you do that tomorrow, you’ll get paid next Friday.

Student

That’s a long time from now. Will that paycheck include all the money I am owed?

Secretary

It should. I will double check with the payroll department.

Student

And another thing, Is there any way I could get paid sooner, I have been teaching all these weeks…

Secretary

I know it’s not fair but I don’t think they can do anything; all the checks are computed automatically in the system. They can’t just write checks.

Student

But they are the ones that made a mistake. And they never told me!

Woman

I understand how you feel. If I were you, I’d be upset too. I’ll tell you what: when I call them, I will explain the situation and ask if there is any way you could be paid sooner. But I have to tell you that based on past experiences you shouldn’t count on it.

Student

(Sigh) I understand thanks. I know it’s’ not your fault and that you’re doing everything you can.

Secretary

Well, what I CAN do is make sure that your first check for the total amount that the university owes you.

Student

That’ll be great! Thank you. I will be on campus about 10 tomorrow morning and I will come by to see you then.

TPO 12: Lecture 3:: Music history

Narrator

Listen to part of a lecture in a music history class. The professor has been discussing Opera.

Professor

The word opera means work, actually it means works. It’s the plural of the word opus from the Latin. And in Italian it refers in general to works of art. Opera Lyrica or lyric opera refers to what we think of as opera, the musical drama.

Opera was commonplace in Italy for almost a thousand years before it became commercial as a venture. And during those years, several things happened, primarily linguistic or thematic and both involving secularization.

Musical drama started in the churches. It was an educational tool. It was used primarily as a vehicle for teaching religion and was generally presented in Latin, the language of the Christian Church which had considerable influence in Italy at that time. But the language of everyday life was evolving in Europe and at a certain point in the middle ages it was really only merchants, aristocrats and clergy who could deal with Latin. The vast majority of the population used their own regional vernacular in all aspects of their lives. And so in what is now Italy, operas quit being presented in Latin and started being presented in Italian.

And once that happened, the themes of the opera presentations also started to change. And musical drama moved from the church to the plaza right outside the church. And the themes again, the themes changed. And opera was no longer about teaching religion as it was about satire and about expressing the ideas of society or government without committing yourself to writing and risking imprisonment or persecution, or what have you.

Opera, as we think of it, is of course a resurrected form. It is the melodious drama of ancient Greek theater, the term ‘melodious drama’ being shortened eventually to ‘melodrama’ because operas frequently are melodramatic, not to say unrealistic. And the group that put the first operas together that we have today then, were, well…it was a group of men that included Galileo’s father Vincenzo, and they met in Florence he and a group of friends of the count of Bardi and they formed what is called the Camerata dei Bardi. And they took classical theater and reproduced it in the Renaissance time. This…uh…this produced some of the operas that we have today.

Now what happened in the following century is very simple. Opera originated in Italy but was not confined to Italy any more than Italians were. And so as Italians migrated across Europe, they carried theater with them and opera specifically because it was an Italian form.

What happened is that the major divide in opera that endures today took place. The French said opera ought to reflect the rhythm and cadence of dramatic literature, bearing in mind that we are talking about the golden age in French literature. And so the music was secondary, if you will, to the dramatic cadence of language, to the way the rhythm of language was used to express feeling and used to add drama and of course as a result instead of arias or solos, which would come to dominate Italian opera. The French relied on what the Italians called recitativo or recitative in English. The lyrics were spoken, frequently to the accompaniment of a harpsichord.

The French said you really can’t talk about real people who lived in opera and they relied on mythology to give them their characters and their plots, mythology, the pastoral traditions, the novels of chivalry or the epics of chivalry out of the middle Ages. The Italians said, no this is a great historical tool and what better way to educate the public about Nero or Attila or any number of people than to put them into a play they can see and listen to.

The English appropriated opera after the French. Opera came late to England because all theaters, public theaters were closed, of course, during their civil war. And it wasn’t until the restoration in 1660 that public theaters again opened and opera took off. The English made a major adjustment to opera and exported what they had done to opera back to Italy.

So that you have this circle of musical influences, the Italians invented opera, the French adapted it, the English adopted it, the Italians took it back.

It came to America late and was considered to elitist for the general public. But Broadway musicals fulfilled a similar function for a great long while.

John Jay Chapman wrote about opera, quote, “If an extraterrestrial being were to appear before us and say, what is your society like, what is this Earth thing all about, you could do worse than take that creature to an opera.” End quote. Because opera does, after all, begin with a man and a woman and an emotion.

TPO 12: Lecture 4:: Environmental science

Narrator

Listen to part of a lecture in an environmental science class.

Professor

All right folks, let’s continue our discussion of alternative energy sources and move on to what’s probably the most well-known alternative energy source— solar energy. The sun basically provides Earth with virtually unlimited source of energy everyday, but the problem has always been how do we tap this source of energy. Can anyone think of why it’s so difficult to make use of solar energy?

Student A

Because it is hard to gather it?

Professor

That’s exactly it. Solar energy is everywhere, but it’s also quite diffused. And the thing is the dream of solar energy is not a new one. Humanity has been trying to use the sun’s light as a reliable source of energy for centuries. And around the beginning of the 20th century there were actually some primitive solar water heaters on the consumer market. But they didn’t sell very well. Any of you wanna guess why?

Student A

Well, there were other energy choices like oil and natural gas, right?

Professor

Yeah. And for better or for worse, we chose to go down that path as a society. When you consider economic factors, it’s easy to see why. But then in the 1970s, there was an interest in solar energy again. Why do you think that happened?

Student B

Because oil and natural gas were…err…became scarce?

Professor

Well, not exactly. The amount of oil and natural gas in the Earth was still plentiful, but there were other reasons. It’s a political thing really and I’m gonna get into that now. So what happened in the 1970s was oil and natural gas became very expensive very quickly, and that spurred people to start looking into alternative forms of energy, solar energy probably being the most popular. But then in the 80s, this trend reversed itself when the price of oil and natural gas went down.

Alright, let’s shift our focus now to some of the technologies that have been invented to overcome the problem of gathering diffused solar energy. The most basic solution is simply to carefully place windows in a building, so that the sun shines into the building and then it’s absorbed and converted into heat. Can anyone think of where this is most commonly used?

Student A

Greenhouses.

Professor

Yep, greenhouses where plants are kept warm and provided with sunlight, because the walls of the building are made entirely of glass. But we do also have more complex systems that are used for space heating and they fall into two categories, passive and active heating systems.

Passive systems take advantage of the location or design of a house. For example, solar energy is gathered through large glass panels facing the sun. The heat is then stored in water-filled tanks or concrete. No mechanical devices are used in passive heating systems. They operate with little or no mechanical assistance.

With active systems, on the other hand, you collect the solar energy at one location, and then you use pumps and fans to move heat from the collectors through a plumbing system to a tank, where it can be used to heat a home or to just provide hot water.

Student B

Excuse me, professor, but I’ve got to ask, how can solar energy work at night or on cloudy days?

Professor

That’s…Well…that is a really good question. As a matter of facts, science is still working on it, trying to find ways of enhancing energy storage techniques so that the coming of night or cloudy days really wouldn’t matter. That is the biggest drawback to solar energy. The problem of what do you do in cases where the sun’s light is weak or virtually non-present. So the storage of solar energy, lots of solar energy, is a really important aspect.

Student A

Does that mean that solar energy can only be used on a small scale, like heating a home?

Professor

Well actually, there have been some attempts to build solar energy power plants. The world’s largest solar power plant is located in Kremer Junction California. It can generate 194 megawatts of electric power, but that’s just a drop in the bucket. Right now the utility companies are interested in increasing the capacity of the Kremer Junction Plant, but only time will tell if it will ever develop into a major source of power for that region, considering the economic and political factors involved.

TPO 13

TPO 13: Conversation 1

Narrator

Listen to a conversation between a student and his psychology professor.

Professor:

Good afternoon, Alex, can I help you with something?

Student:

Well, I wanted to talk with you about the research project you assigned today. I um…I hope you could clarify a few things for me.

Professor:

I’ll certainly try.

Student:

Ok, all we have to do is do two observations and take notes on them, right?

Professor:

Ur, that’s a start, but you’ll need to do some research, too. Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read.

Student:

Ok….And what about the children I am supposed to observe?

Professor:

Not children, a single child observed twice.

Student:

Oh…Ok, so I should choose a child with the permission of the child’s parent of course and then observe that child a couple of times and take good notes, then?

Professor:

Actually after your first observation, you’ll go back and look through your textbook or go to a library and find a few sources concerning the stage of development this particular child is in. And then, with that knowledge, you will make a second observation of the same child to see if the expected developmental behaviors are exhibited.

Student:

Can you give me an example?

Professor:

Well, um, if you observed a four-year-old child, for example, my daughter is 4 years old; you might read up on Piaget’s stages of cognitive development we covered those in class.

Student:

Uh-huh.

Professor:

Uh, most likely, what stage would a child of that age be in?

Student:

Um… the pre-operational stage?

Professor:

Exactly, if that’s the case, her language use would be maturing and her memory and imagination would be developed.

Student:

So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.

Professor:

That is right. In addition, her thinking would be primarily egocentric.

Student:

So she would be thinking mostly about herself and her own needs, and might not be able to see things from anyone else’s perspective?

Professor:

Hmm..huh.

Student:

But what if she doesn’t? I mean, what if she doesn’t demonstrate those behaviors?

Professor:

That’s fine; you’ll note that in your paper. See, your paper should compare what is expected of children at certain stages of development with what you actually observed.

Student:

Ok, I have one more question now.

Professor:

And what’s that?

Student:

Where can I find a child to observe?

Professor:

Um, I suggest you contact the education department secretary. She has a list of contacts at various schools and with certain families who are somehow connected to the university. Sometimes they are willing to help out students with projects like yours.

Student:

Ok, I’ll stop by the education department office this afternoon.

Professor:

And if you have any trouble or any more questions, feel free to come by during my office hours.

TPO 13: Lecture 1:: City planning

Narrator:

Listen to part of a lecture in a city planning class.

Professor:

In the last 50 years or so, many American cities have had difficulties in maintaining a successful retail environment. Business owners in the city centers or the downtown areas have experienced some financial losses, because of a steady movement of people out of the cities and into the suburbs. In general, downtown areas, just don’t have that many residential areas, not that many people live there. So what have city planners decided to do about it? Well, one way they’ve come up with some ways to attract more people, to shop downtown was by creating pedestrian malls.

Now, what is a pedestrian mall? It’s a pretty simple concept really, it is essentially an outdoor shopping area designed just for people on foot. And… well, unlike many other shopping malls that are built in the suburbs nowadays, these pedestrian malls are typically located in the downtown area of the city. And…oh… there are features like white sidewalks, comfortable outdoor seating and maybe even fountains, and… you know, art. There are variations on this model of course, but the common denominator is always the idea of creating a shopping space that will get people to shop in the city without needing their cars. So I am sure you can see how having an area that’s off-limits to automobile traffic would be ideal for a heavily populated city where, well, the streets would otherwise be bustling with noisy, unpleasant traffic congestion.

Now the concept which originated in Europe was adopted by American city planners in the late 1950s. And since then, a number of Unites States’ cities have created pedestrian malls. And many of them have been highly successful. So what have city planners learned about making these malls succeed?

Well, there are two critical factors to consider when creating a pedestrian mall— location and design. Both of which are equally important. Now let’s start with the location. In choosing a specific location for a pedestrian mall, there are in fact two considerations. Proximity to potential customers, um…that’s we’d call a customer base and accessibility to public transportation which we will get to in just a moment.

Now, for a customer base, the most obvious example would be a large office building since the employees could theoretically go shopping after work or during their lunch hour, right? Another really good example is convention center which typically has a hotel and large meeting spaces to draw visitors to the city for major business conferences and events. But ideally, the pedestrian mall would be used by local residents, not just people working in the city or visiting the area. So that’s where access to public transportation comes in, either …um…either the designers plan to locate the mall near a central transportation hub, like a bus terminal, a major train or subway station or they work with city officials to create sufficient parking areas, not too far from the mall, which makes sense because if people can’t drive into the mall area, well, then they need to have easy access to it. OK, so that’s location, but … but what about design? Well, design doesn’t necessarily include things like sculptures or decorative walkways or… or even eye-catching window displays, you know, art. Although I would be the first to admit those things are aesthetically appealing, however, visually pleasing sights, well, they are not a part of the pedestrian mall design that matter than most. The key consideration is a compact and convenient layout. One which allows pedestrians to walk from one end of the mall to the other in just a few minutes, so they can get to the major stores, resaurants and other central places without having to take more than one or two turns. Now, this takes careful and creative planning.

But now what if one ingredient to this planning recipe is missing? There could quite possibly be long-lasting effects. And I think a good example is the pedestrian mall in the Louisville Kentucky for instance. Now when the Louisville mall was built, oh, it had lots of visual appeal, it was attractively designed, right in the small part of downtown and it pretty much possessed all of the other design elements for success. But … uh, now, here is where my point about location comes into play. There wasn’t a convention center around to … to help draw in visitors, and well, the only nearby hotel eventually closed down for that same reason. Well, you can imagine how this must have affected local and pedestrian mall business owners. Sort of what was we call a chain reaction. It wasn’t until a convention center and a parking garage were built about a decade later that the mall started to be successful.

TPO 13: Lecture 2:: Ecology

Narrator:

Listen to part of a lecture in an ecology class.

Professor:

So, continuing our discussion of ecological systems— whole systems. The main thing to keep in mind here is the interrelationships. The species in a system uh…. and even the landscape itself, they are interdependent. Let’s take what you read for this week and see if we can apply this interdependence idea. Mike?

Student:

Well, um…, how about beavers— ecosystems with beavers and waterways.

Professor:

Good, good, go on.

Student:

Like, well, you can see how it’s so important, ‘cause if you go back before European settled in north America, like before the 1600s, back when native Americans were the only people living here, well, back then there were a lot of beavers, but later on, after Europeans…

Professor:

OK, wait, I see where you are heading with this, but before we go into how European settlement affected the ecosystem, tell me this— what kind of environment do beavers live in? Think about what it was like before the Europeans settlers came, we’ll come back to where you were headed.

Student:

OK, well, beavers live near streams and rivers and they block up the streams and rivers with like logs and sticks and mud. You know, they build dams that really slow down the flow of the stream. So then the water backs up, and creates like a pond that floods the nearby land.

Professor:

And that creates wetlands. OK, tell me more.

Student:

Well with wetlands, it’s like there is more standing water, more still water around, and that water is a lot cleaner than swiftly flowing water, because the dirt and sediment and stuff has a chance to sink to the bottom.

Professor:

More important for our discussion, wetland areas support a lot more varieties of life than swiftly flowing water. For example, there are more varieties of fish, or insects, lots of frog spices, and then species that rely on those species start to live near the wetlands too.

Student:

Yes, like birds and mammals that eat the fish and insects, and you get trees and plants that begin to grow near the standing water that can’t grow near the running water. Oh, and there’s something about wetlands and groundwater too.

Professor: OK, good. Wetlands have a big effect on groundwater, the amount of water below the surface of the land. Think of wetlands as, Umm, like a giant sponge, the earth soaks up a lot of this water that’s continually flooding the surface, which increases the amount of water below. So where there’re wetlands, you get a lot of groundwater, and groundwater happens to be a big source of our own drinking water today.

Alright… So, back to the beavers, what if the beavers weren’t there?

Student:

You just have a regular running stream, because there is no dam, so the ecosystem would be completely different, there would be fewer wetlands.

Professor:

Exactly, so, now let’s go back to where you were headed before, Mike. You mentioned a change that occurred after Europeans came to North America.

Student:

Yeah, well, there used to be beavers all over the place, something like 200 million beavers, just in the continental United States. But when Europeans came, they started hunting the beavers for their fur, because beaver fur is really warm, and it was really popular for making hats in Europe. So the beavers were hunted a lot, overhunted, they are almost extinct by the 1800s, so… that meant fewer wetlands, less standing water.

Professor:

And what does that mean for the ecosystem? Kate?

Student:

Well if there is less standing water, then the ecosystem can’t support as many species, because a lot of insects and fish and frogs can’t live in running water, and then the birds and animals that eat them, lose their food supply.

Professor:

Precisely, so the beaver in this ecosystem is what we call a keystone species. The term keystone kind of explains itself. In architecture, a keystone in an archway or doorway is the stone that holds the whole thing together, and keeps it from collapsing. Well, that’s what a keystone species does in an ecosystem. It’s the crucial species that keeps the system going. Now, beaver populations are on the rise again, but there is something to think about. Consider humans as part of these ecosystems, you’ve probably heard about water shortages or restrictions on how much water you can use, especially in the summer time, in recent years. And remember what I said about groundwater; imagine if we still have all those beavers around, all those wetlands. What would our water supply be like then?

TPO 13: Conversation 2

Narrator:

Listen to a conversation between a student and the language lab manager.

Student:

Hi, I’m not sure, but um… is this the Carter language lab?

Manager:

Yes, it is. How can I help you?

Student:

I’m taking first year Spanish this semester. Our professor says we need to come here to view a series of videos. I think it is called Spanish– Working on Your Accent?

Manager:

Yes, we have that. Um….They are on the wall behind you.

Student:

  1. So, I can just take….err…..Can I take the whole series home? I think there are three of them.

Manager:

I guess you haven’t been here before.

Student:

No, no I haven’t.

Manager:

Ok, well, you have to watch the videos here. You need to sign in to reserve an open room and sign out the video you need, just start with the first one in the series, each video is half an hour long.

Student:

So, it is a video library, basically?

Manager:

Yes, but unlike the library, you can’t take any videos out of the lab.

Student:

OK, so how long can I use a video room for?

Manager:

You can sign up for two hours at a time.

Student:

Oh, good, so I can watch more than one video when I come up here. Is the lab pretty busy all the time?

Manager:

Well, rooms are usually full right after dinner time, but you can sign up the day before to reserve a room if you want.

Student:

Err…the day before….But, I can just stop in too, to see if there’s any rooms open, right?

Manager:

Sure, stop in any time.

Student:

What about copies of