Listening | Reading | Writing |
| Selective Listening | Search
Reading | Test of Writing |
| Careful Listening | BUOWL - Bogazici University Online Writing Lab |
DİKKAT!
Boğaziçi Üniversitesi basılı eğitim
malzemeleridir. Her türlü hakkı
mahfuzdur.
Boğaziçi Üniversitesi Rektörlüğü’nün
yazılı onayı olmaksızın hiçbir şekilde ve hiçbir
amaçla kullanılamaz, çoğaltılamaz, basılamaz, kısmen
veya tamamen yayınlanamaz. Bu
basılı malzemeyi fotokopi, optik veya elektronik veya herhangi
başka bir teknikle çoğaltanlar, içeriğini başka bir ortama
aktararak eğitim aracı olarak veya bir başka amaçla kullanan
ve/veya satanlar ve çoğaltma ve yayınlama alanında
yardımcı veya ortak olanlar hakkında derhal yasal girişimde
bulunulacaktır.
Bu yasal olmayan uygulamaları lütfen 0212 359 45 40
no’lu telefona belgeleyerek veya takibe almamızı sağlayacak
şekilde bildiriniz.
IT IS ADVISED THAT YOU KEEP YOUR ANSWERS SHORT.
ANY ADDITIONAL INFORMATION IN YOUR ANSWERS WILL BE TO YOUR DISADVANTAGE.
Click to
listen to the instructions
“Now you will hear a
lecture. While you are listening to the lecture,
you must answer the questions. The questions are in the order the information
is delivered in the lecture. Write only
short answers. Complete sentences are
not necessary.
Before the lecture begins,
you will have three minutes in which to study the questions. At the end of the lecture you will be given three minutes to go over what you
have written.”
“Now, you have three minutes
to look at the questions on the Selective Listening Question Sheet.”
SILENT LANGUAGES
You will hear a short talk about SILENT
LANGUAGES. While you are listening to
the talk, you must answer the questions below.
The questions are in the order the information appears in the talk. Write short answers. Complete sentences are not necessary. Before the talk begins, you will be give
three minutes in which to study the questions.
Write only on the lines ( ________ ). At the end of the talk you will be given
three minutes to go over what you have written.
Make sure everything you write is
spelled correctly.
The link to the lecture is
at the end of the questions
1.
What is one of the functions of silent languages?
__________________________________________________________________
2. Why are
the effects of silent languages not readily noticed?
__________________________________________________________________
3. What determines how we
express time?
__________________________________________________________________
4. If a
person is late for an appointment, he may appear to communicate ___________________________ .
5. The color patterns we use are
reflections of our ____________________________ and
______________________________ .
6. According to behavioralists,
how do warm colors make a person feel?
__________________________________________________________________
7. What affects the nature of
the communication in terms of space?
__________________________________________________________________
8. What does the European
practice of placing a desk in a central location enable a person to do?
__________________________________________________________________
9. What does the size of a
person’s office indicate?
__________________________________________________________________
10. What is territoriality?
__________________________________________________________________
11. As social creatures, why do we need responses from those around us?
__________________________________________________________________
Click to
listen to the lecture
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
1. (to)
establish contact / (to) develop relationships
2. because
they are learned without awareness
3. tradition
4. hostility
5. intentions
-- feelings
6. outgoing
7. the
distance between people
8. impose
authority (more easily)
9. that
person’s importance
10. private
space
11. to
remember (that) we are not alone
***********************************************************
“For the second lecture you
will have to take notes while you are listening. Do not attempt to write everything down. Just
note down the main points and examples. Do not look at the questions before
the lecture is over. At the end of the lecture you will have 15 minutes to
answer the questions using your notes.”
INTERPERSONAL
AND MASS COMMUNICATION
Click
to listen to the lecture
Do NOT look at the
questions before the lecture is over
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Give short answers to the
following questions, using your notes.
Write only on the lines ( _________ ). You have 15 minutes.
1. a)
What is the channel in a conversation?
________________________________________________________________
b) What is the channel in a
newspaper article?
________________________________________________________________
2. When one attempts to “establish commonness”, one actually tries to
__________________________________________________________________
3. Why is
channel noise considered a minor problem for the media?
_________________________________________________________________
4. What may hinder a speaker’s
intended message? (State only one example)
_________________________________________________________________
5. What do people do when faced
with communications that don’t appeal to them?
_________________________________________________________________
6. Which method of message
control does a student make use of when he misinterprets his teacher’s message?
_________________________________________________________________
7. What is beyond the control of
the source in communication?
__________________________________________________________________
8. How is the
message generally conveyed in mass communication?
__________________________________________________________________
9. Why are feedback links much weaker
in mass communication?
__________________________________________________________________
10. What is the most effective
way to change someone’s opinion?
__________________________________________________________________
11. How can mass communication
integrate society?
__________________________________________________________________
12. Name two examples of fads
stated in the talk.
a)
_______________________________________________________________
b)
_______________________________________________________________
.
.
.
.
.
.
.
.
.
.
.
.
b) the printed word
2. share information with
someone
3. the message is still
clear
4. mumbling/mispronouncing a
word / (using) complex language
5. (they) (simply) ignore
them
6. selective perception
7. what the listener hears
8. through a machine
9. the audience is unseen
10. to chat one-on-one
11. by promoting unity on basic
issues
b) new language terms / personal health
practices
***********************************************************
This part of
the
QUESTIONS
1. The movement against
animal experimentation in the 20th century changed the public
opinion towards animals significantly. As a result, _________________________________________________
were made.
2. Which thinker believed
that animals should not be treated differently from human beings when there is
the possibility of suffering?
__________________________________________________________________
6. What helped
scientists to cope with tension while experimenting on animals in the past?
__________________________________________________________________
7. Recently,
animal experimenters are more sympathetic to the needs of animals used in experiments;
however, some researchers are against giving _________________ during
experiments because they think this could eventually result in a loss of
information.
ANIMAL EXPERIMENTATION
The number of animals used in laboratory experiments
has been going down in the recent years. In the
No reason
accounts for the decline, but several factors are obvious. In 1975, the animal-rights
movement exploded onto the scene with the publication of Animal Liberation by the Australian philosopher Peter Singer. The
book's depiction of research, and a series of exposés by suddenly vigilant
activists threw a harsh spotlight on scientists. In the following years, public
perceptions of animals became increasingly sympathetic. Several ethnologists
related to an enthralled audience tales of love, sorrow, jealousy and deceit
among primates. Although not so popular with scientists, such anthropomorphic
views of animals led to the passage of laws regulating experimentation.
Scientists have changed as well. Those entering the
biomedical profession in recent decades have absorbed at least some of the
concerns of the movement, if not its ideals; many are willing to acknowledge
the moral dilemmas of their craft. Some experiments that were applauded in the
1950s would not be done today because they would be deemed to cause too much
suffering. Oftentimes biotechnology is allowing test tubes to be substituted
for animals. And a few researchers, cognizant that only their expertise can
help reduce the need for animals, are avidly seeking alternatives. All these
efforts are bearing fruit.
The underlying force behind these changes appears to
be society's evolving views of animals. These perceptions owe a great deal to
philosophy and to science and very little to religion. The Bible is unequivocal
about the position of animals in the natural order: God made man in his image
and gave him dominion over all other creatures. And although Hinduism and
Buddhism envisage a hierarchy of organisms rather than a sharp division, their
influence on the animal-rights movement is limited to vague inspiration and
vegetarian recipes. The real roots lie in secular philosophy. In 1780, the
English barrister Jeremy Bentham asked what "insuperable line"
prevented humans from extending moral regard to animals.
The question became more poignant in 1859 with the
advent of Charles Darwin's theory of evolution. The theory provided a
scientific rationale for using animals to learn about humans, and
It rebounded in the 1970s, with Singer's attack. A
philosopher in the utilitarian tradition, Singer holds that all decisions
should be weighed against the suffering – human and animal – caused in the
process. Not that to him the interests of humans and animals have equal weight:
life is of far greater value to a human than, for example, to a creature with
no self-awareness. But if there is something one would not do to, say, a
severely incapacitated child, then neither should one do it to an animal that would
suffer as much. Ignoring the interests of an animal just because it is not
human is, to Singer, "speciesism," a sin akin to racism. Invoking the
connections between humans and the great apes, Singer, has issued a call for
these creatures, at least, to be freed from experimentation.
Many other philosophers have lent their voices to the
animals, but few have come to the aid of researchers. One who did so, Michael
A. Fox, author of The Case for Animal
Experimentation (University of California Press, 1986), later declared
himself convinced by his critics and became an advocate for animals. Attempts
to refute Singer usually involve pointing to morally relevant criteria that
separate humans from animals. Raymond G. Frey of
Some research proponents also note that nature is
cruel: lions kill zebras, cats play with mice. Evolution has placed humans on
top, so it is only natural for us to use other creatures. This argument, which
some say elevates "survival of the fittest" to a moral philosophy,
falls prey to a proposition called the naturalistic fallacy. To paraphrase the
18th-century philosopher David Hume, what "is" cannot dictate what
"ought to be." So natural history may well illuminate why human
morals evolved into their present form, but humans can transcend their nature.
One animal advocate declares: "Killing and eating (meat) is an integral
part of the evolution of human beings. Not killing and not eating (meat) is the
next step in our evolution."
Many philosophers fall into the troubled middle,
arguing for interests or rights to be ordered in a hierarchy that allows some uses
of animals but bars others. Such distillations of animal-liberation ideas have
been finding their way into legislation. The
Rational argumentation may have influenced public
opinion, but as Harold A. Herzog, Jr., a psychologist at
Not surprisingly, the animal-liberation movement has coincided
with society's becoming increasingly distant from farms and shielded from the
reality behind dinner. Those who grew up on farms often see animals as objects
to be used, whereas those who had pets tend to express more sympathy. One line
along which attitudes divide is gender. In all countries surveyed, women are
more pro-animal and antivivisectionist than men, and three quarters of American
animal-rights activists are women. Also noticeable is a generation gap. Surveys
find that those who are older or less educated are more likely to see animals
as resources, whereas those who are younger or more educated tend to view
animals with compassion.
Public support of animal experimentation, though
higher in the
Opposition to animal experimentation is often said to
derive from lack of knowledge about science. But according to a 1994 survey led
by Linda Pfeifer of the Chicago Academy of Sciences, negative attitudes toward
animal experimentation in the
Sociologists
agree that opposition to vivisection derives primarily from sympathy for
animals. Almost all animal rightists are vegetarians; many are
"vegans," eschewing milk, eggs, leather and other animal products.
Some activists have indulged in threatening researchers, breaking into
laboratories or even arson.
Many animal experimenters are also animal lovers.
Surveys by Harold Takooshian, a sociologist at
Of course, scientists' perceptions of animals have
evolved as well. In the early 20th century Darwinian worries about emotions
were dispelled by the rise of behaviorism. Because thoughts cannot be measured,
but behavior can, practitioners such as C. Lloyd Morgan and, later, B. F.
Skinner sought to describe animals purely in terms of their responses to
stimuli. Bernard Rollin, author of "The Unheeded Cry" (Oxford University
Press, 1989), argues that at some point, the animal psyche went from being
impossible to measure to being nonexistent. The test of a good theory required
all actions to be interpreted in terms of the lowest psychological faculties
possible. In practice, this meant that a rat would not be feeling pain even if
its "writhes per minute" were being used to test the efficacy of an
analgesic. Its neurochemistry was merely inducing a physiological reflex.
Previously, it was often thought undesirable for a
researcher to have feelings about the animal under study: emotions could impair
professional judgment and also make it hard to perform certain procedures.
After the death of a favorite animal, laboratory workers learned to avoid
emotional connections with the creatures. The dissociation from the animals,
which is often likened to that of a surgeon from a patient, allowed a
researcher to function with a minimum of stress. Nowadays, many researchers are
aware of dissociation and seek objective ways to detect distress. At a 1996
meeting on the "Guide to the Care and Use of Laboratory Animals" – a
collection of guidelines that all researchers funded by the National Institutes
of Health have to follow – veterinarian Gerald F. Gebhart of the University of
Iowa stated that the pain-sensing apparatus is the same throughout the
vertebrate kingdom and offered this rule of thumb: "If it hurts you, it
probably hurts the animal."
Franz P. Gruber of the
One area of concern to American veterinarians involves
anaesthetics. These agents immobilize an animal for surgery, for six or more
hours at a time. However, a few researchers are reportedly reluctant to administer
additional anaesthetics for fear that it could kill the animal before the
experiment is over, leading to a loss of data. But without such "topping
up," the animal may become conscious during the operation and not be able
to convey, by twitch or cry, that it is in agony. And some scientists object to
using these agents because they do not want to introduce a new variable into
the experiment.
Compassionate feelings for animals also influence
studies, although researchers rarely admit to such unscientific, if creditable,
motivations. When asked about their choice of species subjects, for example,
three neuroscientists -working on monkeys, rats and frogs, respectively-
replied unhesitatingly that it was determined by the scientific question at hand.
But later in the conversation, the frog experimenter confided that he,
personally, could not work on "a furry animal," and the rat
experimenter said he would not work with a cat or even with a rat in a more
painful protocol.
Due to the efforts of animal-rights activists and the
growing awareness among scientists of the moral dilemmas caused by the
suffering of animals subjected to laboratory experiments, there has been a
notable decline in vivisection and allied practices in the last few years.
Philosophers of the past and researchers of the present have contributed to an
evolution in the general view of animals that has led to legislation assuring
their intrinsic value as sentient beings with a moral right to our concern. Of
course some scientists hold on to the view that the use of animals is necessary
to alleviate the suffering of humans, but even such experimenters more and more
seek to strike a balance between scientific imperatives and simple humaneness.
ANSWERS
1. laws regulating experimentation
2. Singer
3. a utilitarian cost-benefit analysis
4. lack of knowledge about science
5. behaviorism – stimuli
6. to avoid emotional connections with the creatures
OR
the
dissociation from the animals
7. additional anaesthetics
*********************************************************************
Topic 1
On the opposite page, discuss
the effects of unplanned urban expansion.
The following points are
given as guidelines. You may use these or any other points you wish to.
Points:
-
overcrowding
-
crime
-
housing
(unlawful, unauthorized, unsafe)
-
unrest
(social, psychological)
-
social
services (education, security, health, infrastructure, traffic, etc…)
-
unemployment
-
social
values
-
aesthetics
(It is recommended that you
organize your thoughts before you write and check your work after you have
finished. You may use the space below for your notes.)
Write about one page.
You
have 40 minutes.
Topic 2
Do you agree or disagree?
On the opposite page, write
an essay taking the following points into consideration. You may use these or any
other points you wish to.
For Against
- end suffering -
religious and ethical considerations
- reduce financial burden
(e.g. family, -
new medical discoveries
hospital, government)
- patients’ freedom of
choice -
conflict over the decision-maker
It is recommended
that you organize your thoughts before you write and check your work after you
have finished. You may use the space below for your notes.
Write about one page.