Class Log 2022 – Alvin House

This page is under perpetual construction

December 7th, 2022; 28th class

“Closing time . . . . time for you to go out to the places you will be from . . . . Closing time . . . . every new beginning comes from some other beginning’s end“
Closing Time, Semisonic (last phrase usually attributed to Seneca the younger)

quiz ch 15
review test #3
final Wednesday thought: I wish each of you the best in your coming activities. I’ve enjoyed our time together and your questions. It often appears to me that professors learn more than students, doesn’t seem fair but may just be the way of things. I hope you have learned some things, and come up with a few new questions about, “Why did she do that?” Always a good thing, having questions, especially about the things you already know. Dr. H

December 5th, 2022; 27th class:

Each of yoy is perfect the way your are, and you could use a little improvement.

Suzuki Roshi

Postive Psychology
Growth and holistic motivational theories Lecture XXII (this link does not work)
Positive Psychology and motivation Lecture XXIIII (this link does not work)
Lectures 22 and 23 must be accessed from the Lectures page (I do not understand why and have been unable to fix the problem)
Test # 3 will cover the material from chapters 10, 12, 13, 14, and 15; and our discussions of these topics. It will be similar to Test # 2: several short answer qusetions and about 25 multiple choice qusetions

November 30th, 2022; 26th class

As well as coping with our own wants, needs, beliefs, and desires, we have to cope with predicting those of other people, often based on some sort of mysterious, unspoken rules. We need to “tag” our contacts list, to sort our world into the types of people, situations, events that well be either good or bad for us, or will make us feel good or feel bad. Our brains will (automatically and unconsciously) give a “like” rating to members of our various groups, encouraging us to seek out and spend time with such individuals. And it can, equally rapidly and automatically, attach a “threat alert” to people who have not been designated as part of our social networks, triggering an “avoidance” response which it can be difficult to overcome. Part of our ability to be social means that we have an inbuilt tendency to be biased, both positively and negatively.
(Rippon, 2019, p. 120)

emotions concluede, begin ch. 15 How do we cut the pie?
Emotions IV
Humanistic motivational theories
Last extra credit paper due on Wednesday, 12-7-22. Exam #3 Thursday 12-15-22 at 1 p.m.
Wednesday thought: Could you be helpful to one extra person today?

November 28, 2022, 25th class

I met a traveller from an antique land
Who said: Two vast and trunkless legs of stone
Stand in the desert. Near them, on the sand,
Half sunk, a shattered visage lies, whose frown,
And wrinkled lip, and sneer of cold command,
Tell that its sculptor well those passions read
Which yet survive, stamped on these lifeless things,
The hand that mocked them and the heart that fed:
And on the pedestal these words appear:
“My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!”
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare
The lone and level sands stretch far away.
Shelley’s Ozymandias

Emotions IV
Last Assignment: Consider the five things you wanted to learn in this class (Assignment #2). How did you do? Write up a brief report (one paragraph should do) regarding your progress on these five questions and turn in on Wednesday for 5 points.

November 16th, 2022, 24th class

“Listen to the mustn’ts, child. Listen to the don’ts. Listen to the shouldn’ts, the impossibles, the won’ts. Listen to the never haves, then listen close to me… Anything can happen, child. Anything can be.”
Shel Silverstein

emotions cont.
housekeeping:, I am told that teaching evaluations have been sent out. Please complete the one for our class (and for your other classes, the chair and department actually pays attention to your opinions in these matters).
metta medittation (loving kindness, compassion meditation)
Emotions IV
Wednesday thought: Have an excellant Thranksgiving break, return safely, I’ll see your a week from Monday with your question on ch. 14

November 14th, 23rd class

“Angry self, anxious self, and wanting self will turn up relatively automatically, whereas compassionate self requires our attention, training, and cultivation. But, as we have said, we can train to become the self we want to be.”
(Gilbert & Choden, 2014, p. 301)

emotions cont.ch. 13
half smile exercise: is past class the average increase (positive) in mood rating was .75
Emotions II conclude
Emotions III
Remember to do your course evaluations for this (and other Psychology classes), the Department actually pays close attention to your judgments

November 9th, 22nd class

“that the greater part of our happiness or misery depends upon our dispositions, and not upon our circumstances.“
Martha Washington, wife of our first president

emotions cont.
in class activity: a half smile (Thich Nhat Hanh)
How are you feeling right now? Take a moment, consider, and then rate your current mood on a 0-10 scale. Write down you rating. (put your name on paper, today’s date (11-9-22), and “Activity 9: half smile”
For the next few minutes practice keeping a half smile on your face (If you have trouble remembering, hold a pen gently in your mouth).
Hold that half smile while we talk about emotions. Discussion

House keeping: check your scores in the grade book. We have three weeks of class (four weeks with Thanksgiving break) after today. If I have missed giving you credit for something, bring it in and show me so I can correct your scores; if you got credit for something you didn’t actually do, consider it an early holiday gift and be thankful.
Emotions Ia, What is an emotion?
Emotions II
Turn in question for ch 13 on Monday
Wednesday thought: Could you carry a half smile into the rest of your day?

November 7th, 2022; 21st class

“If I only had a brain“
Scarecrow The Wizard of Oz

emotions 1, ch. 12
What’s a brain good for?
Consider the humble Sea Squirt (Corbo, Di Gregorio, & Levine, 2001)
early life (larval stage): single basic eye, simple brain, spinal cord (phylum Chordata)
maintains homeostasis, swims, hunts, maintains balance
later life: transitions to fixed stage
sticks to rock; absorbs semi-brain, spinal cord, and eye
How to acquire necessary elements of life
make it (plant)
get lucky (sedimentary animals)
go and get it (animals)
How to get food (and avoid being eaten)

apprasial		action
positive	Approach	move toward
neutral	Ignore
negative	Avoid	run away

I agree with our author (and others): motivation is about movement
I believe that emotion is the engine of movement: the basis of emotion is valence–good (for me), unimportant (for me), bad (for me)
Emotions I
Emotions Ia, What is an emotion?

November 2nd, 2022, 20th class

“I think I can, I think I can, I think I can.”
The Little Engine That Could

ch. 10 personal control beliefs
King Solomon’s Paradox
Personal Control BeliefsLecture 16: ch. 10—Personal Control Beliefs
Turn in your question for ch. 10; quiz on ch. 10 on Monday; turn in question for ch. 12 on Monday; quiz on ch. 12 next Wednesday
Wednesday thought: What would be one thing you could do today to make the world a better place? Pick up a piece of trash, recycle a container, hold a door open for someone, doesn’t need to be a big thing–just something.

October 31st, 2022, 19th class

“People think that feeling anxious while taking a standardized test will make them do poorly. However, recent research suggests that stress doesn’t hurt performance on these tests and can even help performance. People who feel anxious during a test might actually do better. This means that you shouldn’t feel concerned if you do feel anxious while taking today’s test. If you find yourself feeling anxious, simply remind yourself that your stress could be helping you do well.“
Jeremy Jamieson, cited in McGonigal, 2015 (p. 100)

Test #2 Turn in question for Ch 10 on Wednesday

Octuber 26, 2022, 18th class

“Man is a goal seeking animal. His life only has meaning if he is reaching out and striving for his goals.“
Aristotle

plans concluded
Extra credit project for unit 2 & 3 (combined): First, watch the presentations by Dr. Panksepp: https://www.youtube.com/watch?v=65e2qScV_K8 and Dr. Feldman-Barrett: https://www.youtube.com/watch?v=0gks6ceq4eQ
- (hopefully you can figure out how to turn off the ads) Then: write a brief (3 paged, typed paper) on thier contrasting views of emotion. 1) summarize Dr. Panksepp, 2) summarize Dr. Feldman-Barrett, 3) compare and contrast (what is similar, what is different?), 4) What sense can you make of these different ideas? What would it mean for both to be correct? Due: date of our last class. Possible20 points (Remember, this is optional, it does not affect the base number of base points for our class.)
implementing a plan
- Monday: Test #2: Five short answer questions; 20 multiple choice questions (five from each ch. 6, 7, 18, 8)
- Wednesday (11-2-22): turn in a question on ch. 10 (no question/no quiz ch. 9); quiz on ch. 10 will be Monday 11-7-22) and question for ch 12 will be due on Monday 11-7-22.
mindsets and other ideas (not on Test 2 or Test 3, no question, no quiz; but I want to take about briefly)
- Wednesday thought: If you smiled or spoke in passing to everyone you encountered on campus (and didn’t slow down or give any impression that you were trying to engaged them other than a friendly, transient greeting); what percentage of people would respond positively (smile or speak back)?

October 24, 2922, 17th class

“No one plans to fail, they just fail to plan.“
(origin debated)

October 19th, 2022, 16th class

Your mind will believe conforting lies while also knowing the painful truths that make these lies necessary. And your mind will punish you for believing both.
(A Monster Calls, a novel by Patrick Neww, 2011, p. 191)

The idea of unconscious processes comes up in many different contexts. In Professor O’Mara’s text on the benefits (physical, mental, emotional) of walking; one finds this interesting line: “A simple, collateral effect of rising and moving is that activity spreads across more distant brain regions – increasing the likelihood that half-thoughts and quarter-ideas, sitting below conscousness, can come together in new combinations.” (2019, p. 155).
unconscious motivation A pen and an eraser cost $1.10. The pen costs one dollor more than the eraser. How much does the eraser cost?
plans

October 12th, 2022, 15th class

Skulduggory: I’m not joking. The fact is we have no way of knowing if the person who we “think” we are is at the core of our being. Are you a decent girl with the potential to someday become an evil monster, or are you an evil monster that thinks it’s a decent girl?
Valkyrie: Wouldn’t I know the difference?
Skulduggory: Good God, no. The lies we tell other people are nothing to the lies we tell ourselves.
(Landy, 2011, p. 66)

motives cont.
Implicit Motives
- Who’s in charge here? A question I sometimes ask myself.
unconscious motivation
remember: no class on Monday (10-17-22), there will be a quiz on ch. 16 on Wednesday (10-20-22), and your question for ch. 8 will be due the next Monday (10-24-22)

October 10th, 2022, 14th class

He who fights with monsters should be careful lest he thereby becomes a monster. And if thou gaze long into an abyss, the abyss will also gaze into thee.
Friedrich Nietzsche, Beyond Good and Evil.

motives and their measurement
No office hour today or Wednesday (10-12-22), or Monday (10-17-22)
Test #2 (10-31-22) will be over ch’s 6, 7, 16, and 8 and our discussion of these topics.
- Implicit Motives
- Maslow’s needs
quiz Wednesday on ch. 7
Reminder (it’s in our syllabus): our next discussion (after ch 7) is Unconscious Motivation, we will take a look at chapter 16 (out of order) and then return to the cognitive chapters with ch. 8
Turn in your question for ch. 7, turn in you adventures with an Implicit Association Test
Assignment 7 (due Wednesday 10-12-22):
- What would be a good life? Write a paragraph (machine printed) on what would be a good life for you. Write a eulogy like statement of what would give satisfaction/closure/meaning to your life. 2 points. [Remember: for full credit, you need to have your name, the date, and “Assignment #7” on your paper.]

October 5th, 2022, 13th class

Look at the means which a man employs, consider his motives, observe his pleasures. A man simply cannot conceal himself!
Confucius, The Analects

psychological needs conclude
Psychological Needs
Is there a deep structure to human dynamics?
Your question for ch. 7 is due Monday
- By the way, given that I’m always asking you to do things, why didn’t I ask you to write the three stories about the pictures on p. 153 and send them in?
Vallerand, R.J., Pelletier, L.G., & Koestner, R. (2008). Reflections on self-determination theory. Canadian Psychology, 49, 257-262.

October 3rd, 2022, 12th class

Love and work are the cornerstones of our humanness.
Sigmund Freud

catch up and needs
Conflicting contingencies
What is the power of intrinsic motivation? intrisic and extrinisic motivations conclude
- Mihaly Csikszentmihaly https://www.youtube.com/watch?v=TeypK4zozNM
Assignment 6: (due 10-10-22). Take your author’s advice, spend some time taking an Implicit Association Test (https://implicit.harvard.edu/implicit/), the address in also on p. 156 of your text. Try a few, there are several options. Write me a paragraph: Did your explicit [conscious, how you think of yourself] attitudes line up well with the results of the IAT? What do you make of this? Did you learn anything about yourself that was a surprise? What do you make of this experience? (note: you do not need to reveal any of the specific results of your experience with the IAT to complete this assignment.)
- Henry Murray
  - personology
  - Ideographic
  - needs-as-behavioral-motives
- Abraham Maslow
  - humanistic psychology
  - nomothetic
  - anthropology
  - needs-as-experiential-requirements
What does it mean to need something?
On what basis do we judge need? (survival, life-satisfaction, happiness, contribution, respect/adoration, influence, understanding/knowledge, salvation?)
Once we move beyond survival and harm reduction, the judgment of need seems to shift to what constitutes a good life.
Why does Dr. House teach?
Psychological Needs
Murray’s needs
Murray’s needs

September 28th 2022, 11th class

Every man is in certan respects; a. like all other men, b. like some other men, c. like no other man.
Henry A. Murray & Clyde Kluckholm, Personality in Nautre, Society, and Culture (1953)

Class cancelled today. Dr. House ill.
Wednesday thought: can you go for a walk, preferably somewhere surrounded by greens and browns, maybe blues (if near water)?; Shane O’Mara has written an interesting book, In Praise of Walking (2019, NY: W.W. Norton).

September 26th, 2022; 10th class

Our comforting conviction that the world makes sense rests on a secure foundation: our almost unlimited ability to ignore our ignorance.
(Kahneman, 2011, p. 201)

a funny (kind of) story about when Dr. House took Motivation as an undergraduate
intrisic and extrinisic motivations
quiz Wednesday ch. 5; if you are doing extra credit #1, this is due 9-28-22; any late papers for unit 1 muct be turned in by 9-28-22.
Test #2 will be Monday 10-31-22

September 21st, 9th class

Cognitively, individuals who coordinate perspectives with “anyone who would be one of us” construct a kind of perspectiveless “objective” perspective on things. Motivationally, individuals who enter into collective commitments create supraindividual social structures (norms) that regulate all group members normatively, in the sense that violators lose their cooperative identity in the group.
Michael Tomasello, Becoming Humnan: A Theory of Ontogeny, 2019, p. 318

physiological needs I
physiological needs II : addiction and pain
physiological needs III: the evolution of motivation
- Three (neurological) theories of mind
  - Massive Modularity
  - Parallel Distributed Processing
  - Neural Reuse
Turn in your questions for ch. 5 on Monday.
Wednesday thought: What is something you could do this week that would make you feel good about yourself?

September 19th 8th class

“No, you can’t always get what you want
You can’t always get what you want
You can’t always get what you want
But if you try sometime you might find
You get what you need“
Rolling Stones

The third test will be Thursday 12-15-22 1-3 p.m.
physiological needs I
activity 5: self and ideal mate: Complete the scale passed out, on the back: consider the results–how does it agree/disagree with the material discussed in your text. Bonus question: how hard did you find it to be honest in your responses. What does this tell you about questionnaire surveys? 2 pt.s

September 14th, 7th class

Bankei was once confronted by a Shinshu priest who, jealous of Bankei’s popularity with students, claimed the founder of the priest’s sect had had miraculous powers: “Bankei replied lightly: ‘Perhaps your fox can perform that trick, but that is not the manner of Zen. My miracle is that when I feel hungry I eat, and when I feel thirsty I drink.'”
Zen Flash, Zen Bones, 80, The Real Miracle, pp. 125-126

Brain and behavior conclude
- It’s no longer a question of our brains being a product of either nature or nurture but realizing how entangled the “nature” of our brains is with the brain-changing “nurture” provided by our life experiences. Gina Rippon (2019, p. 110), Gender and Our Brains: How new neuroscience ex;lodes the myths of the male and female mind. NY: Pantheon Books.
physiological needs I
Wednesday thought: How many people can you smile at today?

September 12th, 6th class

If I am not for myself, who will be for me? If I am only for myself, what am I? If not now, when?
Hillel the Elder

The Trolley Problem: responses
- trolley: 17 use level; 3 don’t
- bridge: 5 push; 14 don’t
  - 10 changed their response from the trolley to the bridge scenario
How do antidepressants work? – Neil R. Jeyasingam
- Moncrieff J, Cooper RE, Stockmann T, et al. The serotonin theory of depression: a systematic umbrella review of the evidence. Mol Psychiatry. 2022 Jul 20. Online ahead of print.
- Moncrieff J, Horowitz M. Depression is probably not caused by a chemical imbalance in the brain – new study. The Conversation. July 21, 2022. Accessed August 2, 2022. https://theconversation.com/depression-is-probably-not-caused-by-a-chemical-imbalance-in-the-brain-new-study-186672
lecture 4: Brain and behavior
- A good reference for a complex topic: Steven R. Pliszka (2016). Neuroscience for the Mental Health Clinician. NY: Guilford.
physiological needs I Our next answers to “Why did she do that?”
quiz Wednesday on ch. 3, turn in your question for ch. 4 on Monday

September 7th, 2022, 5th class

“Because the needs of the many outweigh the needs of the few, or the one”.
Spock, Star Trek II: The Wrath of Khan

Because the needs of the one outweigh the needs of the many”.
Kirk, Star Trek III: The Search for Spock

turn in your question for ch. 3, turn in Assignment 3 (Think about this change as we read and discuss the chapters ahead: How do the ideas in your text and the lectures fit/address the change you made? Do the theories reviewed help you understand how this change occurred? Do the ideas about motivation from our class seemd to explain this change in your life? Qustions to consider as we continue to ask: Why did she do that?)
lecture 4: Brain and behavior cont.
class activity: the trolley problem
- trivial pursuit question: When would an evolutionary psychologist predict that you would give up your own life to save five other lives? (Hint: if the group contained one identical twin, two full siblings, or eight first cousins [oops, only five of them, sorry, they’re toast])
- For a nice discussion of the trolley problem and related issues by an investigator of the relevant neuropsychology, check out Joshua Greene’s Moral Tribes: Emotion, reason, and the gap between us and them.
- some cross cultural studies:
  - Awad, E., Dsouza, S, Shariff, A., Rahwan, I., & Bonnefon, J-F (2020). Universals and variations in moral decisions mede in 42 countries by 70,000 participants. PNAS, 117, 2332-2337.
  - Gold, N., Colman, A.M., & Pulford, B.D. (2014). Cultural differences in responses to real-life and hypothetical trolley problems. Judgment and Decision Making, 1, 65-76.
  - Sorokrowski, P., Marczak, M., Misiak, M., & Blalek, M. (2020). Trolley dilemma in Papua. Yali horticulturalist refuse to pull the lever. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-019-01700-y
quiz Wednesday on ch. 3

August 31st, 2022, 4th class

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness.
Declaration of Independence, August 2nd, 1776

lecture 3: History conclude
lecture 4: Brain and behavior
If you didn’t turn in your question for ch. 2 on Monday, turn it in todaym
Assignment 3: Consider a change you have made in your life, a deliberate change.. It can be a big change (college major, religious affilitation, dietary pattern) or small (what to wear today, soup or salad, which path to take to class). You don’t need to talk about what the change was, but do consider and print out a few sentences about how you made the change: How quickly did this change come about? Deliberative or impulsive? How much did you consider the issues? Were your influenced by others, by information, by a new awareness of the situation? What motivated you to make this change. Has the change lasted? Write a few sentences capturing your thoughts about this and turn in (with your name, date, “assignment 3” label) next class (9-7-22). 2 points. (Not a class assignment: if you are interested in making some deliberate changes in your life, you might consider Dr. Kelly McGonigal’s book: The Willpower Instinct.)
Extra credit for unit 1 (our first five weeks): listen to Dr. Sapolsky’s lecture (https://www.youtube.com/watch?v=2bnSY4L3V8s), then write me a brief (1-2 pages) summary of how he addresses questions of the motivation for a horrible/aggressive action (or a compassionate/caring action): what time scales does he use?, what factors does he consider? Worth a maximum of 10 points. Due on or before test #1.
Wednesday thought: What are you gratefull for in your life? Consider taking a moment to consider all that is right, positive, good about your life right now.

August 29th, 2022; 3rd class

If it is not right, do not do it; if it is not true, do not say it. For let your impulse be in your own power.
Marcus Aurelius, Meditations (second century, CE)

questions
- 5 things you want to learn this semester in this classr about motivation
  - Now, what would be the purpose of an assignment like this? ***
- lecture 3: History
there will be a quiz Wednesday on ch. 2
Extra credit for unit 1 (our first five weeks): listen to Dr. Sapolsky’s lecture (https://www.youtube.com/watch?v=2bnSY4L3V8s), then write me a brief (1-2 pages) summary of how he addresses questions of the motivation for a horrible/aggressive action (or a compassionate/caring action): what time scales does he use?, what factors does he consider? Worth a maximum of 10 points. Due on or before test #1.
A really good read is Robert Sapolsky (2017). Behave: The biology of humans at our best and worst. NY: Penguin Press. He considers in detail the fundmental questions of our course: “Why do we do the things we do?”

August 24 2022; 2nd class

There are two kinds of people in the world, those who believe there are two kinds of people in the world and those who do not. Variation of quip by Robert Benchley in a Vanity Fair article from February 1920: “There may be said to be two classes of people in the world; those who constantly divide the people of the world into two classes, and those who do not.”

Questions?

lecture 2: Research
assignments: (Here, again, is the general directive: put you name on anything you send in; label the activity, e.g., “assignment #1”, “question ch. 3”, “extra credit 2”, etc.; and put the date on the paper.)
- #2: list of five things you would like to learn in this class this semester
  - Now, what would be the purpose of an assignment like this? ***
- reading for next week: ch 2, turn in your question from ch. 2 on Monday
- Quiz today on ch. 1; there will be a quiz next Wednesday over ch. 2
- “Why are you taking this class?”
Dr. Reeve’s gives his answers to the question of why we might want to study motivation and I asked all of you to give your answer to why you were taking this class. Vertually everyone mentioned “interesting”, quite a few mentions functional reasons (required for major, university credit hours, career plans), several mentioned personal knowledge or understanding, seveal mentioned self-influence, a few mentioned influencing others (What would Dr. Reeve say about this?), sadly, no one mentioned hearing about what a great teacher I am.

August 22, 2022; 1st class

Welcome to the Fall 2022 semester at ISU. Dr. H

Aftab: Any words of advice for psychiatry trainees and young psychiatrists?

Harrington: My answer might surprise you, but it is an answer that you might expect from an historian rather than a clinician! It is to try sometimes to read the literature, including textbooks, against the grain. That is to say, do not just read to absorb the information being offered, but look also for possible gaps, contradictions, or incidental references to factors or issues that are not pursued, and then ask why not. This comes back to the point I made earlier: with every new chapter in the field, there is a risk that we don’t just become smarter, but also more ignorant. Reading against the grain can be a very effective way for every field—not just psychiatry—to better recognize its implicit biases and blind spots.
(an interview with Dr. Anne Harrington, June 27, 2019 )

introduction to course
- structure of our class: review syllabus
- your author’s position/assumptions/(biases)
  - Dr. Reeve believes a number of basic issues and questions about motivation have been resolved, “motivation and emotion scientists were able to reach a greater sense of consensus as to what constructs, ideas, theories, and findings are most important and meaningful” (p. iii).
  - Dr. Reeve appears to be very committed to Self-Determination Theory.
  - Dr. Reeve appears to consider primarily humans in his consideration of motivation.
- your instructor’s position/assumptions/(biases)
  - People (and most organisms) are naturally active (motivated) toward sustenance and away from harm.
  - Emotions reflect basic information processing: rapid, subcortically processed, evolved, usually adaptive, but . . .”
  - Human behavior is very complex and simple answers are very limited and often deceptive (and sometimes useful).
  - Extrinsic motivation is not always (or even usually) harmful (What I actually believe is that the distinction between intrinsic and extrinsic motivation is artificial and not as meaningful as it initially appears.).
- my goals for our class:
  - You gain a good overview of the basic concepts, theories, research approaches, issues, and applications in the study of motivation and emotion.
  - You leave our class with better questions than you entered with.
lecture 1: Why did she do that?
assignments: (Here is a general directive: put you name on anything you send in; label the activity, e.g., “assignment #1”, “question ch. 3”, “extra credit 2”, etc.; and put the date on the paper.)
- in class assignment #1
- reading for week: ch 1
- assignment #2, for Wednesday:(8-18-21) bring in a list of 5 things you would like to learn in this class this semester.
- Also, bring in a question you have after reading ch. 1 (This will be “question ch. 1”).
- There will be a quiz on Wednesday over: ch. 1
Recap of graded activities: There will be Assignments (1, 2, etc.), Questions (for ch 1, ch 2, etc.), Quizes (over ch 1, ch 2, etc.), Tests (over units 1, 2, and 3)
lecture 2: Research