Thursday, September 4, 2008

Strategic Reading -- Music

1 Have you ever felt a sudden rush of joy because a favorite song came on the radio? Then you know that music can have a strong effect on your emotions. You should try to take advantage of this power of music. It can help you beat a bad mood or maintain a good mood, says Alicia Ann Clair, professor of music therapy at the University of Kansas. Music can also help you relax and feel rejuvenated.

2 To cheer up or boost energy, listen to Latin music or anything with accented beats, lots of percussion, and a fast tempo. When you want to relax after a busy day, music with string instruments and woodwinds, less percussion, and a slower tempo can calm you.

3 Listen to calming music before you tackle stressful activities, recommends Dr. Clair. “Once you’re in a good state of mind, it’s easier to maintain.” To reduce stress at work, put on relaxing tunes only when you really need them. Woodwind instruments “If you listen to them all day long, you will screen them out,” Dr. Clair explains.

4 You can change your mood by switching from one kind of music to another. To feel rejuvenated, “Start with something serene and relaxing, then gradually pick up the tempo and beat,” says Dr. Clair. For example, play Frank Sinatra ballads, then move on to something energetic such as Aretha Franklin. When you want to calm down after a busy week at work, do the opposite.

Louis Armstrong

Louis Armstrong had two famous nicknames. Some people called him Satchmo, short for “Satchel Mouth.” They said his mouth looked like a satchel, or large bag. Musicians were more likely to call him Pops, as a sign of respect for his influence on the world of music.

2 Armstrongwas born on August 4,

1901, in Jane Alley, one of the toughest areas of Ne~ Orleans, Louisiana. He grew up poor, but surrounded by great musicians. Jazz was invented in New Orleans a feu years before he was born. Armstrong often said, “Jazz and I grew up together.”

3 Armstrong v~ as arrested in his early teens for a minor offense. That arrest proved to be lucky He was sent to a boy’s home where Professor Peter Davis taught him to play the cornet. Armstrong had a great talent for music, and he went quickly from being the bass drummer in the school band to first bugler and cornetist.

4 On leaving the boys’ home in his late teens, Armstrong began to live the life of a musician. He played ~ ith bands in parades, clubs, and on the steamboats that traveled on the i/lississippi River. At that time, the city was defined by the ne~~ music of jazz and ~~as home to many great musicians. Armstrong learned from the older musicians and soon became respected as their equal. He v~as the best student of the great cornetist and trumpeter Joe Oliver~ and played second cornet in his famous band, King Oliver’s Creole Jazz Band.

5 In 1918, Joe Oliver moved to Chicago. At first, Armstrong remained in New Orleans, but in 1922 he went to Chicago to rejoin Oliver’s band. There, the tale of Louis Armstrong, the genius, begins. From then until the end of his life, Armstrong was celebrated, imitated, and loved v~herever he uent. Armstrong had no equal when it came to playing the American popular song.

6 His trumpet playing had a deep humanity and warmth that caused many listeners to say, “Listening to Pops just makes you feel good all over.” In addition to being a brilliant trumpetel; he was also the father of the jazz vocal st~ le. He toured constantly and during the last twenty ~ ears of his life, he ~ as one of the best-known and most-admired people in the world. His death, on July 6, 1971, was headline nev~ s around the world.

Adapted from Marsalis on Music.

4

S

The biology of music

1 What are two things that make humans different from all other animals? One is language and the other is music. While other animals can sing — indeed, many birds do so better than a lot of people — birdsong, and the song of animals such as whales, is limited in type. No other animal has developed a musical instrument.

2 Music is strange stuff. It is clearly different from language. People can, nevertheless, use it to communicate things —especially their emotions. When combined with speech in a song, it is one of most powerful means of communication that humans have. But, biologically speaking, what is it?

3 If music is truly different from speech, then it ought to come from a distinct part of the brain. That part keeps music separate from other sounds, including language. The evidence suggests that such a part does exist.

4 People whose language-processing ability is damaged do not automatically lose their musical abilities. For example, Vissarion Shebalin, a Russian composer, suffered a stroke to the left side of his brain in 1953. After that, he could no longer speak or understand speech. He could, however, still compose music until his death ten years later. On the other hand, there are one or two cases of people who have lost their musical abilities but who can still speak and understand speech. This shows that the brain processes music and language independently.

A lot is known about how music works its magic. Why it does so is a different question. Geoffrey Miller, a researcher at University College, London, thinks that music and love are connected to each other. Because music requires special talent and practice, it is a way of demonstrating your fitness to be someone’s mate. Singing in tune, or playing a musical instrument, requires fine muscular control. Remembering the notes demands a good memory. Getting those notes

right once you have r them suggests a play is in top condition. fact that much music man to the woman vice versa) suggest indeed, a way of sho

Feeling lonely? Why not go to the mall? You’ll find plenty of company, and yes, a new pair of shoes or maybe even a new computer game. It’s quick and effortless; and you don’t need special equipment. You just get in your car and drive to a store. They’re everywhere, and they’re open 24 hours in any weather.

Most people think of shopping as something we do when we need to buy things, but some people shop for different reasons. In fact, if you’re like many people today, shopping is your favorite hobby, something you can easily do to change your mood. You might feel great, but if you are not careful, the total on your credit card bill9 will soon be more than you have in your bank account.

Because shopping is so enjoyable and convenient, it can be addictive. “People get into the dangerous habit of spending money to try to feel good. They become trapped in a cycle of self-defeating behavior that leads to debt and dissatisfaction,” says Fred E. Waddell, author of Money Mastery in Minutes a Day.

~ How do you know if you are a compulsive spender, and not just someone who has spent more than you should have this month? There is no easy answer.

But ask yourself this: Do you have clothes in your closet that you never wear or that still have the price tags on them? Do you ever hide your purchases from your family? Beware, these are some of the warning signs, says Dr. Waddell.

3 According to him, most compulsive spenders are unaware of their habits or strongly deny them. Compulsive spenders prefer to avoid the issues that force them to shop, so the problem is not just that they spend more than they earn. Spending problems may result from deep personal problems that compulsive spenders have. However, they are not fully aware of these problems.

6 Some spontaneous spending is natural: flowers to brighten a rainy day, or a treat for a job well done. To be spontaneous means to act without planning. However, a compulsive spender will shop in response to stress and follow a real physical urge to go out and spend money. When this type of spending causes serious problems for you and your family, you have a compulsive-spending problem.

Sunday, August 31, 2008

Syllabus

SYLLABUS:
IEP 3 READING
Prerequisite/Co-requisite Courses: None
Fall 2008 (NC), Thursdays, 12:30-4:15
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail: profs4e@gmail.com
INSTRUCTIONAL MATERIALS
Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)
Recommended texts: Dictionary, thesaurus
COURSE DESCRIPTION
Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.
COURSE OBJECTIVES
Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.
University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.
Students will demonstrate improved discrete and holistic reading comprehension skills through targeted quizzes, tests (pre and post) and exercises (class and text-based).
TOPICS
Reading selections are of immediate academic and socio-cultural relevance. Among topics included are: music, money, work, sports, weather, culture, Internet

INSTRUCTIONAL METHODS
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

SCHEDULE

4-SepWk 1

Introduction

11-SepWk 2Unit IMusicMusic and MoodsLouis ArmstrongBiology of Music
18-SepWk3




25-SepWk 4Unit IIMoneyDangers in ShoppingHow to be a MillionairePity the Poor Lottery Winner
2-OctWk 5Unit IIIWorkYour First JobJob SatisfactionAre You a Workaholic?
9-OctWk 6Unit IVSportsDo Pro Athletes Make Too Much Money?Extreme SportsFrequently Asked Questions about the Ancient Olympic Games
16-OctWk 7Review



23-OctWk 8Midpoint Exercises



30-OctWk 9Unit VWeatherKeeping an Eye on the WeatherNature's Weather ForecastersCould You Survive a Natural Disaster?
6-NovWk 10Unit VIClothesDressing for SuccessCasual Dress in the WorkplaceT-shirts Out; Uniforms In
13-NovWk 11Unit VIICultureAdventures in IndiaBody Language in the USCross-cultural Differences
20-NovWk 12Unit VIIIOuter SpaceLining in SpaceThe PlanetsSpace Tours Not So Far Off
27-NovWk 13Thanksgiving
4-DecWk 14Unit IX
Animals
The Terrible Toads
Exotic Animals -- Not as Pets!
Let's Abandon Zoos
11-DecWk 15Post test






ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Class Participation 15%
Quizzes 10%
Projects 15%
Term Paper 30%
Presentations 10%
Final Exam 20%
Total 100%

100-95 A
94-90 A-
89-87 B+
86-84 B-
83-80 C+
79-77 C+
76-74 C
73-70 C-
69-67 D+
66-64 D
63-60 D-
59 or < F

Saturday, August 30, 2008

Where Do You Stand?

Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?

Where Do You Stand?

Where do you stand with regard to writing?
FEET: What do I stand for as a foundation of writing?
STOMACH: What upsets me about writing?
HEART: What do I love about writing?
HANDS: What do I feel about writing?
EARS: What do I hear about writing?
EYES: What do I see about writing?
BRAIN: What do I think about writing?

Tuesday, August 19, 2008

Syllabus

SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement

E-mail: mailto:profs4e@gmail.com

Blog: http://e82bwcom.blogspot.com/

Wiki: http://e82bwcom.wetpaint.com


COURSE DESCRIPTION

ENG 82B - WRITTEN COMMUNICATION II

The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

COURSE OBJECTIVES

Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

INSTRUCTIONAL MATERIALS AND REFERENCES

REQUIRED TEXT

VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

ISBN: 0-618-74253-0

TOPICAL OUTLINE

English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

SCHEDULE


Wk12-SepUnit 1 Introduction
Wk29-SepIntroductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
Media: On Essay Writing
Wk3 16-SepPeer Evaluation
Unit 1 Introductory Essay Due
Wk4 23-SepUnit 2: Language, Literature, Art, Music, Humanities Focus
Media: Story of English; Do You Speak American?
Wk530-SepThe College Writer (TCW), C24, Writing about Literature and the Arts
MLA Format
Wk67-OctLiterary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
Wk714-OctTCW, C25, Academic Essays
Unit 2 Paper Due
Wk821-OctReview; Presentations
Wk928-OctMidterm
Wk104-NovUnit 3 Social Sciences Focus
TCW, C26, Writing for the Workplace
Wk1111-NovC27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
Wk1218-NovExperiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
Wk1325-NovUnit 4 Cosmos Physical Sciences
Wk142-DecNature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
Review; Presentations Conclusion
Unit 4 Paper Due
Wk159-DecFinal

Syllabus

SYLLABUS: ENGLISH 82B Written Communication II (3)
Fall 2008 -- Tuesdays 12:30 -3:15
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement

E-mail: mailto:profs4e@gmail.com

Blog: http://e82bwcom.blogspot.com/

Wiki: http://e82bwcom.wetpaint.com


COURSE DESCRIPTION

ENG 82B - WRITTEN COMMUNICATION II

The course includes critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 units)

COURSE OBJECTIVES

Students will develop their writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. Students will learn editing, documentation skills, and use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

Through assigned essays and exercises, students will demonstrate with progressive skill in mechanics and style according to established rubrics

INSTRUCTIONAL MATERIALS AND REFERENCES

REQUIRED TEXT

VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.

Course text site: http://college.cengage.com/english/vandermey/college_writer/2e/resources.html

ISBN: 0-618-74253-0

TOPICAL OUTLINE

English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

Topics include: writing development based on critical reading and evaluation of both student and professional writing. Review of the foundation for writing in academic and professional contexts.

SCHEDULE


Wk12-SepUnit 1 Introduction
Wk29-SepIntroductory Essay: Consider each of the following contexts: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)
Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
Media: On Essay Writing
Wk3 16-SepPeer Evaluation
Unit 1 Introductory Essay Due
Wk4 23-SepUnit 2: Language, Literature, Art, Music, Humanities Focus
Media: Story of English; Do You Speak American?
Wk530-SepThe College Writer (TCW), C24, Writing about Literature and the Arts
MLA Format
Wk67-OctLiterary Analysis (TCW, 357), oral presentations (TCW, 319), web writing (TCW, 399) http://www.wisc.edu/writing/Handbook/ReadingPoetry.html
Wk714-OctTCW, C25, Academic Essays
Unit 2 Paper Due
Wk821-OctReview; Presentations
Wk928-OctMidterm
Wk104-NovUnit 3 Social Sciences Focus
TCW, C26, Writing for the Workplace
Wk1111-NovC27 Writing and Designing in the Web Business, Economics America at Work APA Format, C34 Abstracts/summaries(538,540,550) Research C29-32,
Wk1218-NovExperiment report (TCW, 341), observation report (TCW, 319), research paper(TCW, 423) Unit 3 Paper Due
Wk1325-NovUnit 4 Cosmos Physical Sciences
Wk142-DecNature/ Ecology Microcosmos Field Report (TCW, 341), research paper (TCW, 423)
Review; Presentations Conclusion
Unit 4 Paper Due
Wk159-DecFinal

Syllabus


ENGLISH 75 CRITICAL THINKING
Prerequisite/Co-requisite Courses: None
Fall 2008 (3), Tuesdays, 9-10:15, 10:30-11:45
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 11:45-12:30 and by arrangement
E-mail:
profs4e@gmail.com

Blog: http://e75cthink.blogspot.com/

Wiki: http://e75cthink.wetpaint.com/

DESCRIPTION

ENG 75- CRITICAL THINKING

Critical thinking (E75) considers the cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)

OBJECTIVES

Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:

University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effectively in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

FORMAT

The course sessions will include presentation, discussion, and application modes.

STUDENT RESPONSIBILITIES

Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.

REQUIRED TEXTS:

Mayfield, M. (2007). Thinking for yourself. (7th Ed.). Boston: Thomson Wadsworth. ISBN: 1-4130-1772-X (TFY)

Daiek, D., & Anter, N.(2004) Critical reading for college and beyond. New York: McGraw-Hill. ISBN: 0072473762 (CRCB)

RECOMMENDED TEXT:

Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)

COMPANION SITE FOR REQUIRED TEXTS

Thinking for Yourself Site

Critical Reading for College and Beyond Companion site:


ASSIGNMENTS

Topical Outline

Topics covered include observation skills, appropriate language skills and encoding strategies, differentiating among fact, inference, judgment, recognizing fallacies of reasoning and evaluation, understanding viewpoint, analyzing character, logic, and emotion in persuasion.

SCHEDULE

Wk

Date

Notes


TFY Chapter


CRCB Chapter

1

2-Sep


Observation

1

Reading

1

2

9-Sep


Word Precision

2

Vocabulary

2

3

16-Sep


Facts

3

Memory

3

4

23-Sep


Inferences

4

Time

4

5

30-Sep


Assumptions

5

Main Ideas

5

6

7-Oct


Opinions

6

Details

6

7

14-Oct


Evaluations

7

Inference

7

8

21-Oct



ePortfolio due


Review


8

9

28-Oct

Midterm

Midterm


Strategies

9

10

4-Nov


Viewpoints

8

Marking

10

11

11-Nov

Holiday

Argument

9

Adv Strategies

11

12

18-Nov


Fallacies

10

Arguments

12

13

25-Nov


Inductive Reasoning

11

Cognitive Domain

13

14

2-Dec


Deductive Reasoning

12

Evaluation

14

15

9-Dec


Final




ASSESSMENT CRITERIA & METHOD OF EVALUATING STUDENTS

Students will demonstrate their level of achievement through appropriate and accurate application of critical thinking theory, including problem-solving, analysis, and decision-making criteria in approaching, solving,, text and classroom exercises , and work on real-world examples, individually and in groups.

Class Participation

15%

Quizzes

10%

Projects

15%

Term Paper

30%

Presentation

10%

Final Exam

20%

Total

100%

100-95

A

94-90

A-

89-87

B+

86-84

B-

83-80

C+

79-77

C+

76-74

C

73-70

C-

69-67

D+

66-64

D

63-60

D-

59 or <

F