小龙跟(gēn)他的姐姐说：你在这(zhè)里做什么？小文跟她的弟(dì)弟说：我等我的
here
同学琼(qióng)(Joan)和她的哥哥大卫(wèi)。你呢？小龙说：没有，没有什么。(他
不好意(yì)思(si)跟他的姐姐说他为什么来了。)
embarrassed
小龙回(huí)去，继(jì)续(xù)等。小文的同学- 琼(qióng) 和 她的哥哥大卫(wèi)- 来了。他们都(dōu)
continue
吃披萨， 说话。琼(qióng)和大卫(wèi)是美国人，所(suǒ)以(yǐ)他们都说英文。小文的英文非(fēi)常(cháng)
so
好。
小龙不高(gāo) 兴(xìng) 因(yīn) 为(wéi)小文的同学都来了，但(dàn)是汉娜还是没有来。后(hòu)来(lái)，小
happy later
文叫小龙过来，跟他们吃饭。小龙过去了，没有见(jiàn)过大卫(wèi)。他说：你们
meet, see
好。小龙 跟他们吃披萨。小龙没有说很多(duō)话，因(yīn)为(wéi)他的英文不是很好。
very much (a lot)
汉娜还是没有来。汉娜在哪里呢？小龙不知(zhī)道(dào)汉娜在哪里，也不知(zhī)道(dào)汉
know know
娜为什么没有来。大家吃披萨，说再(zài)见(jiàn)。他们都(dōu)走了。小龙和小文回家。小
龙不高(gāo) 兴(xìng)。
happy
Thursday, January 8, 2009
Wednesday, January 7, 2009
Rudy
1) The traits that Rudy seemed to inherit from his parents are his love for football. The entire family liked watching football, and so Rudy got into football too. Another trait he inherited was his stubbornness. Rudy continued to still want to become a football player even though his parents and friends didn’t believe that he could become a football player because of his size. His parents showed their stubbornness because they refused to believe that Rudy could become a football player.
2) The kind of childhood that Rudy had was he was always the smallest of the group. His friends would never let him be the quarterback because of his size. He was always looked down upon because of his size, but he never let that slow him down from following his dream of becoming a football player at Notre Dame.
What role did Rudy’s parents play in his upbringing? Were they supportive of his goals?
The role that Rudy’s parents played in his upbringing was
4) Rudy’s school life was not a very good one. He had really bad grades and sometimes had a hard time concentrating, and later they found out that he had a learning disorder, dyslexia. His teachers always seemed to pick on him and point out his flaws instead of trying to help him out.
5) No, Rudy’s siblings were not supportive of his goals. His brother used to be a football player too, and since he graduated, he has not played. When Rudy told them that he wanted to play at Notre Dame, his brother laughed at him, saying he was too small to be a football player for such a famous football team.
Was Rudy’s Girlfriend supportive of his goals? Explain.
7) The major turning point in Rudy’s life that encouraged him to pursue his dream was when his best friend, who supported his dream, died in an explosion at the steel mill. Rudy realized that if he does not start pursuing his dream, he will never be able to be what he wants to be.
8) The difficulties that Rudy faced when he finally applied for admission to Notre Dame were that he did not have the money for it, and he also did not have the grades for it. He applied over and over, trying to get into Notre Dame, but he kept getting rejected. Finally, his last chance before turning into a college senior, he got accepted.
Why did people want to help Rudy? Be specific and include examples.
What role did the help that Rudy receives from the strangers play in Rudy’s final success?
One of the people that helped him in his final success was his
Using terms from Chapter Five, explain why Rudy was able to overcome obstacles that stood in the way of accomplishing his goal (motives).
What would Rudy’s life have been like had he not chased his dream? Would he have been a failure? Would he have been content? Explain.
What personality characteristics/traits did Rudy inherit?
Explain whether Rudy was more intrinsically motivated or extrinsically motivated. Explain.
What did Rudy end up doing as a career? Speculate.
2) The kind of childhood that Rudy had was he was always the smallest of the group. His friends would never let him be the quarterback because of his size. He was always looked down upon because of his size, but he never let that slow him down from following his dream of becoming a football player at Notre Dame.
What role did Rudy’s parents play in his upbringing? Were they supportive of his goals?
The role that Rudy’s parents played in his upbringing was
4) Rudy’s school life was not a very good one. He had really bad grades and sometimes had a hard time concentrating, and later they found out that he had a learning disorder, dyslexia. His teachers always seemed to pick on him and point out his flaws instead of trying to help him out.
5) No, Rudy’s siblings were not supportive of his goals. His brother used to be a football player too, and since he graduated, he has not played. When Rudy told them that he wanted to play at Notre Dame, his brother laughed at him, saying he was too small to be a football player for such a famous football team.
Was Rudy’s Girlfriend supportive of his goals? Explain.
7) The major turning point in Rudy’s life that encouraged him to pursue his dream was when his best friend, who supported his dream, died in an explosion at the steel mill. Rudy realized that if he does not start pursuing his dream, he will never be able to be what he wants to be.
8) The difficulties that Rudy faced when he finally applied for admission to Notre Dame were that he did not have the money for it, and he also did not have the grades for it. He applied over and over, trying to get into Notre Dame, but he kept getting rejected. Finally, his last chance before turning into a college senior, he got accepted.
Why did people want to help Rudy? Be specific and include examples.
What role did the help that Rudy receives from the strangers play in Rudy’s final success?
One of the people that helped him in his final success was his
Using terms from Chapter Five, explain why Rudy was able to overcome obstacles that stood in the way of accomplishing his goal (motives).
What would Rudy’s life have been like had he not chased his dream? Would he have been a failure? Would he have been content? Explain.
What personality characteristics/traits did Rudy inherit?
Explain whether Rudy was more intrinsically motivated or extrinsically motivated. Explain.
What did Rudy end up doing as a career? Speculate.
Monday, December 1, 2008
PSYCH.
1. The person’s attention was originally focused on something they were really interested in, or into something they enjoyed and liked. For subject one, she is a hard worker and very studious in school, so she was very focus in school and learning. For subject two, he was the exact opposite of subject one; he did not get the best grades in school, and was often focused on drawing doodles all over his papers. Last but not least, subject three. She is a big sports fan, so I noticed that whenever the television was on, she would change the channel to the sports channel, and be very focused and concentrated on the sport that was on.
2. The stimuli that caught subject one’s attention was while she was taking notes, someone knocked on the door and walked in with a note and handed it to the teacher. She watched the visitor until he left the room, and then continued taking notes. For subject two, the stimuli that caught his attention was when the teacher announced we were having a pop quiz. It was actually quite entertaining to watch as subject two’s head shot up from his doodling, and had a look of surprise on his face. He had not known there was a pop quiz coming, and that caught his attention. For subject three, what caught her attention was when someone walked into the room, she turned her head quickly to see who it was, then said, “Dad, will you go get me some pop?”, then turned back to the television to watch more sports.
3. The behavior(s) that indicated that the person was conscious of the stimuli for subject one was when she looked up from her note taking to look at the visitor. For subject two, it was when the teacher announced the pop quiz, and he immediately looked up from the doodling, showing his surprise to the pop quiz. For subject three, the behavior that indicated that she was conscious of the stimuli was when she heard the door swing open from the kitchen, and she glanced over and acknowledged her dad before telling him to get her some pop.
4. People who were nearby to subject one, also looked up from their note taking when the visitor walked into the classroom. Most of them watched the visitor curiously, until he left the room. For subject two, the people around him had one of two reactions; one was a surprised look, and the other was a calm, collected look, showing that they were ready for the pop quiz. For the third subject, they all looked up at the dad as he walked into the room, distracting them from the game. Then they all looked over at subject three as she told her dad to get her some pop.
For the three subjects I used, subject one was a female, at age 17, and is a senior. My observation for this subject was completed in my first hour fashion class. The way I would categorize the type of stimuli that took my subject’s attention away from their previous focus as a distraction because she was very focused on taking notes, then the visitor came in and took her attention away from the note taking. The variables that could have influenced subject one was where she was sitting because she sits in the front of the classroom, right next to the door, and because of this, she can hear and see everyone that comes in, versus if you sit in the back of the classroom, you might not have noticed the visitor come in. The obvious signals that indicated her awareness of the specific stimuli was her looking up. For subject two, he is a 16 year old male senior. My observations were completed in my second hour chemistry class. I would say the type of stimuli that took his attention away from his previous focus was a surprise stimuli because he was very focused on drawing his little doodles all over his paper, but was surprised out of his concentration because he was not ready for the pop quiz. The variables that may have influenced my subject was the reaction of his classmates around him. If most of the reactions were calm, then he might not be as nervous for the pop quiz, but if everyone around him was freaking out about it, it could have influenced him to also be nervous for the quiz. The obvious signals that indicated my subject’s awareness of the specific stimuli was that he looked up from his doodling with a surprised look on his face. For my last subject, she is a 15 year old female sophomore. My observation was completed in the subject’s house, in the living room. I would categorize the type of stimuli that took her attention away from their previous focus also as a distraction because she was very concentrated on the game before her dad walked in and took her attention away from the game. The variables that could have influenced her were where she was sitting. Like subject one, she was sitting very close to the door that her dad walked in from, but if she were sitting on the other end of the couch, she might not have noticed her dad walk in, and would have stayed focused on the game. The obvious signal that indicated her awareness of the specific stimuli was that she looked away from the game, to tell her dad to get her some pop.
2. The stimuli that caught subject one’s attention was while she was taking notes, someone knocked on the door and walked in with a note and handed it to the teacher. She watched the visitor until he left the room, and then continued taking notes. For subject two, the stimuli that caught his attention was when the teacher announced we were having a pop quiz. It was actually quite entertaining to watch as subject two’s head shot up from his doodling, and had a look of surprise on his face. He had not known there was a pop quiz coming, and that caught his attention. For subject three, what caught her attention was when someone walked into the room, she turned her head quickly to see who it was, then said, “Dad, will you go get me some pop?”, then turned back to the television to watch more sports.
3. The behavior(s) that indicated that the person was conscious of the stimuli for subject one was when she looked up from her note taking to look at the visitor. For subject two, it was when the teacher announced the pop quiz, and he immediately looked up from the doodling, showing his surprise to the pop quiz. For subject three, the behavior that indicated that she was conscious of the stimuli was when she heard the door swing open from the kitchen, and she glanced over and acknowledged her dad before telling him to get her some pop.
4. People who were nearby to subject one, also looked up from their note taking when the visitor walked into the classroom. Most of them watched the visitor curiously, until he left the room. For subject two, the people around him had one of two reactions; one was a surprised look, and the other was a calm, collected look, showing that they were ready for the pop quiz. For the third subject, they all looked up at the dad as he walked into the room, distracting them from the game. Then they all looked over at subject three as she told her dad to get her some pop.
For the three subjects I used, subject one was a female, at age 17, and is a senior. My observation for this subject was completed in my first hour fashion class. The way I would categorize the type of stimuli that took my subject’s attention away from their previous focus as a distraction because she was very focused on taking notes, then the visitor came in and took her attention away from the note taking. The variables that could have influenced subject one was where she was sitting because she sits in the front of the classroom, right next to the door, and because of this, she can hear and see everyone that comes in, versus if you sit in the back of the classroom, you might not have noticed the visitor come in. The obvious signals that indicated her awareness of the specific stimuli was her looking up. For subject two, he is a 16 year old male senior. My observations were completed in my second hour chemistry class. I would say the type of stimuli that took his attention away from his previous focus was a surprise stimuli because he was very focused on drawing his little doodles all over his paper, but was surprised out of his concentration because he was not ready for the pop quiz. The variables that may have influenced my subject was the reaction of his classmates around him. If most of the reactions were calm, then he might not be as nervous for the pop quiz, but if everyone around him was freaking out about it, it could have influenced him to also be nervous for the quiz. The obvious signals that indicated my subject’s awareness of the specific stimuli was that he looked up from his doodling with a surprised look on his face. For my last subject, she is a 15 year old female sophomore. My observation was completed in the subject’s house, in the living room. I would categorize the type of stimuli that took her attention away from their previous focus also as a distraction because she was very concentrated on the game before her dad walked in and took her attention away from the game. The variables that could have influenced her were where she was sitting. Like subject one, she was sitting very close to the door that her dad walked in from, but if she were sitting on the other end of the couch, she might not have noticed her dad walk in, and would have stayed focused on the game. The obvious signal that indicated her awareness of the specific stimuli was that she looked away from the game, to tell her dad to get her some pop.
Subscribe to:
Posts (Atom)