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Historians are detectives searching out the evidence of the past in their pursuit of history. This i...
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Toparaphrase18th-centurystatesmanEdmundBurkeallthatisneededforthetriumphofamisguidedcauseisthatgoodpeopledonothing.Onesuchcausenowseekstoendbiomedicalresearchbecauseofthetheorythatanimalshaverightsrulingouttheiruseinresearch.Scientistsneedtorespondforcefullytoanimalrightsadvocateswhoseargumentsareconfusingthepublicandtherebythreateningadvancesinhealthknowledgeandcare.Leadersoftheanimalrightsmovementtargetbiomedicalresearchbecauseitdependsonpublicfundingandfewpeopleunderstandtheprocessofhealthcareresearch.Hearingallegationsofcrueltytoanimalsinresearchsettingsmanyareperplexedthatanyonewoulddeliberatelyharmananimal. Forexampleagrandmotherlywomanstaffingananimalrightsboothatarecentstreetfairwasdistributingabrochurethatencouragedreadersnottouseanythingthatcomesfromoristestedinanimals―nomeatnofurnomedicines.Askedifsheopposedimmunizationsshewantedtoknowifvaccinescomefromanimalresearch.WhenassuredthattheydosherepliedThenIwouldhavetosayyes.AskedwhatwillhappenwhenepidemicsreturnshesaidDon’’tworryscientistswillfindsomewayofusingcomputers.Suchwell-meaningpeoplejustdon’’tunderstand. Scientistsmustcommunicatetheirmessagetothepublicinacompassionateunderstandableway--inhumantermsnotinthelanguageofmolecularbiology.Weneedtomakecleartheconnectionbetweenanimalresearchandagrandmother’’shipreplacementafather’’sbypassoperationababy’’svaccinationsandevenapet’’sshots.Tothosewhoareunawarethatanimalresearchwasneededtoproducethesetreatmentsaswellasnewtreatmentsandvaccinesanimalresearchseemswastefulatbestandcruelatworst. Muchcanbedone.Scientistscouldadoptmiddleschoolclassesandpresenttheirownresearch.Theyshouldbequicktorespondtoletterstotheeditorlestanimalrightsmisinformationgounchallengedandacquireadeceptiveappearanceoftruth.Researchinstitutionscouldbeopenedtotourstoshowthatlaboratoryanimalsreceivehumanecare.Finallybecausetheultimatestakeholdersarepatientsthehealthresearchcommunityshouldactivelyrecruittoitscausenotonlywell-knownpersonalitiessuchasStephenCooperwhohasmadecourageousstatementsaboutthevalueofanimalresearchbutallwhoreceivemedicaltreatment.Ifgoodpeopledonothingthereisarealpossibilitythatanuninformedcitizenrywillextinguishthepreciousembersofmedicalprogress. Theauthorbelievesthatinfaceofthechallengefromanimalrightsadvocatesscientistsshould
Thatexperiencesinfluencesubsequentbehaviourisevidenceofanobviousbutneverthelessremarkableactivitycalledremembering.Learningcouldnotoccurwithoutthefunctionpopularlynamedmemory.Constantpracticehassuchaneffectonmemoryastoleadtoskilfulperformanceonthepianotorecitationofapoemandeventoreadingandunderstandingthesewords.So-calledintelligentbehaviourdemandsmemoryrememberingbeingaprimaryrequirementforreasoning.Theabilitytosolveanyproblemoreventorecognizethataproblemexistsdependsonmemory.Typicallythedecisiontocrossastreetisbasedonrememberingmanyearlierexperiences. Practiceorreviewtendstobuildandmaintainmemoryforataskorforanylearnedmaterial.Overaperiodofnopracticewhathasbeenlearnedtendstobeforgotten;andtheadaptiveconsequencesmaynotseemobvious.Yetdramaticinstancesofsuddenforgettingcanbeseentobeadaptive.Inthissensetheabilitytoforgetcanbeinterpretedtohavesurvivedthroughaprocessofnaturalselectioninanimals.Indeedwhenone’’smemoryofanemotionallypainfulexperienceleadstoseriousanxietyforgettingmayproducerelief.Neverthelessanevolutionaryinterpretationmightmakeitdifficulttounderstandhowthecommonlygradualprocessofforgettingsurvivednaturalselection. Inthinkingabouttheevolutionofmemorytogetherwithallitspossibleaspectsitishelpfultoconsiderwhatwouldhappenifmemoriesfailedtofade.Forgettingclearlyaidsorientationintimesinceoldmemoriesweakenandthenewtendtostandoutprovidingcluesforinferringduration.Withoutforgettingadaptiveabilitywouldsuffer;forexamplelearnedbehaviourthatmighthavebeencorrectadecadeagomaynolongerbe.Casesarerecordedofpeoplewhobyordinarystandardsforgotsolittlethattheireverydayactivitieswerefullofconfusion.Thusforgettingseemstoservethesurvivaloftheindividualandthespecies. Anotherlineofthoughtassumesamemorystoragesystemoflimitedcapacitythatprovidesadaptiveflexibilityspecificallythroughforgetting.Inthisviewcontinualadjustmentsaremadebetweenlearningormemorystorageinputandforgettingoutput.Indeedthereisevidencethattherateatwhichindividualsforgetisdirectlyrelatedtohowmuchtheyhavelearned.Suchdataoffergrosssupportofcontemporarymodelsofmemorythatassumeaninput-outputbalance. Fromthelastparagraphweknowthat________________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
AttheendofthefifteenthcenturycelestialnavigationwasjustbeingdevelopedinEuropeprimarilybythePortuguese.Priortothedevelopmentofcelestialnavigationsailorsnavigatedby"deduced"or"dead"reckoninghereaftercalledDR.ThiswasthemethodusedbyColumbusandmostothersailorsofhisera.InDRthenavigatorfindshispositionbymeasuringthecourseanddistancehehassailedfromsomeknownpoint.Startingfromaknownpointsuchasaportthenavigatormeasuresouthiscourseanddistancefromthatpointonachartprickingthechartwithapintomarkthenewposition.Eachday’sendingpositionwouldbethestartingpointforthenextday’scourse-and-distancemeasurement. 41._______________________. Theship’sspeedwasmeasuredbythrowingapieceofflotsamoverthesideoftheship.Thereweretwomarksontheship’srailameasureddistanceapart.Whentheflotsampassedtheforwardmarkthepilotwouldstartaquickchantandwhenitpassedtheaftmarkthepilotwouldstopchanting.Thepilotwouldnotethelastsyllablereachedinthechantandhehadamnemonicthatwouldconvertthatsyllableintoaspeedinmilesperhour.Thismethodwouldnotworkwhentheshipwasmovingveryslowlysincethechantwouldnmtotheendbeforetheflotsamhadreachedtheaftmark. 42.____________________. Columbuswasthefirstsailorthatweknowofwhokeptadetailedlogofhisvoyagesbutonlythelogofthefirstvoyagesurvivesinanydetail.ItisbytheserecordsthatweknowhowColumbusnavigatedandhowweknowthathewasprimarilyaDRnavigator. 43.___________________.IfColumbushadbeenacelestialnavigatorwewouldexpecttoseecontinuousrecordsofcelestialobservations;butColumbus’slogdoesnotshowsuchrecordsduringeitherofthetransatlanticportionsofthefirstvoyage. IthasbeensupposedbysomescholarsthatColumbuswasacelestialnavigatoranywayandwasusingunrecordedcelestialchecksonhislatitudeashesailedwestonhisfirstvoyage.44.______________________InotherwordsifColumbuswereacelestialnavigatorwewouldexpecttoseeasenseofsmallintermittentcoursecorrectionsinordertostayatacelestiallydeterminedlatitude.Thesecorrectionsshouldoccurabouteverythreeorfourdaysperhapsmoreoften. Butthatisnotwhatthelogshows.45.________________.OnlythreetimesdoesColumbusdepartfromthiscourse:oncebecauseofcontrarywindsandtwicetochasefalsesignsoflandsouthwest.Innoneofthesecasesdoesheshowanydesiretoreturntoacelestially-determinedlatitude.Thisargumentisakillerforthecelestialhypothesis. [A]SinceDRisdependentuponcontinuousmeasurementsofcourseanddistancesailedweshouldexpectthatanylogkeptbyaDRnavigatorwouldhavetheserecords;andthisisexactlywhatColumbus’sloglookslike. [B]Onhisreturnvoyagein1493ColumbusstartedfromSamariaBayonthenorthcoastofHispaniolaandhemadelandfallatSantaMariaIslandintheAzores.WeknowhisentireDRcoursesanddistancesbetweenthesetwopointssincethey’rerecordedinhislog. [C]Inorderforthismethodtoworkthenavigatorneedsawaytomeasurehiscourseandawaytomeasurethedistancesailed.Coursewasmeasuredbyamagneticcompass.Distancewasdeterminedbyatimeandspeedcalculation:thenavigatormultipliedthespeedofthevesselinmilesperhourbythetimetraveledtogetthedistance. [D]OnthefirstvoyagewestboundColumbussticksdoggedlytohismagneticwestwardcourseforweeksatatime. [E]CouldColumbushascorrectedhiscompassesbycheckingthemagainstthestarsandthusavoidstheneedforcoursecorrectionsThiswouldhavebeenpossibleintheorybutweknowthatColumbuscouldnothaveactuallydonethis. [F]Speedanddistancewasmeasuredeveryhour.Theofficerofthewatchwouldkeeptrackofthespeedandcoursesailedeveryhourbyusingapeg-boardwithholesradiatingfromthecenteralongeverypointofthecompass.Thepegwasmovedfromthecenteralongthecoursetraveledforthedistancemadeduringthathour.Afterfourhoursanotherpegwasusedtorepresentthedistancemadegoodinleaguesduringthewholewatch.Attheendofthedaythetotaldistanceandcourseforthedaywastransferredtothechart. [G]Inthatcaseasmagneticvariationpulledhiscoursesouthwardfromtruewesthewouldhavenoticedthediscrepancyfromhiscelestialobservationsandhewouldhavecorrectedit. 43
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Scienceinpracticedependsfarlessontheexperimentsitpreparesthanonthepreparednessofthemindsofthemenwhowatchtheexperiments.SirIsaacNewtonsupposedlydiscoveredgravitythroughthefallofanapple.Appleshadbeenfallinginmanyplacesforcenturiesandthousandsofpeoplehadseenthemfall.ButNewtonforyearshadbeencuriousaboutthecauseoftheorbitalmotionofthemoonandplanets.WhatkepttheminplaceWhydidn’’ttheyfalloutoftheskyThefactthattheapplefelldowntowardtheearthandnotupintothetreeansweredthequestionhehadbeenaskinghimselfaboutthoselargerfruitsoftheheavensthemoonandtheplanets. HowmanymenwouldhaveconsideredthepossibilityofanapplefallingupintothetreeNewtondidbecausehewasnottryingtopredictanything.Hewasjustwondering.Hismindwasreadyfortheunpredictable.Unpredictabilityispartoftheessentialnatureofresearch.Ifyoudon’’thaveunpredictablethingsyoudon’’thaveresearch.Scientiststendtoforgetthiswhenwritingtheircutanddriedreportsforthetechnicaljournalsbuthistoryisfilledwithexamplesofit. Intalkingtosomescientistsparticularlyyoungeronesyoumightgathertheimpressionthattheyfindthescientificmethodasubstituteforimaginativethought.I’’veattendedresearchconferenceswhereascientisthasbeenaskedwhathethinksabouttheadvisabilityofcontinuingacertainexperiment.Thescientisthasfrownedlookedatthegraphsandsaidthedataarestillinconclusive.WeknowthatthemenfromthebudgetofficehavesaidbutwhatdoyouthinkIsitworthwhilegoingonWhatdoyouthinkwemightexpectThescientisthasbeenshockedathavingevenbeenaskedtospeculate. Whatthisamountstoofcourseisthatthescientisthasbecomethevictimofhisownwritings.Hehasputforwardunquestionedclaimssoconsistentlythathenotonlybelievesthemhimselfbuthasconvincedindustrialandbusinessmanagementthattheyaretrue.Ifexperimentsareplannedandcarriedoutaccordingtoplanasfaithfullyasthereportsinthesciencejournalsindicatethenitisperfectlylogicalformanagementtoexpectresearchtoproduceresultsmeasurableindollarsandcents.Itisentirelyreasonableforauditorstobelievethatscientistswhoknowexactlywheretheyaregoingandhowtheywillgetthereshouldnotbedistractedbythenecessityofkeepingoneeyeonthecashregisterwhiletheothereyeisonthemicroscope.Norifregularityandconformitytoastandardpatternareasdesirabletothescientistasthewritingofhispaperswouldappeartoreflectismanagementtobeblamedfordiscriminatingagainsttheoddballsamongresearchersinfavorofmoreconventionalthinkerswhoworkwellwiththeteam. Itseemsthatsomeyoungscientists_______________.
Japanesefirmshaveachievedthehighestlevelsofmanufacturingefficiencyintheworldautomobileindustry.46SomeobserversofJapanhaveassumedthatJapanesefirmsusethesamemanufacturingequipmentandtechniquesasUnitedStatesfirmsbuthavebenefitedfromtheuniquecharacteristicsofJapaneseemployeesandtheJapaneseculture.HoweverifthisweretruethenonewouldexpectJapaneseautoplantsintheUnitedStatestoperformnobetterthanfactoriesrunbyUnitedStatescompanies.Thisisnotthecase.47Japanese-runautomobileplantslocatedintheUnitedStatesandstaffedbylocalworkershavedemonstratedhigherlevelsofproductivitywhencomparedwithfactoriesownedbyUnitedStatescompanies. OtherobserverslinkhighJapaneseproductivitytohigherlevelsofcapitalinvestmentperworker.Butahistoricalperspectiveleadstoadifferentconclusion.48WhenthetwotopJapaneseautomobilemakersmatchedandthendoubledUnitedStatesproductivitylevelsinthemid-sixtiescapitalinvestmentperemployeewascomparabletothatofUnitedStatesfirms.FurthermorebythelateseventiestheamountoffixedassetsrequiredtoproduceonevehiclewasroughlyequivalentinJapanandintheUnitedStates.SincecapitalinvestmentwasnothigherinJapanithadtobeotherfactorsthatledtohigherproductivity. AmorefruitfulexplanationmayliewithJapaneseproductiontechniques.Japaneseautomobileproducersdidnotsimplyimplementconventionalprocessesmoreeffectively;theymadecriticalchangeinUnited’Statesprocedures.49Forinstancethemass-productionphilosophyofUnitedStatesautomakersencouragedtheproductionofhugelotsofcarsinordertoutilizefullyexpensivecomponent-specificequipmentandtooccupyfullyworkerswhohavebeentrainedtoexecuteoneoperationefficiently.Japaneseautomakerschosetomakesmall-lotproductionfeasiblebyintroducingseveraldeparturesfromUnitedStatespracticesincludingtheuseofflexibleequipmentthatcouldbealteredeasilytodoseveraldifferentproductiontasksandthetrainingofworkersinmultiplejobs.50Automakerscouldscheduletheproductionofdifferentcomponentsormodelsonsinglemachinestherebyeliminatingtheneedtostorethesparestocksofextracomponentsthatresultwhenspecializedequipmentandworkersarekeptconstantlyactive. Forinstancethemass-productionphilosophyofUnitedStatesautomakersencouragedtheproductionofhugelotsofcarsinordertoutilizefullyexpensivecomponent-specificequipmentandtooccupyfullyworkerswhohavebeentrainedtoexecuteoneoperationefficiently.
AttheendofthefifteenthcenturycelestialnavigationwasjustbeingdevelopedinEuropeprimarilybythePortuguese.Priortothedevelopmentofcelestialnavigationsailorsnavigatedby"deduced"or"dead"reckoninghereaftercalledDR.ThiswasthemethodusedbyColumbusandmostothersailorsofhisera.InDRthenavigatorfindshispositionbymeasuringthecourseanddistancehehassailedfromsomeknownpoint.Startingfromaknownpointsuchasaportthenavigatormeasuresouthiscourseanddistancefromthatpointonachartprickingthechartwithapintomarkthenewposition.Eachday’sendingpositionwouldbethestartingpointforthenextday’scourse-and-distancemeasurement. 41._______________________. Theship’sspeedwasmeasuredbythrowingapieceofflotsamoverthesideoftheship.Thereweretwomarksontheship’srailameasureddistanceapart.Whentheflotsampassedtheforwardmarkthepilotwouldstartaquickchantandwhenitpassedtheaftmarkthepilotwouldstopchanting.Thepilotwouldnotethelastsyllablereachedinthechantandhehadamnemonicthatwouldconvertthatsyllableintoaspeedinmilesperhour.Thismethodwouldnotworkwhentheshipwasmovingveryslowlysincethechantwouldnmtotheendbeforetheflotsamhadreachedtheaftmark. 42.____________________. Columbuswasthefirstsailorthatweknowofwhokeptadetailedlogofhisvoyagesbutonlythelogofthefirstvoyagesurvivesinanydetail.ItisbytheserecordsthatweknowhowColumbusnavigatedandhowweknowthathewasprimarilyaDRnavigator. 43.___________________.IfColumbushadbeenacelestialnavigatorwewouldexpecttoseecontinuousrecordsofcelestialobservations;butColumbus’slogdoesnotshowsuchrecordsduringeitherofthetransatlanticportionsofthefirstvoyage. IthasbeensupposedbysomescholarsthatColumbuswasacelestialnavigatoranywayandwasusingunrecordedcelestialchecksonhislatitudeashesailedwestonhisfirstvoyage.44.______________________InotherwordsifColumbuswereacelestialnavigatorwewouldexpecttoseeasenseofsmallintermittentcoursecorrectionsinordertostayatacelestiallydeterminedlatitude.Thesecorrectionsshouldoccurabouteverythreeorfourdaysperhapsmoreoften. Butthatisnotwhatthelogshows.45.________________.OnlythreetimesdoesColumbusdepartfromthiscourse:oncebecauseofcontrarywindsandtwicetochasefalsesignsoflandsouthwest.Innoneofthesecasesdoesheshowanydesiretoreturntoacelestially-determinedlatitude.Thisargumentisakillerforthecelestialhypothesis. [A]SinceDRisdependentuponcontinuousmeasurementsofcourseanddistancesailedweshouldexpectthatanylogkeptbyaDRnavigatorwouldhavetheserecords;andthisisexactlywhatColumbus’sloglookslike. [B]Onhisreturnvoyagein1493ColumbusstartedfromSamariaBayonthenorthcoastofHispaniolaandhemadelandfallatSantaMariaIslandintheAzores.WeknowhisentireDRcoursesanddistancesbetweenthesetwopointssincethey’rerecordedinhislog. [C]Inorderforthismethodtoworkthenavigatorneedsawaytomeasurehiscourseandawaytomeasurethedistancesailed.Coursewasmeasuredbyamagneticcompass.Distancewasdeterminedbyatimeandspeedcalculation:thenavigatormultipliedthespeedofthevesselinmilesperhourbythetimetraveledtogetthedistance. [D]OnthefirstvoyagewestboundColumbussticksdoggedlytohismagneticwestwardcourseforweeksatatime. [E]CouldColumbushascorrectedhiscompassesbycheckingthemagainstthestarsandthusavoidstheneedforcoursecorrectionsThiswouldhavebeenpossibleintheorybutweknowthatColumbuscouldnothaveactuallydonethis. [F]Speedanddistancewasmeasuredeveryhour.Theofficerofthewatchwouldkeeptrackofthespeedandcoursesailedeveryhourbyusingapeg-boardwithholesradiatingfromthecenteralongeverypointofthecompass.Thepegwasmovedfromthecenteralongthecoursetraveledforthedistancemadeduringthathour.Afterfourhoursanotherpegwasusedtorepresentthedistancemadegoodinleaguesduringthewholewatch.Attheendofthedaythetotaldistanceandcourseforthedaywastransferredtothechart. [G]Inthatcaseasmagneticvariationpulledhiscoursesouthwardfromtruewesthewouldhavenoticedthediscrepancyfromhiscelestialobservationsandhewouldhavecorrectedit. 41
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Scienceinpracticedependsfarlessontheexperimentsitpreparesthanonthepreparednessofthemindsofthemenwhowatchtheexperiments.SirIsaacNewtonsupposedlydiscoveredgravitythroughthefallofanapple.Appleshadbeenfallinginmanyplacesforcenturiesandthousandsofpeoplehadseenthemfall.ButNewtonforyearshadbeencuriousaboutthecauseoftheorbitalmotionofthemoonandplanets.WhatkepttheminplaceWhydidn’’ttheyfalloutoftheskyThefactthattheapplefelldowntowardtheearthandnotupintothetreeansweredthequestionhehadbeenaskinghimselfaboutthoselargerfruitsoftheheavensthemoonandtheplanets. HowmanymenwouldhaveconsideredthepossibilityofanapplefallingupintothetreeNewtondidbecausehewasnottryingtopredictanything.Hewasjustwondering.Hismindwasreadyfortheunpredictable.Unpredictabilityispartoftheessentialnatureofresearch.Ifyoudon’’thaveunpredictablethingsyoudon’’thaveresearch.Scientiststendtoforgetthiswhenwritingtheircutanddriedreportsforthetechnicaljournalsbuthistoryisfilledwithexamplesofit. Intalkingtosomescientistsparticularlyyoungeronesyoumightgathertheimpressionthattheyfindthescientificmethodasubstituteforimaginativethought.I’’veattendedresearchconferenceswhereascientisthasbeenaskedwhathethinksabouttheadvisabilityofcontinuingacertainexperiment.Thescientisthasfrownedlookedatthegraphsandsaidthedataarestillinconclusive.WeknowthatthemenfromthebudgetofficehavesaidbutwhatdoyouthinkIsitworthwhilegoingonWhatdoyouthinkwemightexpectThescientisthasbeenshockedathavingevenbeenaskedtospeculate. Whatthisamountstoofcourseisthatthescientisthasbecomethevictimofhisownwritings.Hehasputforwardunquestionedclaimssoconsistentlythathenotonlybelievesthemhimselfbuthasconvincedindustrialandbusinessmanagementthattheyaretrue.Ifexperimentsareplannedandcarriedoutaccordingtoplanasfaithfullyasthereportsinthesciencejournalsindicatethenitisperfectlylogicalformanagementtoexpectresearchtoproduceresultsmeasurableindollarsandcents.Itisentirelyreasonableforauditorstobelievethatscientistswhoknowexactlywheretheyaregoingandhowtheywillgetthereshouldnotbedistractedbythenecessityofkeepingoneeyeonthecashregisterwhiletheothereyeisonthemicroscope.Norifregularityandconformitytoastandardpatternareasdesirabletothescientistasthewritingofhispaperswouldappeartoreflectismanagementtobeblamedfordiscriminatingagainsttheoddballsamongresearchersinfavorofmoreconventionalthinkerswhoworkwellwiththeteam. TheauthorwantstoprovewiththeexampleofIsaacNewtonthat____________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
AttheendofthefifteenthcenturycelestialnavigationwasjustbeingdevelopedinEuropeprimarilybythePortuguese.Priortothedevelopmentofcelestialnavigationsailorsnavigatedby"deduced"or"dead"reckoninghereaftercalledDR.ThiswasthemethodusedbyColumbusandmostothersailorsofhisera.InDRthenavigatorfindshispositionbymeasuringthecourseanddistancehehassailedfromsomeknownpoint.Startingfromaknownpointsuchasaportthenavigatormeasuresouthiscourseanddistancefromthatpointonachartprickingthechartwithapintomarkthenewposition.Eachday’sendingpositionwouldbethestartingpointforthenextday’scourse-and-distancemeasurement. 41._______________________. Theship’sspeedwasmeasuredbythrowingapieceofflotsamoverthesideoftheship.Thereweretwomarksontheship’srailameasureddistanceapart.Whentheflotsampassedtheforwardmarkthepilotwouldstartaquickchantandwhenitpassedtheaftmarkthepilotwouldstopchanting.Thepilotwouldnotethelastsyllablereachedinthechantandhehadamnemonicthatwouldconvertthatsyllableintoaspeedinmilesperhour.Thismethodwouldnotworkwhentheshipwasmovingveryslowlysincethechantwouldnmtotheendbeforetheflotsamhadreachedtheaftmark. 42.____________________. Columbuswasthefirstsailorthatweknowofwhokeptadetailedlogofhisvoyagesbutonlythelogofthefirstvoyagesurvivesinanydetail.ItisbytheserecordsthatweknowhowColumbusnavigatedandhowweknowthathewasprimarilyaDRnavigator. 43.___________________.IfColumbushadbeenacelestialnavigatorwewouldexpecttoseecontinuousrecordsofcelestialobservations;butColumbus’slogdoesnotshowsuchrecordsduringeitherofthetransatlanticportionsofthefirstvoyage. IthasbeensupposedbysomescholarsthatColumbuswasacelestialnavigatoranywayandwasusingunrecordedcelestialchecksonhislatitudeashesailedwestonhisfirstvoyage.44.______________________InotherwordsifColumbuswereacelestialnavigatorwewouldexpecttoseeasenseofsmallintermittentcoursecorrectionsinordertostayatacelestiallydeterminedlatitude.Thesecorrectionsshouldoccurabouteverythreeorfourdaysperhapsmoreoften. Butthatisnotwhatthelogshows.45.________________.OnlythreetimesdoesColumbusdepartfromthiscourse:oncebecauseofcontrarywindsandtwicetochasefalsesignsoflandsouthwest.Innoneofthesecasesdoesheshowanydesiretoreturntoacelestially-determinedlatitude.Thisargumentisakillerforthecelestialhypothesis. [A]SinceDRisdependentuponcontinuousmeasurementsofcourseanddistancesailedweshouldexpectthatanylogkeptbyaDRnavigatorwouldhavetheserecords;andthisisexactlywhatColumbus’sloglookslike. [B]Onhisreturnvoyagein1493ColumbusstartedfromSamariaBayonthenorthcoastofHispaniolaandhemadelandfallatSantaMariaIslandintheAzores.WeknowhisentireDRcoursesanddistancesbetweenthesetwopointssincethey’rerecordedinhislog. [C]Inorderforthismethodtoworkthenavigatorneedsawaytomeasurehiscourseandawaytomeasurethedistancesailed.Coursewasmeasuredbyamagneticcompass.Distancewasdeterminedbyatimeandspeedcalculation:thenavigatormultipliedthespeedofthevesselinmilesperhourbythetimetraveledtogetthedistance. [D]OnthefirstvoyagewestboundColumbussticksdoggedlytohismagneticwestwardcourseforweeksatatime. [E]CouldColumbushascorrectedhiscompassesbycheckingthemagainstthestarsandthusavoidstheneedforcoursecorrectionsThiswouldhavebeenpossibleintheorybutweknowthatColumbuscouldnothaveactuallydonethis. [F]Speedanddistancewasmeasuredeveryhour.Theofficerofthewatchwouldkeeptrackofthespeedandcoursesailedeveryhourbyusingapeg-boardwithholesradiatingfromthecenteralongeverypointofthecompass.Thepegwasmovedfromthecenteralongthecoursetraveledforthedistancemadeduringthathour.Afterfourhoursanotherpegwasusedtorepresentthedistancemadegoodinleaguesduringthewholewatch.Attheendofthedaythetotaldistanceandcourseforthedaywastransferredtothechart. [G]Inthatcaseasmagneticvariationpulledhiscoursesouthwardfromtruewesthewouldhavenoticedthediscrepancyfromhiscelestialobservationsandhewouldhavecorrectedit. 45
Contrarytotheimpressionthatgrandmothersaredelightedtohelptheirgrowndaughtersandcarefortheirgrandchildrenastudyofmultigenerationalfamiliesindicatesthatmanyolderwomenresentthefrequentimpositionsoftheyoungergenerationsontheirhomeandenergy. "Youngwomenwithchildrenareunderalotofpressurethesedaysandtheyexpecttheirmotherstohelpthempickupthepieces"notedDr.BertramJ.CohlerabehavioralscientistattheUniversityofChicago."ThisisoftenthestrongestsourceofresentmentonthepartofGrandmotherwhohasfinishedwithchildcaringandnowhasherownlifetolive.Grandmothersliketoseetheirchildrenandgrandchildrenbutontheirowntime." InallthefourNewEnglandfamiliesstudiedtheolderwomenresentedthenumerousphonecallsandvisitsfromtheirgrowndaughterwhooftenturnedtotheirmothersforadvicephysicalresourcesaffectionandcompanionshipaswellasbabysittingservices."Americansocietykeepspilingontheburdensforolderpeopleparticularlythoseintheir50sand60s"Dr.Cohlersaidinaninterviewhere."They’restillworkingandthey’retakingcareoftheirgrownchildrenandmaybealsotheiragedparents.Sometimeslifegetstobetoomuch.That’sonereasonmanyolderfolksmovefarawaytoFloridaorArizona.Theyneedmorespaceandtimetoattendtotheirownaffairandfriends.Youngpeopledon’tunderstandthisandthat’spartofwhatcreatetensionbetweengenerations." Hehasfoundthatcontrarytowhattheyoungergenerationsmayhavethoughtolderpeoplehaveanenormousamounttodo."Morethanhalfofworking-classgrandmothersstillworkandifthey’reretiredtheyhaveactivitiesinthecommunitythatkeepthemoccupied"hesaid."Eachgenerationhasgottoappreciatetheuniqueneedsoftheother"Dr.Cohlerwenton."Theyoungergenerationhastorealizethatgrandparentshavebusyactivelivesandthattheyneedprivacyandmorespaceforthemselves.Andtheoldergenerationhastorealizethatcontinuingtobepartofthefamilyisimportanttotheyoungergenerationandthattheyneedhelpandsupport." Henotedthatproblemswithinterdependencebetweengenerationswerelikelytobemoreintenseinworking-classfamiliesthaninmiddleandupper-classfamilies.Heexplainedthattheworkingclasstendedtobegeographicallylessmobileandtohavefeweroutsideresourcesandthatdaughtersweremorelikelytoberearedwithastrongfamilyorientationandlessemphasisonestablishinganindependentlife. Accordingtothepassagewhichstatementistrue
WhataccountsforthegreatoutburstofmajorinventionsinearlyAmerica―breakthroughssuchasthetelegraphthesteamboatandtheweavingmachine AmongthemanyshapingfactorsIwouldsingleoutthecountry’’sexcellentelementaryschools;alaborforcethatwelcomedthenewtechnology;thepracticeofgivingpremiumstoinventors;andabovealltheAmericangeniusfornonverbalspatialthinkingaboutthingstechnological. WhymentiontheelementaryschoolsBecausethankstotheseschoolsourearlymechanicespeciallyintheNewEnglandandMiddleAtlanticstatesweregenerallyliterateandathomeinarithmeticandinsomeaspectsofgeometryandtrigonometry. AcuteforeignobserversrelatedAmericanadaptivenessandinventivenesstothiseducationaladvantage.AsamemberofaBritishcommissionvisitingherein1853reportedWithamindpreparedbythoroughschooldisciplinetheAmericanboydevelopsrapidlyintotheskilledworkman. Afurtherstimulustoinventioncamefromthepremiumsystemwhichprecededourpatentsystemandforyearsranparallelwithit.Thisapproachoriginatedabroadofferedinventorsmedalscashprizesandotherincentives. IntheUnitedStatesmultitudesofpremiumsfornewdeviceswereawardedatcountryfairsandattheindustrialfairsinmajorcities.Americansflockedtothesefairstoadmirethenewmachinesandthustorenewtheirfaithinthebeneficenceoftechnologicaladvance. GiventhisoptimisticapproachtotechnologicalinnovationtheAmericanworkertookreadilytothatspecialkindofnonverbalthinkingrequiredinmechanicaltechnology.AsEugeneFergusonhaspointedoutAtechnologistthinksaboutobjectsthatcannotbereducedtounambiguousverbaldescriptions;theyaredealtwithinhismindbyavisualnonverbalprocess...Thedesignerandtheinventor...areabletoassembleandmanipulateintheirmindsdevicesthatasyetdonotexist. Thisnonverbalspatialthinkingcanbejustascreativeaspaintingandwriting.RobertFultononcewroteThemechanicshouldsitdownamongleversscrewswedgeswheelsetc.likeapoetamongthelettersofthealphabetconsideringthemasanexhibitionofhisthoughtsinwhichanewarrangementtransmitsanewidea. Whenalltheseshapingforces―schoolsopenattitudesthepremiumsystemageniusforspatialthinking―interactedwithoneanotherontherichU.S.mainlandtheyproducedthatAmericancharacteristicemulation.Todaythatwordimpliesmereimitation.Butinearliertimesitmeantafriendlybutcompetitivestrivingforfameandexcellence. Thebesttitleforthispassagemightbe_________________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Japanesefirmshaveachievedthehighestlevelsofmanufacturingefficiencyintheworldautomobileindustry.46SomeobserversofJapanhaveassumedthatJapanesefirmsusethesamemanufacturingequipmentandtechniquesasUnitedStatesfirmsbuthavebenefitedfromtheuniquecharacteristicsofJapaneseemployeesandtheJapaneseculture.HoweverifthisweretruethenonewouldexpectJapaneseautoplantsintheUnitedStatestoperformnobetterthanfactoriesrunbyUnitedStatescompanies.Thisisnotthecase.47Japanese-runautomobileplantslocatedintheUnitedStatesandstaffedbylocalworkershavedemonstratedhigherlevelsofproductivitywhencomparedwithfactoriesownedbyUnitedStatescompanies. OtherobserverslinkhighJapaneseproductivitytohigherlevelsofcapitalinvestmentperworker.Butahistoricalperspectiveleadstoadifferentconclusion.48WhenthetwotopJapaneseautomobilemakersmatchedandthendoubledUnitedStatesproductivitylevelsinthemid-sixtiescapitalinvestmentperemployeewascomparabletothatofUnitedStatesfirms.FurthermorebythelateseventiestheamountoffixedassetsrequiredtoproduceonevehiclewasroughlyequivalentinJapanandintheUnitedStates.SincecapitalinvestmentwasnothigherinJapanithadtobeotherfactorsthatledtohigherproductivity. AmorefruitfulexplanationmayliewithJapaneseproductiontechniques.Japaneseautomobileproducersdidnotsimplyimplementconventionalprocessesmoreeffectively;theymadecriticalchangeinUnited’Statesprocedures.49Forinstancethemass-productionphilosophyofUnitedStatesautomakersencouragedtheproductionofhugelotsofcarsinordertoutilizefullyexpensivecomponent-specificequipmentandtooccupyfullyworkerswhohavebeentrainedtoexecuteoneoperationefficiently.Japaneseautomakerschosetomakesmall-lotproductionfeasiblebyintroducingseveraldeparturesfromUnitedStatespracticesincludingtheuseofflexibleequipmentthatcouldbealteredeasilytodoseveraldifferentproductiontasksandthetrainingofworkersinmultiplejobs.50Automakerscouldscheduletheproductionofdifferentcomponentsormodelsonsinglemachinestherebyeliminatingtheneedtostorethesparestocksofextracomponentsthatresultwhenspecializedequipmentandworkersarekeptconstantlyactive. Japanese-runautomobileplantslocatedintheUnitedStatesandstaffedbylocalworkershavedemonstratedhigherlevelsofproductivitywhencomparedwithfactoriesownedbyUnitedStatescompanies.
Thatexperiencesinfluencesubsequentbehaviourisevidenceofanobviousbutneverthelessremarkableactivitycalledremembering.Learningcouldnotoccurwithoutthefunctionpopularlynamedmemory.Constantpracticehassuchaneffectonmemoryastoleadtoskilfulperformanceonthepianotorecitationofapoemandeventoreadingandunderstandingthesewords.So-calledintelligentbehaviourdemandsmemoryrememberingbeingaprimaryrequirementforreasoning.Theabilitytosolveanyproblemoreventorecognizethataproblemexistsdependsonmemory.Typicallythedecisiontocrossastreetisbasedonrememberingmanyearlierexperiences. Practiceorreviewtendstobuildandmaintainmemoryforataskorforanylearnedmaterial.Overaperiodofnopracticewhathasbeenlearnedtendstobeforgotten;andtheadaptiveconsequencesmaynotseemobvious.Yetdramaticinstancesofsuddenforgettingcanbeseentobeadaptive.Inthissensetheabilitytoforgetcanbeinterpretedtohavesurvivedthroughaprocessofnaturalselectioninanimals.Indeedwhenone’’smemoryofanemotionallypainfulexperienceleadstoseriousanxietyforgettingmayproducerelief.Neverthelessanevolutionaryinterpretationmightmakeitdifficulttounderstandhowthecommonlygradualprocessofforgettingsurvivednaturalselection. Inthinkingabouttheevolutionofmemorytogetherwithallitspossibleaspectsitishelpfultoconsiderwhatwouldhappenifmemoriesfailedtofade.Forgettingclearlyaidsorientationintimesinceoldmemoriesweakenandthenewtendtostandoutprovidingcluesforinferringduration.Withoutforgettingadaptiveabilitywouldsuffer;forexamplelearnedbehaviourthatmighthavebeencorrectadecadeagomaynolongerbe.Casesarerecordedofpeoplewhobyordinarystandardsforgotsolittlethattheireverydayactivitieswerefullofconfusion.Thusforgettingseemstoservethesurvivaloftheindividualandthespecies. Anotherlineofthoughtassumesamemorystoragesystemoflimitedcapacitythatprovidesadaptiveflexibilityspecificallythroughforgetting.Inthisviewcontinualadjustmentsaremadebetweenlearningormemorystorageinputandforgettingoutput.Indeedthereisevidencethattherateatwhichindividualsforgetisdirectlyrelatedtohowmuchtheyhavelearned.Suchdataoffergrosssupportofcontemporarymodelsofmemorythatassumeaninput-outputbalance. Fromtheevolutionarypointofview________________.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
YouborrowedsomerecentissuesofU.S.businessmagazinefromyourprofessoramonthagobutdelayedreturningthem.Writealetterofapologytoyourprofessorstatingyourreasonsforthedelayandexpressingyourthanks. Writeyourletterinnolessthan100words.WriteitneatlyonANSWERSHEET2.Donotsignyourownnameattheendoftheletter.UseLiMinginstead.Youdonotneedtowritetheaddress.10points
WhataccountsforthegreatoutburstofmajorinventionsinearlyAmerica―breakthroughssuchasthetelegraphthesteamboatandtheweavingmachine AmongthemanyshapingfactorsIwouldsingleoutthecountry’’sexcellentelementaryschools;alaborforcethatwelcomedthenewtechnology;thepracticeofgivingpremiumstoinventors;andabovealltheAmericangeniusfornonverbalspatialthinkingaboutthingstechnological. WhymentiontheelementaryschoolsBecausethankstotheseschoolsourearlymechanicespeciallyintheNewEnglandandMiddleAtlanticstatesweregenerallyliterateandathomeinarithmeticandinsomeaspectsofgeometryandtrigonometry. AcuteforeignobserversrelatedAmericanadaptivenessandinventivenesstothiseducationaladvantage.AsamemberofaBritishcommissionvisitingherein1853reportedWithamindpreparedbythoroughschooldisciplinetheAmericanboydevelopsrapidlyintotheskilledworkman. Afurtherstimulustoinventioncamefromthepremiumsystemwhichprecededourpatentsystemandforyearsranparallelwithit.Thisapproachoriginatedabroadofferedinventorsmedalscashprizesandotherincentives. IntheUnitedStatesmultitudesofpremiumsfornewdeviceswereawardedatcountryfairsandattheindustrialfairsinmajorcities.Americansflockedtothesefairstoadmirethenewmachinesandthustorenewtheirfaithinthebeneficenceoftechnologicaladvance. GiventhisoptimisticapproachtotechnologicalinnovationtheAmericanworkertookreadilytothatspecialkindofnonverbalthinkingrequiredinmechanicaltechnology.AsEugeneFergusonhaspointedoutAtechnologistthinksaboutobjectsthatcannotbereducedtounambiguousverbaldescriptions;theyaredealtwithinhismindbyavisualnonverbalprocess...Thedesignerandtheinventor...areabletoassembleandmanipulateintheirmindsdevicesthatasyetdonotexist. Thisnonverbalspatialthinkingcanbejustascreativeaspaintingandwriting.RobertFultononcewroteThemechanicshouldsitdownamongleversscrewswedgeswheelsetc.likeapoetamongthelettersofthealphabetconsideringthemasanexhibitionofhisthoughtsinwhichanewarrangementtransmitsanewidea. Whenalltheseshapingforces―schoolsopenattitudesthepremiumsystemageniusforspatialthinking―interactedwithoneanotherontherichU.S.mainlandtheyproducedthatAmericancharacteristicemulation.Todaythatwordimpliesmereimitation.Butinearliertimesitmeantafriendlybutcompetitivestrivingforfameandexcellence. ItisimpliedthatadaptivenessandinventivenessoftheearlyAmericanmechanics_________________.
Writeanessayof160-200wordsbasedonthefollowingdrawing.Inyouressayyoushouldfirstdescribethedrawingtheninterpretitsmeaningandgiveyourcommentonit. YoushouldwriteneatlyonANSWERSHEET2.20points
Contrarytotheimpressionthatgrandmothersaredelightedtohelptheirgrowndaughtersandcarefortheirgrandchildrenastudyofmultigenerationalfamiliesindicatesthatmanyolderwomenresentthefrequentimpositionsoftheyoungergenerationsontheirhomeandenergy. "Youngwomenwithchildrenareunderalotofpressurethesedaysandtheyexpecttheirmotherstohelpthempickupthepieces"notedDr.BertramJ.CohlerabehavioralscientistattheUniversityofChicago."ThisisoftenthestrongestsourceofresentmentonthepartofGrandmotherwhohasfinishedwithchildcaringandnowhasherownlifetolive.Grandmothersliketoseetheirchildrenandgrandchildrenbutontheirowntime." InallthefourNewEnglandfamiliesstudiedtheolderwomenresentedthenumerousphonecallsandvisitsfromtheirgrowndaughterwhooftenturnedtotheirmothersforadvicephysicalresourcesaffectionandcompanionshipaswellasbabysittingservices."Americansocietykeepspilingontheburdensforolderpeopleparticularlythoseintheir50sand60s"Dr.Cohlersaidinaninterviewhere."They’restillworkingandthey’retakingcareoftheirgrownchildrenandmaybealsotheiragedparents.Sometimeslifegetstobetoomuch.That’sonereasonmanyolderfolksmovefarawaytoFloridaorArizona.Theyneedmorespaceandtimetoattendtotheirownaffairandfriends.Youngpeopledon’tunderstandthisandthat’spartofwhatcreatetensionbetweengenerations." Hehasfoundthatcontrarytowhattheyoungergenerationsmayhavethoughtolderpeoplehaveanenormousamounttodo."Morethanhalfofworking-classgrandmothersstillworkandifthey’reretiredtheyhaveactivitiesinthecommunitythatkeepthemoccupied"hesaid."Eachgenerationhasgottoappreciatetheuniqueneedsoftheother"Dr.Cohlerwenton."Theyoungergenerationhastorealizethatgrandparentshavebusyactivelivesandthattheyneedprivacyandmorespaceforthemselves.Andtheoldergenerationhastorealizethatcontinuingtobepartofthefamilyisimportanttotheyoungergenerationandthattheyneedhelpandsupport." Henotedthatproblemswithinterdependencebetweengenerationswerelikelytobemoreintenseinworking-classfamiliesthaninmiddleandupper-classfamilies.Heexplainedthattheworkingclasstendedtobegeographicallylessmobileandtohavefeweroutsideresourcesandthatdaughtersweremorelikelytoberearedwithastrongfamilyorientationandlessemphasisonestablishinganindependentlife. AccordingtothepassagethegrowndaughtersrequiretheirmotherstodoallthefollowingEXCEPT
Directions YouhaveanappointmentnextFridaywithyoursupervisoraboutyourthesisbutyouareunabletokeepitbemusesomethingunexpectedhashappened:Writealettertohimaccordingtothefollowingoutline: 1expressyourapologyforyourinabilitytokeepit; 2giveyourreasonsforit; 3suggestotherremedies. Youshouldwriteabouti00wordsonANSWERSHEET2.Donotsignyourownnameattheendoftheletter.Use"LiXin"instead.Youdonotneedtowritetheaddress.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
Toparaphrase18th-centurystatesmanEdmundBurkeallthatisneededforthetriumphofamisguidedcauseisthatgoodpeopledonothing.Onesuchcausenowseekstoendbiomedicalresearchbecauseofthetheorythatanimalshaverightsrulingouttheiruseinresearch.Scientistsneedtorespondforcefullytoanimalrightsadvocateswhoseargumentsareconfusingthepublicandtherebythreateningadvancesinhealthknowledgeandcare.Leadersoftheanimalrightsmovementtargetbiomedicalresearchbecauseitdependsonpublicfundingandfewpeopleunderstandtheprocessofhealthcareresearch.Hearingallegationsofcrueltytoanimalsinresearchsettingsmanyareperplexedthatanyonewoulddeliberatelyharmananimal. Forexampleagrandmotherlywomanstaffingananimalrightsboothatarecentstreetfairwasdistributingabrochurethatencouragedreadersnottouseanythingthatcomesfromoristestedinanimals―nomeatnofurnomedicines.Askedifsheopposedimmunizationsshewantedtoknowifvaccinescomefromanimalresearch.WhenassuredthattheydosherepliedThenIwouldhavetosayyes.AskedwhatwillhappenwhenepidemicsreturnshesaidDon’’tworryscientistswillfindsomewayofusingcomputers.Suchwell-meaningpeoplejustdon’’tunderstand. Scientistsmustcommunicatetheirmessagetothepublicinacompassionateunderstandableway--inhumantermsnotinthelanguageofmolecularbiology.Weneedtomakecleartheconnectionbetweenanimalresearchandagrandmother’’shipreplacementafather’’sbypassoperationababy’’svaccinationsandevenapet’’sshots.Tothosewhoareunawarethatanimalresearchwasneededtoproducethesetreatmentsaswellasnewtreatmentsandvaccinesanimalresearchseemswastefulatbestandcruelatworst. Muchcanbedone.Scientistscouldadoptmiddleschoolclassesandpresenttheirownresearch.Theyshouldbequicktorespondtoletterstotheeditorlestanimalrightsmisinformationgounchallengedandacquireadeceptiveappearanceoftruth.Researchinstitutionscouldbeopenedtotourstoshowthatlaboratoryanimalsreceivehumanecare.Finallybecausetheultimatestakeholdersarepatientsthehealthresearchcommunityshouldactivelyrecruittoitscausenotonlywell-knownpersonalitiessuchasStephenCooperwhohasmadecourageousstatementsaboutthevalueofanimalresearchbutallwhoreceivemedicaltreatment.Ifgoodpeopledonothingthereisarealpossibilitythatanuninformedcitizenrywillextinguishthepreciousembersofmedicalprogress. Misledpeopletendtothinkthatusingananimalinresearchis
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