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Anthropology is the study of human beings as creatures of society. It (1) its attention upon th...
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Humanbeingsinalltimesandplacesthinkabouttheirworld
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Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 8
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 18
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 12
Thevolcanointhecornfieldgrewuntilitwasbiggerthanthecornfield!41______PeoplecalledthevolcanotheLittleMonsterbecauseitgrewsofast.Scientistscamefromallovertheworldtostudyitandwatchitgrow.Itisnotoftenthatpeoplegetachancetowatchavolcanofromtheverybeginning.Mostofthevolcanoeshavebeenhereforaverylongtime.Somehavebeenheresolongthatnowtheyarecold.Theyarecalleddeadvolcanoes.Theyhavestoppedthrowingoutfireandmeltedrockandsmoke.Itissafetowalkonthem.Farmsareplowedonthequietslopesandpeoplehavebuilthousesthere.Somevolcanoeshavestoppedthrowingouthotrockbuttheystillsmokealittlenowandthen.Theyaresleepingvolcanoes.Sometimetheymaywakeup.42______.Todayvolcanoesarenotsodangerousforpeopleastheywerealongtimeago.Nowweknowmoreaboutwhyvolcanoesdowhattheydoandwecanusuallytellwhentheyaregoingtodoit.43______.Peopleusedtothinkdragonsundertheearthcausedvolcanoes.Theysaidthesmokethatpuffedabovethegroundwasthedragon’sbreath.Theysaidtheearthquakeswerecausedbythedragon’smovingarounddownintheearth.Nowweknowthatthisisnottrue.Anotherthingweknowaboutvolcanoesisthattheydon’thappenjustanywhere.44______.Scientistsknowwheretheseplacesareandmapshavebeenmadetoleteverybodyknow.Therearedifferentkindsofvolcanoes.Someexplodesoviolentlythattherockgoeshighintotheairandfallsmilesaway.Avolcanomayshootoutashessohighthattheyfloatallthewayaroundtheworld.Theyhavemadethesunsetsgreenandthesnowpurple.45______.Oneverytallvolcanostaysfieryredatthetopallthetime.Itisluckythatthevolcanoisneartheocean.Sailorscanuseitforalighthouse.[A]Othervolcanoesaremoregentle.Thehotlavarisesintheirconesandoverflowsrollingslowlydownthemountainsidewhereitbecomescoolandhard.[B]Blacksmokepuffedout.Hotashesfelllikeblacksnowflakes.Hotrockandfireandlavashotout.[C]Smokepuffedupandrockstartedpoppingupoutofacrackthatopenedintheground.[D]AvolcanonamedVesuviussleptforathousandyears.Butitwokeupandthrewoutsomuchhotmeltedrockthatitburiedthebuildingsoftwocities.[E]Beforeasleepingvolcanowakesupitusuallymakesanoiselikefarawaythunderandthegroundshakesinsmallearthquakes.Peoplearewarnedandhavetimetogetawaysafely.[F]Avolcanostartsfromaholeinthegroundfromwhichhotrockandsmokeandsteamcomeout.Farfarunderthegrounditissohotthatrockmelts.Thishotmeltedrockorlavaissome-timespushedoutoftheearththroughaholeoracrackintheground.Thesteaminsidetheearthpushestherockout.[G]Therearecertainplacesundertheearthwheretherockisbrokeninawaythatletsthesteamandhotrockescapetotheoutsidemoreeasily.
Anexperimentthatsomehopedwouldrevealanewclassofsubatomicparticlesandperhapsevenpointtocluesaboutwhytheuniverseexistsatallhasinsteadproducedafirstroundofresultsthataremysteriouslyinconclusive. Dr.ConradandWilliamC.LouispresentedtheirinitialfindingsinatalkyesterdayattheFermiNationalAcceleratorLaboratorywheretheexperimentisbeingperformed. Thegoalwastoconfirmorrefuteobservationsmadeinthe1990sinaLosAlamosexperimentthatobservedtransformationsintheevanescentbutbountifulparticlesknownasneutrinos微中子.Neutrinoshavenoelectricalchargeandalmostnomassbuttherearesomanyofthemthattheycouldcollectivelyoutweighallthestarsintheuniverse. Thenewexperimenthasattractedwideinterest.ThatreflectedinpartthehopeoffindingcracksintheStandardModelwhichencapsulatesphysicists’currentknowledgeaboutfundamentalparticlesandforces. TheStandardModelhasprovedremarkablyeffectiveandaccuratebutitcannotanswersomefundamentalquestionslikewhytheuniversedidnotcompletelyannihilate毁灭itselfaninstantaftertheBigBang. Thebirthoftheuniverse13.7billionyearsagocreatedequalamountsofmatterandantimatter.Sincematterandantimatterannihilateeachotherwhentheycomeincontactthatwouldhaveleftnothingtocoalesceintostarsandgalaxies.Theremustbesomeimbalanceinthelawsofphysicsthatledtoaslightpreponderanceofmatteroverantimatterandthatextrabitofmatterformedeverythinginthevisibleuniverse. Theimbalancesomephysicistsbelievemaybehidinginthedynamicsofneutrinos. Neutrinoscomeinthreeknowntypesorflavors.Andtheycanchangeflavorastheytravel.ButtheneutrinotransformationsreportedintheLosAlamosdatadonotfitthethree-flavormodelsuggestingfourflavorsofneutrinosifnotmore. Thenewexperimentsoughttocountthenumberoftimesoneflavorofneutrinocalledamuonμ介子turnedintoanotherflavoranelectronneutrino. FormostoftheneutrinoenergyrangetheylookedatthescientistsdidnotseeanymoreelectronneutrinosthanwouldbepredictedbytheStandardModel.ThatruledoutthesimplestwaysofinterpretingtheLosAlamosneutrinodataDr.ConradandDr.Louissaid. Butatthelowerenergiesthescientistsdidseemoreelectronneutrinosthanpredicted:369ratherthanthepredicted273.Thatmaysimplymeanthatsomecalculationsareoff.Oritcouldpointtoasubtlerinterplayofparticlesknownandunknown. Dr.Louissaidhewassurprisedbytheresults."Iwassortofexpectingaclearexcessornoexcess"hesaid."Inasensewegotboth./ ItcanbeinferredfromParagraph1thattheinitialfindingsofDr.ConradandLouisare
RememberthedayswhencompaniessuchasMicrosoftandMc-Kinseytookimmensesatisfactionfromsubjectingjobcandidatestomind-crunchingstrategysessionsIfyouthoughtthatwasroughimagineaninterviewinwhichnoamountofresearchorquestioningofinsiderswillhelp.Imagineinsteadthatallyoucandoishaveahealthybreakfastpickoutyournicestsuitandhopeforthebest.Inthenewinterviewthey’renotjusttestingwhatyouknow.They’realsotestingwhoyouare. It’scalledthesituationalinterviewandit’squicklybecomingamustinthejob-seekingworld.Inthepost-Enroncultureofcautioncorporationsarefocusingonanobviousinsight:thatagold-platedresumeandwinningpersonalityareaboutasaccurateindeterminingjobperformanceasWallStreetanalystsareinpickingstocks.Nowwithshareholderscrutinyhiringslowdownsandexpense-reducingnomanagercanaffordtohirethewrongperson.Hundredsofcompaniesareswitchingtothenewmethods.Whereastheconventionalinterviewhasbeenfoundtobeonly7%accurateinpredictingjobperformancesituationalinterviewsdeliveraratingof54%—themostofanyinterviewingtool. Thesituationaltechnique’ssuperioritystemsfromitsabilitytotripupeventhewittiestofinterviewees.Ofcourseeveryapplicantmustdisplayahealthydoseofoccupationalknow-howbutbehaviorandethicalbackboneplayabigrole.ForexampleaprospectiveanalystataWallStreetbankmighthavetofacesayacustomerwithanaccountargument.It’snothappeningonpaperbutinrealtime—withmanagersandexpertswatchingnearby.Theinterviewerplaystheroleofafiercecustomeronthephoneangryaboutmoneylostwhenatradewasn’texecutedontime.It’ssetupasanobviousmistakeonthebanker’spart. Interviewerswatchthecandidates’reactions:howtheyprocessthecomplexaccountinformationtheirabilitytotalktheclientdownwhattheirbodylanguagedisplaysabouttheirownshortcomingsandwhichwordstheychoose.Inthisinstancenotbeinghonestaboutthemistakeorshowingangerorfrustration—nomatterhowglowingyourresume—meansyou’reout. Behavioralinterviewsarealsobeingroundedoutbyothertoolsthatuntilrecentlyhadbeenreservedforelitehires.Personality-testingoutfitCaliperforexamplewhichprobescandidatesforemotional-intelligenceskillsandjobabilityhasseenitsbusinessjump20%thisyear. Clearlythenewinterviewisn’twithoutitsdrawbacks.Companiesruntheriskofarousinghostilityincandidateswhomayfeelasifsomelinehasbeencrossedintopersonalterritory.Moreoversortiecompaniesworryaboutthefairnessofpersonalitytests.Theyhavetomakesuretherearenoinherentgenderorracialbiasesinthetest. Inthesituationalinterviewjob-seekershaveto
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 14
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 12
IntheireverydaylifemostAmericansseemtoagreewithHenryFordwhooncesaid"Historyismoreorlessabsurdity.Wewanttoliveinthepresentandtheonlyhistorythatisworthatinker’sdamnisthehistorywemaketoday."Certainlyagreat—butnowalsodeadlocked—debateonimmigrationfiguresprominentlyinthehistorybeingmadetodayintheUnitedStatesandaroundtheworld. Inbothhistoryandsociologyscholarlyworkonimmigrationwassparkedbythegreatdebatesofthe1920sasAmericansarguedoverwhichimmigrantstoincludeandwhichtoexcludefromtheAmericannation.TheresultofthatparticulargreatdebateinvolvedtherestrictionofimmigrationfromAsiaandsouthernandeasternEurope. Reactingtothedebatesoftheirtimesociologistsandhistoriansneverthelessdevelopeddifferentcentralthemes.WhileChicagoSchoolsociologistsfocusedonimmigrantadaptationtotheAmericanmainstreamhistoriansweremorelikelytodescribeimmigrantsengagedinbuildingtheAmericannationoritsregionalsub-cultures. Historiansstudiedtheimmigrantsofthepastusuallyinthecontextofnation-buildingandsettlementofthewesternUnitedStateswhilesociologistsfocusedontheimmigranturbanworkersoftheirowntimes—thatistheearly20thcentury.Meanwhilesociologists’descriptionofassimilationasanalmostnaturalsequenceofinteractionsresultinginthemodernizationandAmericanizationofforeignersreassuredAmericansthattheircountrywouldsurvivetherecentarrivalofimmigrantswhomlongtimeAmericansperceivedasradicallydifferent. Historiansinsistedthattheimmigrantsofthepasthadactuallybeenthe"makersofAmerica";theyhadforgedthemainstreamtowhichnewimmigrantsadapted.Forsociologistshoweveritwasimmigrantswhochangedandassimilatedoverthecourseofthreegenerations.ForhistoriansitwastheAmericannationthatchangedandevolved. IncurrentdebatesoverallwhatseemstobemissingisnotknowledgeofsignificantelementsoftheAmericanpastorrespectforthelessonstobedrawnfromthatpastbutratherdebaters’abilitytoseehowtimeshapesunderstandingofthepresent. InthefirstmomentsofAmericannation-buildingtheso-calledFoundingFatherscelebratedmigrationasanexpressionofhumanliberty.Hereisareminderthattoday’sdebatestakeplaceamongthosewhoagreeratherfundamentallythatnationalself-interestrequirestherestrictionofimmigration.Debatersdisagreewitheachothermainlyoverhowbesttoaccomplishrestrictionnotwhetherrestrictionistherightcourse.TheUnitedStatesalongwithmanyothernationsisneitheratthestartnornecessarilyanywhereneartheendofalongeraofrestriction. Itshouldberemindedthattoday’sdebateonimmigration
Thevolcanointhecornfieldgrewuntilitwasbiggerthanthecornfield!41______PeoplecalledthevolcanotheLittleMonsterbecauseitgrewsofast.Scientistscamefromallovertheworldtostudyitandwatchitgrow.Itisnotoftenthatpeoplegetachancetowatchavolcanofromtheverybeginning.Mostofthevolcanoeshavebeenhereforaverylongtime.Somehavebeenheresolongthatnowtheyarecold.Theyarecalleddeadvolcanoes.Theyhavestoppedthrowingoutfireandmeltedrockandsmoke.Itissafetowalkonthem.Farmsareplowedonthequietslopesandpeoplehavebuilthousesthere.Somevolcanoeshavestoppedthrowingouthotrockbuttheystillsmokealittlenowandthen.Theyaresleepingvolcanoes.Sometimetheymaywakeup.42______.Todayvolcanoesarenotsodangerousforpeopleastheywerealongtimeago.Nowweknowmoreaboutwhyvolcanoesdowhattheydoandwecanusuallytellwhentheyaregoingtodoit.43______.Peopleusedtothinkdragonsundertheearthcausedvolcanoes.Theysaidthesmokethatpuffedabovethegroundwasthedragon’sbreath.Theysaidtheearthquakeswerecausedbythedragon’smovingarounddownintheearth.Nowweknowthatthisisnottrue.Anotherthingweknowaboutvolcanoesisthattheydon’thappenjustanywhere.44______.Scientistsknowwheretheseplacesareandmapshavebeenmadetoleteverybodyknow.Therearedifferentkindsofvolcanoes.Someexplodesoviolentlythattherockgoeshighintotheairandfallsmilesaway.Avolcanomayshootoutashessohighthattheyfloatallthewayaroundtheworld.Theyhavemadethesunsetsgreenandthesnowpurple.45______.Oneverytallvolcanostaysfieryredatthetopallthetime.Itisluckythatthevolcanoisneartheocean.Sailorscanuseitforalighthouse.[A]Othervolcanoesaremoregentle.Thehotlavarisesintheirconesandoverflowsrollingslowlydownthemountainsidewhereitbecomescoolandhard.[B]Blacksmokepuffedout.Hotashesfelllikeblacksnowflakes.Hotrockandfireandlavashotout.[C]Smokepuffedupandrockstartedpoppingupoutofacrackthatopenedintheground.[D]AvolcanonamedVesuviussleptforathousandyears.Butitwokeupandthrewoutsomuchhotmeltedrockthatitburiedthebuildingsoftwocities.[E]Beforeasleepingvolcanowakesupitusuallymakesanoiselikefarawaythunderandthegroundshakesinsmallearthquakes.Peoplearewarnedandhavetimetogetawaysafely.[F]Avolcanostartsfromaholeinthegroundfromwhichhotrockandsmokeandsteamcomeout.Farfarunderthegrounditissohotthatrockmelts.Thishotmeltedrockorlavaissome-timespushedoutoftheearththroughaholeoracrackintheground.Thesteaminsidetheearthpushestherockout.[G]Therearecertainplacesundertheearthwheretherockisbrokeninawaythatletsthesteamandhotrockescapetotheoutsidemoreeasily.
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 20
Anexperimentthatsomehopedwouldrevealanewclassofsubatomicparticlesandperhapsevenpointtocluesaboutwhytheuniverseexistsatallhasinsteadproducedafirstroundofresultsthataremysteriouslyinconclusive. Dr.ConradandWilliamC.LouispresentedtheirinitialfindingsinatalkyesterdayattheFermiNationalAcceleratorLaboratorywheretheexperimentisbeingperformed. Thegoalwastoconfirmorrefuteobservationsmadeinthe1990sinaLosAlamosexperimentthatobservedtransformationsintheevanescentbutbountifulparticlesknownasneutrinos微中子.Neutrinoshavenoelectricalchargeandalmostnomassbuttherearesomanyofthemthattheycouldcollectivelyoutweighallthestarsintheuniverse. Thenewexperimenthasattractedwideinterest.ThatreflectedinpartthehopeoffindingcracksintheStandardModelwhichencapsulatesphysicists’currentknowledgeaboutfundamentalparticlesandforces. TheStandardModelhasprovedremarkablyeffectiveandaccuratebutitcannotanswersomefundamentalquestionslikewhytheuniversedidnotcompletelyannihilate毁灭itselfaninstantaftertheBigBang. Thebirthoftheuniverse13.7billionyearsagocreatedequalamountsofmatterandantimatter.Sincematterandantimatterannihilateeachotherwhentheycomeincontactthatwouldhaveleftnothingtocoalesceintostarsandgalaxies.Theremustbesomeimbalanceinthelawsofphysicsthatledtoaslightpreponderanceofmatteroverantimatterandthatextrabitofmatterformedeverythinginthevisibleuniverse. Theimbalancesomephysicistsbelievemaybehidinginthedynamicsofneutrinos. Neutrinoscomeinthreeknowntypesorflavors.Andtheycanchangeflavorastheytravel.ButtheneutrinotransformationsreportedintheLosAlamosdatadonotfitthethree-flavormodelsuggestingfourflavorsofneutrinosifnotmore. Thenewexperimentsoughttocountthenumberoftimesoneflavorofneutrinocalledamuonμ介子turnedintoanotherflavoranelectronneutrino. FormostoftheneutrinoenergyrangetheylookedatthescientistsdidnotseeanymoreelectronneutrinosthanwouldbepredictedbytheStandardModel.ThatruledoutthesimplestwaysofinterpretingtheLosAlamosneutrinodataDr.ConradandDr.Louissaid. Butatthelowerenergiesthescientistsdidseemoreelectronneutrinosthanpredicted:369ratherthanthepredicted273.Thatmaysimplymeanthatsomecalculationsareoff.Oritcouldpointtoasubtlerinterplayofparticlesknownandunknown. Dr.Louissaidhewassurprisedbytheresults."Iwassortofexpectingaclearexcessornoexcess"hesaid."Inasensewegotboth./ Wecanconcludethatthedynamicsofneutrinosmaycause
Pronouncingalanguageisaskill.Everynormalpersonisexpertintheskillofpronouncinghisownlanguagebutfewpeopleareevenmoderatelyproficientatpronouncingforeignlanguages.Nowtherearemanyreasonsforthissomeobvioussomeperhapsnotsoobvious.ButIsuggestthatthefundamentalreasonwhypeopleingeneraldonotspeakforeignlanguagesverymuchbetterthantheydoisthattheyfailtograspthetruenatureoftheproblemoflearningtopronounceandconsequentlyneversetabouttacklingitintherightway.Fartoomanypeoplefailtorealizethatpronouncingaforeignlanguageisaskillonethatneedscarefultrainingofaspecialkindandonethatcannotbeacquiredbyjustleavingittotakecareofitself.Ithinkeventeachersoflanguagewhilerecognizingtheimportanceofagoodaccenttendtoneglectintheirpracticalteachingthebranchofstudyconcernedwithspeakingthelanguage. SothefirstpointIwanttomakeisthatEnglishpronunciationmustbetaught;theteachershouldbepreparedtodevotesomeofthelessontimetothisandbyhiswholeattitudetothesubjectshouldgetthestudenttofeelthathereisamatterworthyofreceivinghiscloseattention.SothereshouldbeoccasionswhenotheraspectsofEnglishsuchasgrammarorspellingareallowedforthemomenttotakesecondplace. Apartfromthisquestionofthetimegiventopronunciationtherearetwootherrequirementsfortheteacher:thefirstknowledge;thesecondtechnique. Itisimportantthattheteachershouldbeinpossessionofthenecessaryinformation.Thiscangenerallybeobtainedfrombooks.Itispossibletogetfrombookssomeideaofthemechanicsofspeechandofwhatwecallgeneralphonetictheory.ItisalsopossibleinthiswaytogetaclearmentalpictureoftherelationshipbetweenthesoundsofdifferentlanguagesbetweenthespeechhabitsofEnglishpeopleandthosesayofyourstudents.Unlesstheteacherhassuchapictureanycommentshemaymakeonhisstudents’pronunciationareunlikelytobeofmuchuseandlessontimespentonpronunciationmaywellbetime-wasted. Butitdoesnotfollowthatyoucanteachpronunciationsuccessfullyassoonasyouhavereadthenecessarybooks.Itdependsafterthatonwhatuseyoumakeofyourknowledgeandthisisamatteroftechnique. Nowthefirstandmostimportantpartofalanguageteacher’stechniqueishisownperformancehisabilitytodemonstratethespokenlanguageineverydetailofarticulationaswellasinfluentspeakingsothatthestudent’slatentcapacityforimitationisgiventhefullestscopeandencouragement.Theteacherthenshouldbeasperfectamodelinthisrespectashecanmakehimself.Andtosupplementhisownperformancehoweversatisfactorythismaybethemodernteacherhasathisdisposalrecordingsradiotelevisionandvideotosupplytheauthenticvoicesofnativespeakersoriftheteacherhappenstobeanativespeakerhimselforspeaksjustlikeonethentovarythemethodofpresentingthelanguagematerial.537words Notes:setabout着手试图articulation发音latent潜在的不明显的atone’sdisposal供某人任意支配使用 Thewriterarguesthatgoingabouttheproblemofpronunciationinthewrongwayis
IntheireverydaylifemostAmericansseemtoagreewithHenryFordwhooncesaid"Historyismoreorlessabsurdity.Wewanttoliveinthepresentandtheonlyhistorythatisworthatinker’sdamnisthehistorywemaketoday."Certainlyagreat—butnowalsodeadlocked—debateonimmigrationfiguresprominentlyinthehistorybeingmadetodayintheUnitedStatesandaroundtheworld. Inbothhistoryandsociologyscholarlyworkonimmigrationwassparkedbythegreatdebatesofthe1920sasAmericansarguedoverwhichimmigrantstoincludeandwhichtoexcludefromtheAmericannation.TheresultofthatparticulargreatdebateinvolvedtherestrictionofimmigrationfromAsiaandsouthernandeasternEurope. Reactingtothedebatesoftheirtimesociologistsandhistoriansneverthelessdevelopeddifferentcentralthemes.WhileChicagoSchoolsociologistsfocusedonimmigrantadaptationtotheAmericanmainstreamhistoriansweremorelikelytodescribeimmigrantsengagedinbuildingtheAmericannationoritsregionalsub-cultures. Historiansstudiedtheimmigrantsofthepastusuallyinthecontextofnation-buildingandsettlementofthewesternUnitedStateswhilesociologistsfocusedontheimmigranturbanworkersoftheirowntimes—thatistheearly20thcentury.Meanwhilesociologists’descriptionofassimilationasanalmostnaturalsequenceofinteractionsresultinginthemodernizationandAmericanizationofforeignersreassuredAmericansthattheircountrywouldsurvivetherecentarrivalofimmigrantswhomlongtimeAmericansperceivedasradicallydifferent. Historiansinsistedthattheimmigrantsofthepasthadactuallybeenthe"makersofAmerica";theyhadforgedthemainstreamtowhichnewimmigrantsadapted.Forsociologistshoweveritwasimmigrantswhochangedandassimilatedoverthecourseofthreegenerations.ForhistoriansitwastheAmericannationthatchangedandevolved. IncurrentdebatesoverallwhatseemstobemissingisnotknowledgeofsignificantelementsoftheAmericanpastorrespectforthelessonstobedrawnfromthatpastbutratherdebaters’abilitytoseehowtimeshapesunderstandingofthepresent. InthefirstmomentsofAmericannation-buildingtheso-calledFoundingFatherscelebratedmigrationasanexpressionofhumanliberty.Hereisareminderthattoday’sdebatestakeplaceamongthosewhoagreeratherfundamentallythatnationalself-interestrequirestherestrictionofimmigration.Debatersdisagreewitheachothermainlyoverhowbesttoaccomplishrestrictionnotwhetherrestrictionistherightcourse.TheUnitedStatesalongwithmanyothernationsisneitheratthestartnornecessarilyanywhereneartheendofalongeraofrestriction. Whatdowelearnfromthetextaboutthethemesofhistoriansandsociologists
Directions: Writeanessayof160-200wordsbasedonthefollowingpicture.Inyouressayyoushould 1describethepicturebriefly 2explainitsintendedmeaningandthen 3supportyourviewwithanexample/examples YoushouldwriteneatlyonANSWERSHEET2.20points
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 4
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 10
Itdoesn’ttakeanEinsteintorecognizethatAlbertEinstein’sbrainwasverydifferentfromyoursandmine.46Thegraymatterhousedinsidethatshaggyheadmanagedtorevolutionizeourconceptsoftimespacemotion--theveryfoundationsofphysicalreality--notjustoncebutseveraltimesduringhisastonishingcareer.YetwhilethereclearlyhadtobesomethingremarkableaboutEinstein’sbrainthepathologistwhoremoveditfromthegreatphysicist’sskullafterhisdeathreportedthattheorganwastoallappearanceswellwithinthenormalrange-nobiggerorheavierthananyoneelse’s.ButanewanalysisofEinstein’sbrainbyCanadianscientistsreportedinthecurrentLancetrevealsthatithassomedistinctivephysicalcharacteristicsafterall.47Aportionofthebrainthatgovernsmathematicalabilityandspatialreasoning--twokeyingredientstothesortofthinkingEinsteindidbest--wassignificantlylargerthanaverageandmayalsohavehadmoreinterconnectionsamongitscellswhichcouldhaveallowedthemtoworktogethermoreeffectively.In1996HarveygavemuchofhisdataandasignificantfractionofthetissueitselftoDr.SandraWitelsonaneuroscientistwhomaintainsabrainbankatMcMasterforcomparativestudiesofbrainstructureandfunction.48ThesenormalundiseasedbrainswilledtosciencebypeoplewhoseintelligencehadbeencarefullymeasuredbeforedeathgaveWitelsonasolidsetofbenchmarksagainstwhichtomeasuretheseatofEinstein’sbrilliantthoughts.NotonlywasEinstein’sinferiorparietalregionunusuallybulkythescientistsfoundbutafeaturecalledtheSylvianfissurewasmuchsmallerthanaverage.49Withoutthisgroovethatnormallyslicesthroughthetissuethebraincellswerepackedclosetogetherpermittingmoreinterconnections--whichinprinciplecanpermitmorecross-referencingofinformationandideas--leadingtogreatleapsofinsight.That’stheideaanyway.Butwhileit’squiteplausibleaccordingtocurrentneurologicaltheorythatdoesn’tnecessarilymakeittrue.WeknowEinsteinwasageniusandwenowknowthathisbrainwasphysicallydifferentfromtheaverage.Butnoneofthisprovesacause-and-effectrelationship.WhatyoureallyneedsaysMcLean’sBenesistolookatthebrainsofanumberofmathematicalgeniusestoseeifthesameabnormalitiesarepresent.50Eveniftheyareit’spossiblethatthebulked-upbrainsarearesultofstrenuousmentalexercisenotaninherentfeaturethatmakesgeniuspossible.Bottomline:westilldon’tknowwhetherEinsteinwasbornwithanextraordinarymindorwhetherheearneditonebrilliantideaatatime.
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 2
RememberthedayswhencompaniessuchasMicrosoftandMc-Kinseytookimmensesatisfactionfromsubjectingjobcandidatestomind-crunchingstrategysessionsIfyouthoughtthatwasroughimagineaninterviewinwhichnoamountofresearchorquestioningofinsiderswillhelp.Imagineinsteadthatallyoucandoishaveahealthybreakfastpickoutyournicestsuitandhopeforthebest.Inthenewinterviewthey’renotjusttestingwhatyouknow.They’realsotestingwhoyouare. It’scalledthesituationalinterviewandit’squicklybecomingamustinthejob-seekingworld.Inthepost-Enroncultureofcautioncorporationsarefocusingonanobviousinsight:thatagold-platedresumeandwinningpersonalityareaboutasaccurateindeterminingjobperformanceasWallStreetanalystsareinpickingstocks.Nowwithshareholderscrutinyhiringslowdownsandexpense-reducingnomanagercanaffordtohirethewrongperson.Hundredsofcompaniesareswitchingtothenewmethods.Whereastheconventionalinterviewhasbeenfoundtobeonly7%accurateinpredictingjobperformancesituationalinterviewsdeliveraratingof54%—themostofanyinterviewingtool. Thesituationaltechnique’ssuperioritystemsfromitsabilitytotripupeventhewittiestofinterviewees.Ofcourseeveryapplicantmustdisplayahealthydoseofoccupationalknow-howbutbehaviorandethicalbackboneplayabigrole.ForexampleaprospectiveanalystataWallStreetbankmighthavetofacesayacustomerwithanaccountargument.It’snothappeningonpaperbutinrealtime—withmanagersandexpertswatchingnearby.Theinterviewerplaystheroleofafiercecustomeronthephoneangryaboutmoneylostwhenatradewasn’texecutedontime.It’ssetupasanobviousmistakeonthebanker’spart. Interviewerswatchthecandidates’reactions:howtheyprocessthecomplexaccountinformationtheirabilitytotalktheclientdownwhattheirbodylanguagedisplaysabouttheirownshortcomingsandwhichwordstheychoose.Inthisinstancenotbeinghonestaboutthemistakeorshowingangerorfrustration—nomatterhowglowingyourresume—meansyou’reout. Behavioralinterviewsarealsobeingroundedoutbyothertoolsthatuntilrecentlyhadbeenreservedforelitehires.Personality-testingoutfitCaliperforexamplewhichprobescandidatesforemotional-intelligenceskillsandjobabilityhasseenitsbusinessjump20%thisyear. Clearlythenewinterviewisn’twithoutitsdrawbacks.Companiesruntheriskofarousinghostilityincandidateswhomayfeelasifsomelinehasbeencrossedintopersonalterritory.Moreoversortiecompaniesworryaboutthefairnessofpersonalitytests.Theyhavetomakesuretherearenoinherentgenderorracialbiasesinthetest. Thesituationalinterviewissuperiortotheconventionalinits
Itdoesn’ttakeanEinsteintorecognizethatAlbertEinstein’sbrainwasverydifferentfromyoursandmine.46Thegraymatterhousedinsidethatshaggyheadmanagedtorevolutionizeourconceptsoftimespacemotion--theveryfoundationsofphysicalreality--notjustoncebutseveraltimesduringhisastonishingcareer.YetwhilethereclearlyhadtobesomethingremarkableaboutEinstein’sbrainthepathologistwhoremoveditfromthegreatphysicist’sskullafterhisdeathreportedthattheorganwastoallappearanceswellwithinthenormalrange-nobiggerorheavierthananyoneelse’s.ButanewanalysisofEinstein’sbrainbyCanadianscientistsreportedinthecurrentLancetrevealsthatithassomedistinctivephysicalcharacteristicsafterall.47Aportionofthebrainthatgovernsmathematicalabilityandspatialreasoning--twokeyingredientstothesortofthinkingEinsteindidbest--wassignificantlylargerthanaverageandmayalsohavehadmoreinterconnectionsamongitscellswhichcouldhaveallowedthemtoworktogethermoreeffectively.In1996HarveygavemuchofhisdataandasignificantfractionofthetissueitselftoDr.SandraWitelsonaneuroscientistwhomaintainsabrainbankatMcMasterforcomparativestudiesofbrainstructureandfunction.48ThesenormalundiseasedbrainswilledtosciencebypeoplewhoseintelligencehadbeencarefullymeasuredbeforedeathgaveWitelsonasolidsetofbenchmarksagainstwhichtomeasuretheseatofEinstein’sbrilliantthoughts.NotonlywasEinstein’sinferiorparietalregionunusuallybulkythescientistsfoundbutafeaturecalledtheSylvianfissurewasmuchsmallerthanaverage.49Withoutthisgroovethatnormallyslicesthroughthetissuethebraincellswerepackedclosetogetherpermittingmoreinterconnections--whichinprinciplecanpermitmorecross-referencingofinformationandideas--leadingtogreatleapsofinsight.That’stheideaanyway.Butwhileit’squiteplausibleaccordingtocurrentneurologicaltheorythatdoesn’tnecessarilymakeittrue.WeknowEinsteinwasageniusandwenowknowthathisbrainwasphysicallydifferentfromtheaverage.Butnoneofthisprovesacause-and-effectrelationship.WhatyoureallyneedsaysMcLean’sBenesistolookatthebrainsofanumberofmathematicalgeniusestoseeifthesameabnormalitiesarepresent.50Eveniftheyareit’spossiblethatthebulked-upbrainsarearesultofstrenuousmentalexercisenotaninherentfeaturethatmakesgeniuspossible.Bottomline:westilldon’tknowwhetherEinsteinwasbornwithanextraordinarymindorwhetherheearneditonebrilliantideaatatime.
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 6
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 16
Pronouncingalanguageisaskill.Everynormalpersonisexpertintheskillofpronouncinghisownlanguagebutfewpeopleareevenmoderatelyproficientatpronouncingforeignlanguages.Nowtherearemanyreasonsforthissomeobvioussomeperhapsnotsoobvious.ButIsuggestthatthefundamentalreasonwhypeopleingeneraldonotspeakforeignlanguagesverymuchbetterthantheydoisthattheyfailtograspthetruenatureoftheproblemoflearningtopronounceandconsequentlyneversetabouttacklingitintherightway.Fartoomanypeoplefailtorealizethatpronouncingaforeignlanguageisaskillonethatneedscarefultrainingofaspecialkindandonethatcannotbeacquiredbyjustleavingittotakecareofitself.Ithinkeventeachersoflanguagewhilerecognizingtheimportanceofagoodaccenttendtoneglectintheirpracticalteachingthebranchofstudyconcernedwithspeakingthelanguage. SothefirstpointIwanttomakeisthatEnglishpronunciationmustbetaught;theteachershouldbepreparedtodevotesomeofthelessontimetothisandbyhiswholeattitudetothesubjectshouldgetthestudenttofeelthathereisamatterworthyofreceivinghiscloseattention.SothereshouldbeoccasionswhenotheraspectsofEnglishsuchasgrammarorspellingareallowedforthemomenttotakesecondplace. Apartfromthisquestionofthetimegiventopronunciationtherearetwootherrequirementsfortheteacher:thefirstknowledge;thesecondtechnique. Itisimportantthattheteachershouldbeinpossessionofthenecessaryinformation.Thiscangenerallybeobtainedfrombooks.Itispossibletogetfrombookssomeideaofthemechanicsofspeechandofwhatwecallgeneralphonetictheory.ItisalsopossibleinthiswaytogetaclearmentalpictureoftherelationshipbetweenthesoundsofdifferentlanguagesbetweenthespeechhabitsofEnglishpeopleandthosesayofyourstudents.Unlesstheteacherhassuchapictureanycommentshemaymakeonhisstudents’pronunciationareunlikelytobeofmuchuseandlessontimespentonpronunciationmaywellbetime-wasted. Butitdoesnotfollowthatyoucanteachpronunciationsuccessfullyassoonasyouhavereadthenecessarybooks.Itdependsafterthatonwhatuseyoumakeofyourknowledgeandthisisamatteroftechnique. Nowthefirstandmostimportantpartofalanguageteacher’stechniqueishisownperformancehisabilitytodemonstratethespokenlanguageineverydetailofarticulationaswellasinfluentspeakingsothatthestudent’slatentcapacityforimitationisgiventhefullestscopeandencouragement.Theteacherthenshouldbeasperfectamodelinthisrespectashecanmakehimself.Andtosupplementhisownperformancehoweversatisfactorythismaybethemodernteacherhasathisdisposalrecordingsradiotelevisionandvideotosupplytheauthenticvoicesofnativespeakersoriftheteacherhappenstobeanativespeakerhimselforspeaksjustlikeonethentovarythemethodofpresentingthelanguagematerial.537words Notes:setabout着手试图articulation发音latent潜在的不明显的atone’sdisposal供某人任意支配使用 Thevaluethestudentputsoncorrectspeechhabitsdependsupon
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 10
Itdoesn’ttakeanEinsteintorecognizethatAlbertEinstein’sbrainwasverydifferentfromyoursandmine.46Thegraymatterhousedinsidethatshaggyheadmanagedtorevolutionizeourconceptsoftimespacemotion--theveryfoundationsofphysicalreality--notjustoncebutseveraltimesduringhisastonishingcareer.YetwhilethereclearlyhadtobesomethingremarkableaboutEinstein’sbrainthepathologistwhoremoveditfromthegreatphysicist’sskullafterhisdeathreportedthattheorganwastoallappearanceswellwithinthenormalrange-nobiggerorheavierthananyoneelse’s.ButanewanalysisofEinstein’sbrainbyCanadianscientistsreportedinthecurrentLancetrevealsthatithassomedistinctivephysicalcharacteristicsafterall.47Aportionofthebrainthatgovernsmathematicalabilityandspatialreasoning--twokeyingredientstothesortofthinkingEinsteindidbest--wassignificantlylargerthanaverageandmayalsohavehadmoreinterconnectionsamongitscellswhichcouldhaveallowedthemtoworktogethermoreeffectively.In1996HarveygavemuchofhisdataandasignificantfractionofthetissueitselftoDr.SandraWitelsonaneuroscientistwhomaintainsabrainbankatMcMasterforcomparativestudiesofbrainstructureandfunction.48ThesenormalundiseasedbrainswilledtosciencebypeoplewhoseintelligencehadbeencarefullymeasuredbeforedeathgaveWitelsonasolidsetofbenchmarksagainstwhichtomeasuretheseatofEinstein’sbrilliantthoughts.NotonlywasEinstein’sinferiorparietalregionunusuallybulkythescientistsfoundbutafeaturecalledtheSylvianfissurewasmuchsmallerthanaverage.49Withoutthisgroovethatnormallyslicesthroughthetissuethebraincellswerepackedclosetogetherpermittingmoreinterconnections--whichinprinciplecanpermitmorecross-referencingofinformationandideas--leadingtogreatleapsofinsight.That’stheideaanyway.Butwhileit’squiteplausibleaccordingtocurrentneurologicaltheorythatdoesn’tnecessarilymakeittrue.WeknowEinsteinwasageniusandwenowknowthathisbrainwasphysicallydifferentfromtheaverage.Butnoneofthisprovesacause-and-effectrelationship.WhatyoureallyneedsaysMcLean’sBenesistolookatthebrainsofanumberofmathematicalgeniusestoseeifthesameabnormalitiesarepresent.50Eveniftheyareit’spossiblethatthebulked-upbrainsarearesultofstrenuousmentalexercisenotaninherentfeaturethatmakesgeniuspossible.Bottomline:westilldon’tknowwhetherEinsteinwasbornwithanextraordinarymindorwhetherheearneditonebrilliantideaatatime.
Cultureisactivityofthoughtandreceptivenesstobeautyandhumanfeeling.1ofinformationhavenothingtodowithit.Amerelywell-informedmanisthemostuseless2onGod’searth.Whatweshould3atproducingismenwho4bothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostart5andtheirculturewillleadthemas6asphilosophyandashighas7Wehavetorememberthatthevaluable8developmentisself-developmentandthatit9takesplacebetweentheagesofsixteenandthirty.Astotrainingthemostimportantpartisgivenbymothersbeforetheageoftwelve. Intrainingachildtoactivityofthoughtaboveallthingswemust10ofwhatIwillcall"inertideas"——thatistosayideasthataremerely11intothemindwithoutbeing12ortestedorthrownintofreshcombinations. Inthehistoryofeducationthemost13phenomenonisthatschoolsoflearningwhichatoneepocharealivewithacrazeforgeniusina14generationexhibitmerelypedantryandroutine.Thereasonisthattheyareoverladewithinertideas.Exceptat15intervalsofintellectualmotivationeducationinthepasthasbeenradically16withinertideas.Thatisthereasonwhy17cleverwomenwhohaveseenmuchoftheworldareinmiddlelifesomuchthemostculturedpartofthecommunity.Theyhavebeensavedfromthishorrible18ofinertideas.Everyintellectualrevolutionwhichhaseverstirredhumanity19greatnesshasbeena20protestagainstinertideas. 14
Anexperimentthatsomehopedwouldrevealanewclassofsubatomicparticlesandperhapsevenpointtocluesaboutwhytheuniverseexistsatallhasinsteadproducedafirstroundofresultsthataremysteriouslyinconclusive. Dr.ConradandWilliamC.LouispresentedtheirinitialfindingsinatalkyesterdayattheFermiNationalAcceleratorLaboratorywheretheexperimentisbeingperformed. Thegoalwastoconfirmorrefuteobservationsmadeinthe1990sinaLosAlamosexperimentthatobservedtransformationsintheevanescentbutbountifulparticlesknownasneutrinos微中子.Neutrinoshavenoelectricalchargeandalmostnomassbuttherearesomanyofthemthattheycouldcollectivelyoutweighallthestarsintheuniverse. Thenewexperimenthasattractedwideinterest.ThatreflectedinpartthehopeoffindingcracksintheStandardModelwhichencapsulatesphysicists’currentknowledgeaboutfundamentalparticlesandforces. TheStandardModelhasprovedremarkablyeffectiveandaccuratebutitcannotanswersomefundamentalquestionslikewhytheuniversedidnotcompletelyannihilate毁灭itselfaninstantaftertheBigBang. Thebirthoftheuniverse13.7billionyearsagocreatedequalamountsofmatterandantimatter.Sincematterandantimatterannihilateeachotherwhentheycomeincontactthatwouldhaveleftnothingtocoalesceintostarsandgalaxies.Theremustbesomeimbalanceinthelawsofphysicsthatledtoaslightpreponderanceofmatteroverantimatterandthatextrabitofmatterformedeverythinginthevisibleuniverse. Theimbalancesomephysicistsbelievemaybehidinginthedynamicsofneutrinos. Neutrinoscomeinthreeknowntypesorflavors.Andtheycanchangeflavorastheytravel.ButtheneutrinotransformationsreportedintheLosAlamosdatadonotfitthethree-flavormodelsuggestingfourflavorsofneutrinosifnotmore. Thenewexperimentsoughttocountthenumberoftimesoneflavorofneutrinocalledamuonμ介子turnedintoanotherflavoranelectronneutrino. FormostoftheneutrinoenergyrangetheylookedatthescientistsdidnotseeanymoreelectronneutrinosthanwouldbepredictedbytheStandardModel.ThatruledoutthesimplestwaysofinterpretingtheLosAlamosneutrinodataDr.ConradandDr.Louissaid. Butatthelowerenergiesthescientistsdidseemoreelectronneutrinosthanpredicted:369ratherthanthepredicted273.Thatmaysimplymeanthatsomecalculationsareoff.Oritcouldpointtoasubtlerinterplayofparticlesknownandunknown. Dr.Louissaidhewassurprisedbytheresults."Iwassortofexpectingaclearexcessornoexcess"hesaid."Inasensewegotboth./ IntheexperimentDr.ConradandLouisfindout
IntheireverydaylifemostAmericansseemtoagreewithHenryFordwhooncesaid"Historyismoreorlessabsurdity.Wewanttoliveinthepresentandtheonlyhistorythatisworthatinker’sdamnisthehistorywemaketoday."Certainlyagreat—butnowalsodeadlocked—debateonimmigrationfiguresprominentlyinthehistorybeingmadetodayintheUnitedStatesandaroundtheworld. Inbothhistoryandsociologyscholarlyworkonimmigrationwassparkedbythegreatdebatesofthe1920sasAmericansarguedoverwhichimmigrantstoincludeandwhichtoexcludefromtheAmericannation.TheresultofthatparticulargreatdebateinvolvedtherestrictionofimmigrationfromAsiaandsouthernandeasternEurope. Reactingtothedebatesoftheirtimesociologistsandhistoriansneverthelessdevelopeddifferentcentralthemes.WhileChicagoSchoolsociologistsfocusedonimmigrantadaptationtotheAmericanmainstreamhistoriansweremorelikelytodescribeimmigrantsengagedinbuildingtheAmericannationoritsregionalsub-cultures. Historiansstudiedtheimmigrantsofthepastusuallyinthecontextofnation-buildingandsettlementofthewesternUnitedStateswhilesociologistsfocusedontheimmigranturbanworkersoftheirowntimes—thatistheearly20thcentury.Meanwhilesociologists’descriptionofassimilationasanalmostnaturalsequenceofinteractionsresultinginthemodernizationandAmericanizationofforeignersreassuredAmericansthattheircountrywouldsurvivetherecentarrivalofimmigrantswhomlongtimeAmericansperceivedasradicallydifferent. Historiansinsistedthattheimmigrantsofthepasthadactuallybeenthe"makersofAmerica";theyhadforgedthemainstreamtowhichnewimmigrantsadapted.Forsociologistshoweveritwasimmigrantswhochangedandassimilatedoverthecourseofthreegenerations.ForhistoriansitwastheAmericannationthatchangedandevolved. IncurrentdebatesoverallwhatseemstobemissingisnotknowledgeofsignificantelementsoftheAmericanpastorrespectforthelessonstobedrawnfromthatpastbutratherdebaters’abilitytoseehowtimeshapesunderstandingofthepresent. InthefirstmomentsofAmericannation-buildingtheso-calledFoundingFatherscelebratedmigrationasanexpressionofhumanliberty.Hereisareminderthattoday’sdebatestakeplaceamongthosewhoagreeratherfundamentallythatnationalself-interestrequirestherestrictionofimmigration.Debatersdisagreewitheachothermainlyoverhowbesttoaccomplishrestrictionnotwhetherrestrictionistherightcourse.TheUnitedStatesalongwithmanyothernationsisneitheratthestartnornecessarilyanywhereneartheendofalongeraofrestriction. HenryFord’swordsarecitedto
Healthimplies.morethanphysicalfitness.Italsoimpliesmentalandemotionalwellbeing.Anangryfrustratedemotionally1personingoodphysicalconditionisnot2healthy.Mentalhealththereforehasmuchtodo3howapersoncopeswiththeworldasitexists.Manyofthefactorsthat4physicalhealthalsoaffectmentalandemotionalwell-being. Havingagoodself-imagemeansthatpeoplehavepositive5picturesandgoodpositivefeelingsaboutthemselvesaboutwhattheyarecapable6andabouttherolestheyplay.Peoplewithgoodself-imageslikethemselvesandtheyare7likeothers.Havingagoodself-imageisbased8arealistic9ofone’sownworthandvalueandcapabilities. Stressisanunavoidablenecessaryandpotentiallyhealthful10ofoursociety.Peopleofallages11stress.Childrenbeginto12stressduringprenataldevelopmentandduringchildbirth.Examplesofstress-inducing13inthelifeofayoungpersonaredeathofapetpressureto14academicallythedivorceofparentsorjoininganewyouthgroup.Thedifferentwaysinwhichindividuals15tostressmaybringhealthfulorunhealthyresults.Onepersonexperiencingagreatdealofstressmayfunctionexceptionallywell16anothermaybeunabletofunctionatall.Ifstressfulsituationsarecontinuallyencounteredtheindividual’sphysicalsocialandmentalhealthareeventuallyaffected. Satisfyingsocialrelationsarevitalto17mentalandemotionalhealth.Itisbelievedthatinorderto18developandmaintaineffectiveandfulfillingsocialrelationshipspeoplemust19theabilitytoknowandtrusteachotherunderstandeachotherinfluenceandhelpeachother.Theymustalsobecapableof20conflictsinaconstructiveway. 16
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