Henry Rachllin Portfolio

Freberg Discovering Biological Psychology 2e 2010
Cengage Learning

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/

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Introducing Biological tionary standpoint, it seems unlikely that we would bother to evolve structures L E A R N I N G

Psychology
that did not contribute directly to our chances of survival. The human brain con- O B J E C T I V E S
tains 5 percent of the body’s mass, but it gobbles up 20 percent of its glucose and
After reading this chapter, you
oxygen resources. It wouldn’t seem sensible to build such an expensive structure should be able to
and then leave it virtually unused. Finally, observations of patients with brain dam- LO1 Define biological
age show that even small injuries, such as those caused by a concussion, can psychology.
Photo Title have a detrimental effect on brain functioning. A person who experienced damage LO2 Trace the major histori-
cal highlights in the study of
Why is it that you to 90 percent of the brain would likely be dead or, at a minimum, unable to emerge
the brain and nervous system.
can’t tickle yourself? from a coma.
LO3 Describe the major fea-
Although it may be disappointing to you to see the 10 percent myth debunked, tures of histological methods.
Researchers using a brain-
we suspect that this course in biological psychology will leave you with an enormous
imaging technique believe LO4 Distinguish between the
amount of respect for the real, scientifically demonstrated capacities of this remark- imaging techniques of CT, PET,
they have the answer. able organ, the human brain. MRI, and fMRI.
LO5 Describe the use of EEG,
MEG, evoked potentials, sin-
gle-cell recording, and patch
Biological Psychology as an clamp methods.

Interdisciplinary Field LO6 Describe the use of stim-
ulation and lesion
methods.
C H A P T E R
O U T L I N E B iological psychology is defined as an interdisciplinary area of study involving
psychology, biology, physiology, biochemistry, the neural sciences, and related
fields (Online Medical Dictionary, 2000). Researchers are specifically interested in
LO7 Summarize the methods
used to assess the biochemis-
Biological Psychology as an the relationships between the actions of the nervous system and observable behavior. try of the nervous system.
Interdisciplinary Field In this text, the topics explored will range from sleep to sexuality, from emotions to LO8 Identify the contri-
Highlights in the Biological learning, from hunger to psychopathology. In each of the topic areas, you will see butions made by studies
Psychology Timeline that the relationship between biology and behavior is circu tha team) drives biology involving twins, adoptions,
Interim Summary 1.1 (testosterone levels). and genetically engineered
■ WHY DOES THIS MATTER?
research animals to our under-
New Ethical Challenges
standing of the genetics of the
Regarding Stem Cell Research Highlights in the nervous system and behavior.
LO9 Summarize the major
Research Methods in
Biological Psychology
I N T R O D U C T I O N
Biological Psychology Timeline ethical concerns regarding the
use of human participants and
Histology

Y I n today’s world, we take for granted that the brain and nervous system are the sourc- animal subjects.
Autopsy OU HAVE PROBABLY HEARD THE POPULAR EXPRESSION, “YOU ONLY es of intellect, reason, sensation, and movement. This disarmingly simple fact has
Imaging
use 10 percent of your brain.” This little bit of misinformation has become part not been universally accepted throughout human history. Although some ancient
Recording
of our popular culture. It certainly would be nice to think that we all had a large observers came very close to the truth, periods of enlightenment were interspersed
Stimulation
with periods of remarkable misunderstandings.
Lesion chunk of brain awaiting more extensive use, perhaps for use in extrasensory per-
Our earliest ancestors apparently had at least a rudimentary understanding about
Pharmacological Methods ception (ESP) or in surviving those upcoming final exams. the brain’s essential role in maintaining life. Archaeological evidence of brain surgery
Genetic Methods
We’re not really sure where the 10 percent myth originated. Some writers suggests that as long as 7,000 years ago, people tried to cure others by drilling holes
Interim Summary 1.2
blame the work of Pierre Flourens, described later in this chapter. Perhaps by in the skull. The results of one such operation are shown in Figure 1.1. Because some
Research Ethics
skulls have been located that show evidence of healing following the drilling procedure,
Human Participants Guidelines showing that animals could still perform many functions with large parts of their
known as trephining or trepanation, we can assume that the patient lived through the
The Ethics of Research on the brains surgically removed, Flourens’s work may have led to the perception that procedure and that this was not a postmortem ritual. What is less clear is the intent of
Internet
all those parts really weren’t necessary after all. Other authors suggest that mis- such surgeries. Possibly, these early surgeons hoped to release demons or relieve feelings
Animal Subjects Guidelines
quotes of statements made by Albert Einstein and the philosopher/psychologist of pressure.
Interim Summary 1.3 Based on Egyptian texts believed to be at least 5,000 years old, the Edwin Smith
William James may be the original source of the myth.
■ NEW DIRECTIONS Surgical Papyrus represents the oldest known medical writing in history (Breasted,
New Ethical Challenges Regardless of the exact origin of the 10 percent myth, we know today that it 1930). In general, the Egyptians did not seem to view the brain as an important biological psychology An
Regarding Stem Cell Research is categorically false. Some of the new techniques discussed in this chapter for structure. During mummification, the brain was removed through the nostrils and interdisciplinary area of study
replaced with rosin. Nonetheless, the Edwin Smith Surgical Papyrus contains a num- involving psychology, biology,
Thought Questions Key Terms imaging the brain show that separate parts of the brain may become more active
ber of rather modern-sounding observations regarding the structure and function of physiology, biochemistry, the
during different tasks but that each has its particular role to play. From an evolu neural sciences, and related fields.
of rather modern-sounding observations regarding the structure and function of the

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HENRY RACHLIN • BOOK DESIGN • 88 PARK AVENUE • ARLINGTON, MA • 02476 • hrachlin@comcast.net

Bernstein Psychology 8e 2009
Cengage Learning

8 ●

1
CHAPTER 1 Introducing Psychology

.O
Introducing Psychology
..........................................
take advantage of analogies, we must first recognize the similarities between current
and previous problems and then recall the solution that worked before. Most people
are surprisingly poor at recognizing such similarities (Anderson, 2000). They tend to
....................................................

concentrate on the surface features that make problems appear different.
ur goal in this opening chapter is to give you an overview of
psychology and its subfields and to show how psychology’s sub-
fields are linked to one another and to other subjects, such as economics FOCUS ON
RESEARCH METHODS Locating Analogical Thinking
and medicine. We then tell the story of how psychology came to be and the
various ways in which psychologists approach their work. We have organized he value of using analogies in problem solving was beautifully illustrated after
the chapter as follows: T the Hubble Space Telescope was placed in orbit around the Earth in 1990. It
was designed to take detailed photographs of distant galaxies, but because its main
Basic Functions of Thought mirror was not focusing light properly, the pictures were blurry. Then NASA engi-
000 neer James Crocker happened to notice the way a hotel room showerhead pivoted,
The Circle of Thought and it gave him the idea for a system of movable mirrors to correct for the flaw in
Measuring Information Processing
the Hubble’s mirror. When shuttle astronauts installed these mirrors in 1993, the
Mental Representations: The problem was solved (Stein, 1993).
Ingredients of Thought 000
Concepts What was the researchers’ question?
Propositions
Schemas, Scripts, and Mental Charles Wharton and his colleagues wanted to know what goes on in the brain
Models when people do this kind of analogical mapping—recognizing similarities between
Images and Cognitive Maps things that appear to be different and even unrelated (Wharton et al., 2000).
Thinking Strategies 000
Formal Reasoning How did the researchers answer the question?
Informal Reasoning The researchers knew that PET scan technology could show brain activity while par-
Problem Solving 000 ticipants performed an analogy task, but how could the researchers separate the
Strategies for Problem Solving activity associated with analogical mapping from everything else going on in
F OCUS O N R ESEARCH M ETHODS FIGURE 8.10 the brain at the same time? Their answer was to use a subtraction technique. They
Locating Analogical Thinking Comparing Stimulus Patterns asked people to perform two tasks—one after the other—that involved making
Obstacles to Problem Solving
Building Problem-Solving Skills The top row shows an example of the comparisons between patterns of rectangles, ovals, triangles, and other shapes. Both
Problem Solving by Computer stimulus patterns that were compared in tasks placed similar demands on the brain, but only one of them required the par-
Decision Making 000 an analogy task. Participants had to say ticipants to make analogies between the patterns (see Figure 8.10). {
Evaluating Options whether the pattern on the right is similar,
Biases and Flaws in Decision Making or analogous, to the one on the left. (In This time, Gatiss and his landlord called the Royal Society for the TRY
Naturalistic Decision Making this case it is, because even though the Prevention of Cruelty to Animals (RSPCA), whose inspectors heard the kitten THIS
specific shapes used in one pattern differ
L INKAGES : Group Processes in in distress and asked the fire brigade to return. They spent the next three days
Problem Solving and Decision from those in the other pattern, their shad-
searching for the cat. First, they tore down parts of the kitchen walls and ripped
Making ing and physical arrangement are similar.)
The bottom row shows an example of the up the floorboards. Next, they called in plumbing and drainage specialists, who
Language 000 patterns that were compared in a “same- used cables tipped with fiber-optic cameras to search remote cavities where a kit-
The Elements of Language ten might hide. Rescuers then brought in a disaster search team, which tried to find
different” task. Here, participants were
Understanding Speech
asked only to decide whether the two the kitten using acoustic and ultrasonic equipment designed to locate victims
The Development of Language
How Is Language Acquired? patterns are exactly the same (Wharton trapped in the debris of earthquakes and explosions. Not a sound could be heard.
T HINKING C RITICALLY : Can
et al., 2000). Increasingly concerned about how much longer the kitten could survive, the fire
Nonhumans Use Language? brigade tried to coax it from hiding with the finest-quality fish, but to no avail.
Culture, Language, and Suddenly, there was a burst of “purring,” which to everyone’s surprise (and the
Thought 000 landlord’s dismay), the ultrasonic equipment traced to the clock in the electric
oven! Later, the landlord commented that everyone had assumed that Gatiss’s
LINKAGES
hypothesis was correct—that the meowing sound came from a cat trapped some-
SUMMARY
where in the kitchen. “I just let them carry on. If there is an animal in there, you
have to do what it takes. The funniest thing was that it seemed to reply when we
called out to it” (London Daily Telegraph, 1998).
Often, people begin to solve a problem with only a vague notion of which
hypotheses to test. Suppose you heard a strange sound in your kitchen. It could
be caused by several things, but which hypotheses should you test, and in what
order?

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Rosenberg Introduction to General and Organic Chemistry ©2007
Houghton Mifflin

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2 CHAPTER 00 Chapter Title

2.1 Elements I. Definitions and Isolations
2.1 Elements I. Definitions and

I
L E A R N I N G G OA L S n chapter 1, we introduced the terms element and compound. In this section,
Isolation (p. 000)
� To learn the difference between a we will see how these words can be related to common forms of matter such as
2.2 Elements II. Names and mixture and a pure substance. salt water, air, and blood. Not one of the examples listed above is an element or a
Symbols (p. 000) � To learn the difference between a compound. Instead, each one is a mixture, a blend of two or more substances. A
2.3 Elements III. Properties and the compound and an element. mixture has the properties of its components. Salt water looks like water and
Periodic Table (p. 000) � To learn the difference between a tastes like salt. Importantly, the components of a mixture can be separated from
2.4 Atoms I. The Nucleus (p. 000) mixture and a compound. one another while maintaining their chemical identities. The salt and water in salt
2.5 Atoms II. The Electrons (p. 000) water can be separated from each other by boiling. If a substance cannot be sep-
2.6 The Periodic Table and Electron arated into components without undergoing a chemical change, then it is said to
Configuration (p. 000) be pure. Salt and water are both pure substances.
2.7 Magnetic Resonance Imaging Unlike a mixture, a pure substance has a uniform composition. This means
(p. 000) that each microscopic drop of pure water is exactly the same. A pure substance
2.8 Nuclear Chemistry (p. 000) also has uniform properties. This means that every sample of pure water is the
same, whether it is from the US or Antarctica. In simpler terms, a pure substance
2.9 Nuclear Medicine (p. 000)
is just one thing.
� HEALTH CONNECTION: Radon Gas (p. 000) A pure substance can be either an element or a compound, alternatives that
cannot be distinguished by PHYSICAL means. CHEMICALLY, compounds can be
A sapphire separated into simpler substances known as elements. Unlike the separation of
Impurities aren’t necessarily bad. a mixture into its components, the separation of a compound into elements
involves a change in chemical composition. For example, passing an electric cur-
rent through the compound water yields hydrogen and oxygen. These two sub-
stances have different chemical properties than water: Hydrogen is flammable.
Oxygen tarnishes metals. Water is in-flammable. Hydrogen and oxygen are both
elements as they cannot be separated by chemical means into simpler sub-
stances. Later in section 2.4, we will generate a more rigorous definition of the
word element.

The Periodic Table,
An MRI (magnetic resonance imag-
ing) scan of the human cardio-pul-
mony system.
FPO FPO FPO FPO
Atomic Structure, and
Nuclear Chemistry � FIGURE 2.1
Mixture to Pure to Element to Compound

I n this chapter, we will look at the elements that make up
matter, group them according to their reactivity, and arrange this
information in the periodic table. We will then examine the structure
L E A R N I N G G OA L S
2.2 Elements II. Names and Symbols
� To learn the names and symbols of A s each new element was discovered it was given a name, usually by its
founder. Elements were named after colors (rubidium-ruby, rhodium-rose),
of the atom to better understand the periodic table. The chapter the most common elements. planets (mercury, uranium, and plutonium), people (einsteinium, nobelium),
concludes with two important areas of medicine that are based on � To learn which elements are places (germanium, francium, americium), mythological figures (thorium, prome-
important in living systems. thium), and their chemical properties (hydrogen-water producing, oxygen-acid
the nucleus of the atom, magnetic resonance imaging (MRI) and
producing).
nuclear medicine. Several of the most recently produced arti- For each element there is a corresponding one or two letter abbreviation known
ficial elements have three letter symbols. as its chemical symbol. The first letter of a chemical symbol is always capitalized.
Any subsequent letter is in lowercase. It is important to follow this notation to avoid
confusion: 1) while Co is the symbol for a metal, CO is the formula for a toxic gas, 2)
mixture a blend of two substances
No is a radioactive metal while NO is the formula for a common air pollutant.
pure characteristic of a substance that
It is worthwhile for students to learn the chemical symbols for the more com-
cannot be divided into components with-
out a chemical change mon and important elements. In many cases, this is straightforward, as the English
chemical symbol a one or two letter name and the chemical symbol are based on the same word, such as O for oxygen
abbreviation for an element and N for nitrogen. In a few select and well known exceptions, Latin names form
1 the basis of the abbreviations, including copper (Cu), gold (Au), iron (Fe), lead


Koch So, You Want to Be a Teacher ©2007
Houghton Mifflin

12

2
CHAPTER 00 Chapter Title

CHAPTER
■ Pearl, Amanda, and Jessica talk about the excitement of reaching the chil-
dren and recognizing that they “got it” as it related to new knowledge con-

Teaching Stories struction. Pearl gets so immersed in the activities with her students that she
forgets to take a bathroom break.
■ These teachers, typical of most, work actively on their preparation for
teaching and are constantly challenging themselves to come up with novel
ways to engage students in their own learning. They remind me that “to
teach is to learn.” Pearl illustrates this idea when she explains her own
process in solving a difficult mathematics problem as a learner and then
going through it again as a teacher.

WRITING and REFLECTION

How Do You Feel About Teaching and Learning?
Why do you think that Amanda is not very excited when the students all
get 100 percent on a test?
When Jessica states that the best times are when students “uncover new
meaning” on their own, what do you think she means?
Do you remember an “ah-hah” moment as a student? Can you describe it?
What do you anticipate as the most exciting part of teaching?

LEARNING PROJECT

The One-Room Schoolhouse
One-room schoolhouses dotted the American landscape for over a century.
These early schools had one teacher for all the children, regardless of age.
There is a wealth of knowledge about these early schools. You may be sur-
prised to learn that some lasted well into the twentieth century, especially
in more rural areas.
FOCUSING QUESTIONS
Explore and describe a one-room schoolhouse. Where was it? How many
◗ Why do you think most teachers enter the field? children did it serve? What is its history? What type of curriculum did it
◗ What do you think ae the most exciting aspects of teaching? have? Would you have liked to attend this school? Why or why not?
◗ What might be the most difficult challenges for teachers? Early Schoolbooks
◗ Who do you suppose offers teachers the most support? Generations of colonial students learned their alphabet from a device called
a hornbook. Older students used the New England Primer and the
McGuffey Readers, among other schoolbooks. Explore these early materials
and describe their uses for students and teachers.

T his chapter gives you a glimpse at the ways in which teachers from
Many of today’s educational practices began when the country was
young. For example, local control, compulsory education, and tax-support-
ed schools are premises of today's public schools, and you have seen in this
grades K–12 make their decisions to enter the field and what they chapter how early they originated.
Then and Now
experience as the most exciting andchallenging aspects of teaching.
Many of the early conflicts exist today as well. Issues concerning race, social
Their stories are designed to help you explore what Parker Palmer class, and gender inequities are evident in the disparities between today’s
urban, suburban, and rural schools. Select one issue that dates back to
(1998) calls the “inner landscape of a teacher’s life.” America’s early years and describe the ways in which it is reflected in the dif-
ferences among modern-day urban, suburban, and rural schools.
5


Kirk Educating Exceptional Children 12e ©2007
Houghton Mifflin

6 CHAPTER 00 Chapter Title
C H A P T E R

1 Children with
Learning Disabilities
to use his strength in art to bolster his self-esteem and build more social
support his peers.
Both Jason and Ray have learning disabilities and yet each is unique in
their combination of strengths and challenges. Because of these differ-
ences each student with learning disabilities will need an individualized
educational program, an IEP, to support his, or, her success in school.
Later in the chapter we will explore how teachers and parents can work
together with the child to promote success, but first we will take a look at
how learning disabilities are defined by law.

FOCUS QUESTIONS Defining Learning Disabilities
How are learning disabilities,
dyslexia, and attentions
deficits defined?
What are the specific chal-
I T has been over thirty years since Samuel Kirk used the term “Learning
Disabilities” to describe children who despite average, or, above intelligence
seemed to be encountering problems with school (Coleman, Buysse, Neitzel
lenges faced by individuals 2006). At that time Kirk believed that these children would likely be a very
small subset of children with disabilities. Little did we know that children
with learning disabilities
with learning disabilities would become the largest group of students served
and attention deficit hyper-
by our special education programs. Current estimations indicate that 48% of
activity disorders?
the school aged children who receive special education are labeled as “LD”
How does the Information (U.S. Department of Education, 2005).
Processing Model help One possible explanation for the expansion is the way we have de-
us understand learning fined learning disabilities. The Federal Register (2004) gives us the follow-
disabilities? ing definition:

What teaching/learning SEC. 602. DEFINITIONS. 29) SPECIFIC LEARN-
strategies work well for ING DISABILTIY.-
students with learning
disabilities? (A) IN GENERAL.- The term ‘specific learn-
ing disability’ means a disorder in 1 or 2 more
What technology is avail- of the basic psychological processes involved
able to support academic in understanding or in using language, spoken,
learning? or written, which disorder may manifest itself
in the imperfect ability to listen, think, speak,
How does having a child write, spell, or do mathematical calculations.
with learning disabilities
impact the family? (B) DISORDERS INCLUDE.- Such term
includes such conditions as perceptual disabil-
ities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia.

This is a theoretical definition and must be
"operationalized" to help us actually identify stu-
dents with learning disabilities. To operationalize
Families of exceptional children play an important role in this definition most states developed formulas that
early intervention. Parents can teach their children some of hinged on the discrepancies between intellectual
the skills and learning tools that will later be reinforced in a abilities (IQ) and achievement, and/or, perform-
school setting. ance. The magnitude of these discrepancies was
2 © Peter Hvizdak/The Image Work thought to indicate the degree of underlying dis-


Heisinger Managerial Accounting ©2010
Cengage Learning

CHAPTER
Implementing
1 Process Costing ANN WATKINS operates a company that produces wood desks used
in classrooms throughout the world. Ann’s company, Desk Products
Incorporated, maintains a competitive advantage over other similar compa-
nies by producing one particular desk in large quantities—4,000 to 8,000
desks per month—using a design that is universally accepted. This enables
the company to buy materials in bulk, often leading to volume price dis-
L EARNING O BJECTIVES counts from suppliers. Because the exact same desk is produced for all cus-
1. Compare and contrast tomers, wood materials are purchased pre-cut from suppliers. As a result,
job costing and process Desk Products can limit the production process to two processing depart-
costing. ments—Assembly and Finishing. The Assembly Department requisitions
2. Identify how product pre-cut materials and hardware from the raw materials storeroom, assem-
costs flow through bles each desk, and moves the assembled desks to the Finishing Department.
accounts using process The Finishing Department sands and paints each desk, and moves complet-
costing. ed desks to the finished goods warehouse.
3. Understand the concept A new competitor recently began production of a similar desk and Ann
of an equivalent unit. is concerned about whether Desk Products’ pricing is reasonable. Although
4. Use four steps to assign Ann’s company has a strong record of profitability, she does
costs to products using not have a clear picture of how low prices can go before the desks
the weighted average become unprofitable. She talks with the accountant of Desk Products, John
method. Fuller, to investigate.
5. Prepare a production Ann: John, as you know, we have a new competitor that is aggressively
cost report for a going after our customers. It looks like we will have to lower prices
processing department to compete. It would help if I knew the cost of each desk produced.
with no transferred-in
John: Although we don’t track production costs for each individual desk,
costs.
we do track costs for batches of desks as they go through the two
6. Prepare a production production departments—Assembly and Finishing.
cost report for a
Ann: We are able to track costs for each department?
processing department
with transferred-in John: Yes!
costs. Ann: This would really help in looking at our efficiency in each depart-
7. Assign costs to products ment, particularly if cost cuts are needed to remain competitive.
using the first-in-first- John: We use a process costing system that assigns costs to each batch of
out method (Appendix desks produced, and results in a cost per unit as the products move
4.1). through the Assembly Department and Finishing Department.
Ann: Excellent! Can you get me this cost information for last month?
John: Sure, I’ll put together a production cost report for you by the end of
the week.

Desk Products Inc. is used as an example throughout the chapter to explain
how process costing systems work.

4 6


Kennedy The American Pageant 12e ©2009
Cengage Learning

PART
TWO Mapping the New Continent
T he youthful financier’s first objective was to
bolster the national credit. Without public con-
assume the debts of the states, totaling some $21.5 mil-
lion.The secretary made a convincing case for

Building the
fidence in the government, Hamilton could not secure “assumption.” The state debts could be regarded as a
the funds with which to float his risky schemes. He proper national obligation, for they had been incurred
therefore boldly urged Congress to “fund” the entire in the war for independence. But foremost in Hamil-

New Nation national debt “at par” and to assume completely the
debts incurred by the states during the recent war.
“Funding at par” meant that the federal govern-
ton’s thinking was the belief that assumption would
chain the states more tightly to the “federal chariot.”
Thus the secretary’s maneuver would shift the attach-
ment would pay off its debts at face value, plus accu- ment of wealthy creditors from the states to the fed-
mulated interest—a then-enormous total of more than eral government. The support of the rich for the
$54 million. So many people believed the infant Trea- nationaladministration was a crucial link in Hamil-
1776–1860 sury incapable of meeting those obligations that gov-
ernment bonds had depreciated to ten or fifteen cents
ton’s political strategy of strengthening the central
government.
on the dollar. Yet speculators held fistfuls of them, and States burdened with heavy debts, like Massachu-
when Congress passed Hamilton’s measure in 1790, setts, were delighted by Hamilton’s proposal. States
they grabbed for more. Some of them galloped into with small debts, like Virginia, were less charmed. The
rural areas ahead of the news, buying for a song the stage was set for some old-fashioned horse trading.
depreciated paper holdings of farmers, war veterans, Virginia did not want the state debts assumed, but it
and widows. did want the forthcoming federal district*—now the
Hamilton was willing, even eager, to have the new District of Columbia—to be located on the Potomac
government shoulder additional obligations. While River.
judgment. He, like other Founding pushing the funding scheme, he urged Congress to
E mbattled France, its hands full in
Europe, wanted no war. An out-
witted Talleyrand realized that to fight
Fathers, realized full well that war
must be avoided while the country
the United States would merely add was relatively weak.
one more foe to his enemy roster. The Adams unexpectedly exploded a
British, who were lending the Ameri- bombshell when, early in 1799, he
cans cannon and other war supplies, submitted to the Senate the name of
were actually driven closer to their a new minister to France. Hamilton
wayward cousins than they were to be and his war-hawk faction were
again for many years. Talleyrand enraged. But public opinion—Jeffer-
therefore let it be known, through roundabout channels, sonian and reasonable Federalist alike—was favorable
that if the Americans would send a new minister, he to one last try for peace. America’s envoys (now three)
would be received with proper respect.
This French furor brought to Adams a degree of
found the political skies brightening when they reached
Paris early in 1800. The ambitious “Little Corporal,” the
F PO
personal acclaim that he had never known before—and Corsican Napoleon Bonaparte, had recently seized dic-
was never to know again. He doubtless perceived that tatorial power. He was eager to free his hands of the
a full-fledged war, crowned by the conquest of the American squabble so that he might continue to redraw
Floridas and Louisiana, would bring new plaudits to the the map of Europe and perhaps create a New World
Federalist party—and perhaps a second term to himself. empire in Louisiana. The afflictions and ambitions of
But the heady wine of popularity did not sway his final the Old World were again working to America’s advan-

Republicanism Triumphant
Artists often used classical motifs to celebrate the triumph
in America of republicanism—a form of government
they traced back to ancient Greece and Rome.

2
7


Tognozzi Ponti ©2004
Houghton Mifflin

1
11
~
Chapter Title
Chapter Title ~ 1
1 6 ~ Capitulo 00
C AC PA I P T I OT LO OL O
~ 1
GR A M M AT I C A & C O .
Chapter Title
C A P I T O L O

Communicative
Communicative
I Il passato prossimo
Cronache italiane?
Cronache italiane? Objectives
Objectives The passato prossimo expresses a completed past action, usually an action
Communicative concluded in a precise time frame. The passato prossimo is also used to

Cronache italiane? Objectives describe
¥ Narrate and
¥ Narrate and describe
events in the past past
events in the describe a past occurrence whose effects continue in the present.
¥ Narrate and describe
¥ Summarize and talk
¥ Summarize and the past
events in talk Ho aspettato all’aeroporto per tre ore. I waited at the airport for three
about news events events
about news hours.
¥ Summarize and talk
¥ Talk about Italian news- news-
¥ Talk about Italian
about news events Ho sempre amato viaggiare. I’ve always loved to travel (and
FPO Internet Café Café
FPO Internet
papers papers and magazines
and magazines
¥ Talk about Italian news- still do).
FPO Internet Café
Indirizzo: http://italian.college.hmco.com/students
Indirizzo: http://italian.college.hmco.com/students papers and magazines
In English the passato prossimo can be expressed in three ways.
Attività: � S fogliando le pagine pagine di un giornale�.
Attività: � S fogliando le di un giornale�.
Indirizzo: http://italian.college.hmco.com/students Abbiamo letto il giornale. We read the newspaper.
In classe: StampaSilfogliando le pagine di un giornale�. che hai portaloportalo in
In classe: Stampa il breve riassunto dell�articolo
Attività: � breve riassunto dell�articolo che hai letto e
letto e in We have read the newspaper.
classe. classe. Presentalo, spiegando le ragioni per cui ti � sembrato interessante.
Presentalo, spiegando le ragioni per cui ti � sembrato interessante. We did read the newspaper.
In classe: Stampa il breve riassunto dell�articolo che hai letto e portalo in
classe. Presentalo, spiegando le ragioni per cui ti � sembrato interessante.
� Formation
A
1] The passato prossimo is formed with the present tense of the auxiliary
Donna. . . verb essere or avere plus the past participle of the action verb.
Dillo ad Aspettare Andare
alta voce! ho sono
hai sei + andato/a
ha è
abbiamo + aspettato siamo
avete siete + andati/e
hanno sono

2] Regular past participles are formed by adding the participle ending (-ato, -
Donna. . . uto, -ito) to the end of the verb.
Dillo ad
Infinitive Ending Past Participle
alta voce!
appetare – ato aspettato
ricevere –uto ricevuto
partire –ito partito

Most first conjugation verbs (verbs ending in -are) are regular.

* The verbs costare and durare are always conjugated with essere even though they can take a
direct object. Ex: Comprare quella casa le è costato un occhio della testa. Quel discorso è dura-
Photo caption.
Photo caption. to un’ora.

Photo caption. 1
1
1


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