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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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Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
Directions: Writeanessayof160-200wordsbasedonthefollowingdrawing.Inyouressayyoushouldfirstdescribethedrawingtheninterpretitsmeaningandgiveyourcommentonit. YoushouldwriteneatlyonANSWERSHEET2.20points
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. 42
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.
Scienceinpracticedependsfarlessontheexperimentsitpreparesthanonthepreparednessofthemindsofthemenwhowatchtheexperiments.SirIsaacNewtonsupposedlydiscoveredgravitythroughthefallofanapple.Appleshadbeenfallinginmanyplacesforcenturiesandthousandsofpeoplehadseenthemfall.ButNewtonforyearshadbeencuriousaboutthecauseoftheorbitalmotionofthemoonandplanets.WhatkepttheminplaceWhydidn’’ttheyfalloutoftheskyThefactthattheapplefelldowntowardtheearthandnotupintothetreeansweredthequestionhehadbeenaskinghimselfaboutthoselargerfruitsoftheheavensthemoonandtheplanets. HowmanymenwouldhaveconsideredthepossibilityofanapplefallingupintothetreeNewtondidbecausehewasnottryingtopredictanything.Hewasjustwondering.Hismindwasreadyfortheunpredictable.Unpredictabilityispartoftheessentialnatureofresearch.Ifyoudon’’thaveunpredictablethingsyoudon’’thaveresearch.Scientiststendtoforgetthiswhenwritingtheircutanddriedreportsforthetechnicaljournalsbuthistoryisfilledwithexamplesofit. Intalkingtosomescientistsparticularlyyoungeronesyoumightgathertheimpressionthattheyfindthescientificmethodasubstituteforimaginativethought.I’’veattendedresearchconferenceswhereascientisthasbeenaskedwhathethinksabouttheadvisabilityofcontinuingacertainexperiment.Thescientisthasfrownedlookedatthegraphsandsaidthedataarestillinconclusive.WeknowthatthemenfromthebudgetofficehavesaidbutwhatdoyouthinkIsitworthwhilegoingonWhatdoyouthinkwemightexpectThescientisthasbeenshockedathavingevenbeenaskedtospeculate. Whatthisamountstoofcourseisthatthescientisthasbecomethevictimofhisownwritings.Hehasputforwardunquestionedclaimssoconsistentlythathenotonlybelievesthemhimselfbuthasconvincedindustrialandbusinessmanagementthattheyaretrue.Ifexperimentsareplannedandcarriedoutaccordingtoplanasfaithfullyasthereportsinthesciencejournalsindicatethenitisperfectlylogicalformanagementtoexpectresearchtoproduceresultsmeasurableindollarsandcents.Itisentirelyreasonableforauditorstobelievethatscientistswhoknowexactlywheretheyaregoingandhowtheywillgetthereshouldnotbedistractedbythenecessityofkeepingoneeyeonthecashregisterwhiletheothereyeisonthemicroscope.Norifregularityandconformitytoastandardpatternareasdesirabletothescientistasthewritingofhispaperswouldappeartoreflectismanagementtobeblamedfordiscriminatingagainsttheoddballsamongresearchersinfavorofmoreconventionalthinkerswhoworkwellwiththeteam. Theauthorimpliesthattheresultsofscientificresearch____________.
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. WhenthetwotopJapaneseautomobilemakersmatchedandthendoubledUnitedStatesproductivitylevelsinthemid-sixtiescapitalinvestmentperemployeewascomparabletothatofUnitedStatesfirms
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.
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. AccordingtotheauthorthegreatoutburstofmajorinventionsinearlyAmericawasinalargepartdueto_________________.
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. 44
Japanesefirmshaveachievedthehighestlevelsofmanufacturingefficiencyintheworldautomobileindustry.46SomeobserversofJapanhaveassumedthatJapanesefirmsusethesamemanufacturingequipmentandtechniquesasUnitedStatesfirmsbuthavebenefitedfromtheuniquecharacteristicsofJapaneseemployeesandtheJapaneseculture.HoweverifthisweretruethenonewouldexpectJapaneseautoplantsintheUnitedStatestoperformnobetterthanfactoriesrunbyUnitedStatescompanies.Thisisnotthecase.47Japanese-runautomobileplantslocatedintheUnitedStatesandstaffedbylocalworkershavedemonstratedhigherlevelsofproductivitywhencomparedwithfactoriesownedbyUnitedStatescompanies. OtherobserverslinkhighJapaneseproductivitytohigherlevelsofcapitalinvestmentperworker.Butahistoricalperspectiveleadstoadifferentconclusion.48WhenthetwotopJapaneseautomobilemakersmatchedandthendoubledUnitedStatesproductivitylevelsinthemid-sixtiescapitalinvestmentperemployeewascomparabletothatofUnitedStatesfirms.FurthermorebythelateseventiestheamountoffixedassetsrequiredtoproduceonevehiclewasroughlyequivalentinJapanandintheUnitedStates.SincecapitalinvestmentwasnothigherinJapanithadtobeotherfactorsthatledtohigherproductivity. AmorefruitfulexplanationmayliewithJapaneseproductiontechniques.Japaneseautomobileproducersdidnotsimplyimplementconventionalprocessesmoreeffectively;theymadecriticalchangeinUnited’Statesprocedures.49Forinstancethemass-productionphilosophyofUnitedStatesautomakersencouragedtheproductionofhugelotsofcarsinordertoutilizefullyexpensivecomponent-specificequipmentandtooccupyfullyworkerswhohavebeentrainedtoexecuteoneoperationefficiently.Japaneseautomakerschosetomakesmall-lotproductionfeasiblebyintroducingseveraldeparturesfromUnitedStatespracticesincludingtheuseofflexibleequipmentthatcouldbealteredeasilytodoseveraldifferentproductiontasksandthetrainingofworkersinmultiplejobs.50Automakerscouldscheduletheproductionofdifferentcomponentsormodelsonsinglemachinestherebyeliminatingtheneedtostorethesparestocksofextracomponentsthatresultwhenspecializedequipmentandworkersarekeptconstantlyactive. Automakerscouldscheduletheproductionofdifferentcomponentsormodelsonsinglemachinestherebyeliminatingtheneedtostorethesparestocksofextracomponentsthatresultwhenspecializedequipmentandworkersarekeptconstantlyactive.
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.
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. Accordingtothepassageifapersonneverforgot________________.
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. Atechnologistcanbecomparedtoanartistbecause_________________.
Japanesefirmshaveachievedthehighestlevelsofmanufacturingefficiencyintheworldautomobileindustry.46SomeobserversofJapanhaveassumedthatJapanesefirmsusethesamemanufacturingequipmentandtechniquesasUnitedStatesfirmsbuthavebenefitedfromtheuniquecharacteristicsofJapaneseemployeesandtheJapaneseculture.HoweverifthisweretruethenonewouldexpectJapaneseautoplantsintheUnitedStatestoperformnobetterthanfactoriesrunbyUnitedStatescompanies.Thisisnotthecase.47Japanese-runautomobileplantslocatedintheUnitedStatesandstaffedbylocalworkershavedemonstratedhigherlevelsofproductivitywhencomparedwithfactoriesownedbyUnitedStatescompanies. OtherobserverslinkhighJapaneseproductivitytohigherlevelsofcapitalinvestmentperworker.Butahistoricalperspectiveleadstoadifferentconclusion.48WhenthetwotopJapaneseautomobilemakersmatchedandthendoubledUnitedStatesproductivitylevelsinthemid-sixtiescapitalinvestmentperemployeewascomparabletothatofUnitedStatesfirms.FurthermorebythelateseventiestheamountoffixedassetsrequiredtoproduceonevehiclewasroughlyequivalentinJapanandintheUnitedStates.SincecapitalinvestmentwasnothigherinJapanithadtobeotherfactorsthatledtohigherproductivity. AmorefruitfulexplanationmayliewithJapaneseproductiontechniques.Japaneseautomobileproducersdidnotsimplyimplementconventionalprocessesmoreeffectively;theymadecriticalchangeinUnited’Statesprocedures.49Forinstancethemass-productionphilosophyofUnitedStatesautomakersencouragedtheproductionofhugelotsofcarsinordertoutilizefullyexpensivecomponent-specificequipmentandtooccupyfullyworkerswhohavebeentrainedtoexecuteoneoperationefficiently.Japaneseautomakerschosetomakesmall-lotproductionfeasiblebyintroducingseveraldeparturesfromUnitedStatespracticesincludingtheuseofflexibleequipmentthatcouldbealteredeasilytodoseveraldifferentproductiontasksandthetrainingofworkersinmultiplejobs.50Automakerscouldscheduletheproductionofdifferentcomponentsormodelsonsinglemachinestherebyeliminatingtheneedtostorethesparestocksofextracomponentsthatresultwhenspecializedequipmentandworkersarekeptconstantlyactive. SomeobserversofJapanhaveassumedthatJapanesefirmsusethesamemanufacturingequipmentandtechniquesasUnitedStatesfirmsbuthavebenefitedfromtheuniquecharacteristicsofJapaneseemployeesandtheJapaneseculture.
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. Theexampleofthegrandmotherlywomanisusedtoshowthepublic’’s
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
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. Inthisarticletheauthortriestointerpretthefunctionof________________.
Scienceinpracticedependsfarlessontheexperimentsitpreparesthanonthepreparednessofthemindsofthemenwhowatchtheexperiments.SirIsaacNewtonsupposedlydiscoveredgravitythroughthefallofanapple.Appleshadbeenfallinginmanyplacesforcenturiesandthousandsofpeoplehadseenthemfall.ButNewtonforyearshadbeencuriousaboutthecauseoftheorbitalmotionofthemoonandplanets.WhatkepttheminplaceWhydidn’’ttheyfalloutoftheskyThefactthattheapplefelldowntowardtheearthandnotupintothetreeansweredthequestionhehadbeenaskinghimselfaboutthoselargerfruitsoftheheavensthemoonandtheplanets. HowmanymenwouldhaveconsideredthepossibilityofanapplefallingupintothetreeNewtondidbecausehewasnottryingtopredictanything.Hewasjustwondering.Hismindwasreadyfortheunpredictable.Unpredictabilityispartoftheessentialnatureofresearch.Ifyoudon’’thaveunpredictablethingsyoudon’’thaveresearch.Scientiststendtoforgetthiswhenwritingtheircutanddriedreportsforthetechnicaljournalsbuthistoryisfilledwithexamplesofit. Intalkingtosomescientistsparticularlyyoungeronesyoumightgathertheimpressionthattheyfindthescientificmethodasubstituteforimaginativethought.I’’veattendedresearchconferenceswhereascientisthasbeenaskedwhathethinksabouttheadvisabilityofcontinuingacertainexperiment.Thescientisthasfrownedlookedatthegraphsandsaidthedataarestillinconclusive.WeknowthatthemenfromthebudgetofficehavesaidbutwhatdoyouthinkIsitworthwhilegoingonWhatdoyouthinkwemightexpectThescientisthasbeenshockedathavingevenbeenaskedtospeculate. Whatthisamountstoofcourseisthatthescientisthasbecomethevictimofhisownwritings.Hehasputforwardunquestionedclaimssoconsistentlythathenotonlybelievesthemhimselfbuthasconvincedindustrialandbusinessmanagementthattheyaretrue.Ifexperimentsareplannedandcarriedoutaccordingtoplanasfaithfullyasthereportsinthesciencejournalsindicatethenitisperfectlylogicalformanagementtoexpectresearchtoproduceresultsmeasurableindollarsandcents.Itisentirelyreasonableforauditorstobelievethatscientistswhoknowexactlywheretheyaregoingandhowtheywillgetthereshouldnotbedistractedbythenecessityofkeepingoneeyeonthecashregisterwhiletheothereyeisonthemicroscope.Norifregularityandconformitytoastandardpatternareasdesirabletothescientistasthewritingofhispaperswouldappeartoreflectismanagementtobeblamedfordiscriminatingagainsttheoddballsamongresearchersinfavorofmoreconventionalthinkerswhoworkwellwiththeteam. Theauthorassertsthatscientists__________________.
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.
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. TheauthorbeginshisarticlewithEdmundBurke’’swordsto
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. 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. awell-knownhumanist.
Theappealoftheworldofworkisfirstitsfreedom.Thechildiscompelledtogotoschool;heisunderthe1ofauthority.Evenwhathe2toschoolmaybedecidedforhim.Ashegrowsuphesees3itistobefree4schoolandtobeabletochoosehisjobandchangeitifhedoesn’’tlikeittohavemoneyinhispocketand5tocomeandgoashewishesintheworld.Theboysandgirlsayearortwoolderthanheiswhomhehaslongobservedrevisitschoolutterly6andapparentlymature.Suddenlymastersandmistressesseem7outofdateashisparentsandtheauthorityofschoola8thing.Atthemomenttheadultworldmayappearsomuchmorerealthantheschoolworld9thehungertoenteritcannotbeappeasedbyexercisesinschoolbooksortalkof10examinationsnecessaryforentryintoprofessionsorthemoreattractiveoccupations.Thismaynotbethewisest11butitisanecessarypartofgrowingupforeveryonemustcomesoonerorlatertothe12ofsayingReallyI’’vehadenoughofbeingtaught;Imustdoaproperjob.Someyouthsmaturingrapidlybecauseofoutsideinfluencescometothisdecision13thantheyought.Yetinawaythisisnotabadframeofmindtobein14leavingschool.Atworktheyoungmanmakesoneofthefirstgreatacceptancesoflife-heacceptsthe15ofthematerialortheprocessheisworkingwith.Thejobmustbedoneinaccordwithsomerigidprocesshecannot16.Heseesthepointofitandindoingsocomesto17withlife.Nothingdoneinschool18itswillinquitethesameway;ifitiswetgamescanbecancelled;ifthemathmasterisillonecan19withsomethingelse.Buteventheboydeliveringpaperslikethedrivertakingouthisbusdiscoversthatonecannot20becausethereissnowonthegroundortheforemanisirritableorhehimselfisinabadmoodthatmorning.
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