93-95

EBS 92 230

It’s party time and there’s certainly lots of sparkleon the high street this year. But don’t worry if yourhome isn’t quite ready or if you’ve still got to buya gift your favourite home magazine is here tohelp! Start with our ‘last-minute shopping guide’on page 8, and fill up your basket with our ‘must-have buys,’ then get planning the event that willreally show off your style at home. Whether it’scocktails (page 60) or a dinner party to see in 2013(page 24 has 100 style ideas for entertaining),we’ve got it all covered. This issue has plenty ofshow-off tricks that your friends and family willenvy. They will look at those over a glass of wineand say “I wish I’d thought of that!” We hope thisissue is a great help to you.

185

Jeanette Harvey has spent her life in awheelchair. She says the big failure of manypeople is our tendency to look at the limitations ofbeing disabled, rather than the assets. She is now avery successful career woman, but it has not beenachieved without a fight, without pain, or withoutsuffering from the double distinction of beingdisabled and female. Among the “assets that resultfrom disability” Jeanette names the limitation ofchoice, which makes it easier to focus all one’senergy on the possible instead of diluting andscattering it. Both a light bulb and a laser beam areessentially light energy, but while we hold ourhands in front of a light bulb without danger ofbeing burned, there are laser beams that can burnthrough eighteen inches of solid steel. Thedifference is a matter of focus.

dilute

Slow and Steady Wins the RaceA Shortcut to Success in Your Job Focus: Benefits from Being DisabledHope: The Most Valuable Asset in LifeThe Unforgettable Disability Experience

186

EBS 23093

We are bombarded with a constant stream of newdata, leading to possible information overload.Brain science is explaining how this stress canimpact our normal thinking processes. Brainimaging techniques are demonstrating how thehippocampus acts as a switchboard, relaying onlythat information we are most likely to need or useto the long-term memory functions of the brain.Biochemists are decoding the underlying chemicalprocesses by which information overload alters ourbrain chemistry. Stress hormones can inhibit themolecules that transport glucose into thehippocampus, leading to a brain low in energy inthe short term and actual atrophy of thehippocampus with the destruction of hippocampalneurons over the longer term. The hippocampusloses its f iltering ability, and we becomeoverwhelmed with sensory input as increasingamounts of data flood the central nervous system.The brain can lose the ability to make the worldmore manageable.

hippocampus atrophy

types of chemicals enhancing brain energyhow information overload affects brain functionsthe manageability of an unf iltered flood ofinformationhow to simplify complex knowledge in theprocess of learningthe relationship between short-term memoryand long-term memory

187

As Tom was waiting for a bus, noticed ablind man trying to cross the street. The traffic washeavy and it was likely the blind man might get hit,as was not crossing at a crosswalk. Tomlooked around and saw there was no one else tohelp so asked the blind man if he would likehelp crossing the street. The blind man readily saidyes, then latched onto Tom’s arm and they begantheir trek across the street avoiding speeding cars.When Tom had helped the blind man to cross thestreet, realized he had left his book bag onthe bus bench. When Tom looked back at the busbench saw another man sitting next to hisbook bag. And when Tom got to the bus bench theman said, “I saw what you were doing so I decidedto sit here and watch your book bag.” They hadboth missed their bus, but they were both smiling.

latch onto

he

he

he

he

he

188

= which leads

S V O

= which relays

S V

O

= and it leads

95-97

EBS 94 230

Pets place certain demands on a home. A cat ordog can f it into just about any home situation (A) they are not prohibited byapartment owners or community associations.Larger animals are another story. Horses, forexample, need housing and space and would berestricted from areas that do not have the properzoning. Livestock, too, require land, outbuildings,and appropriate zoning. (B) a boattied to your backyard requires waterfront property.Spectacular views may require a hillside location.Some people dream of airport access for theirprivate airplane. That may be pie-in-the-sky, butwhatever your aspiration, living in a home thathelps us live our life’s dreams (C) a greatgoal that, within reason, can often be achieved.

(A) (B) (C)where Having arewhere Have iswhere Having iswhich Have arewhich Having is

are / is

Have / Having

where / which

189

Although sixth magnitude is the theoreticalnaked-eye limit for most people, you may havetrouble seeing stars this far away at first. It takespractice to learn to sing a song, throw a baseball,or look at a small, object through atelescope or at least it takes practice to do itwell. You must learn how to see. Slow down, andlet your eye absorb the image. Astronomicalobjects are small and contrast is low, so do not spring out. The most important thing to dois to relax, linger at the eyepiece, and let an imageslowly on your eye. The greatestamateur astronomer, William Herschel said, “Youmust not expect to see ‘at sight.’ Seeing is in somerespects an art which must be . Many anight have I been practicing to see, and it would bestrange if one did not acquire a certain dexterity bysuch practice.”

magnitude dexterity

constant

innate

accumulate

details

faint

190

S V

V

S

S

V

EBS 23095

Peter Abelard, a medieval French philosopher,was born in 1079 in the small village of Le Pallet,about 10 miles from Nantes in the Duchy ofBrittany. Baptized Peter, he received the nameAbelard only as an adult, perhaps as something ofa jest that referred to his large size. His father,Berengar, was a knight and landholder whoguarded the castle of Le Pallet in exchange for asmall landholding. Rather than accept hisinheritance as the eldest son, Peter Abelardrejected the privileges and military glory that hisheritage might have brought him. Peter Abelarddid not become a knight, but instead pursued hisintellectual interests as a theologian. For youngPeter Abelard, the path to fame was throughlearning, and he described himself as using thearms of dialectical reasoning, rather than theconflict of warfare, to gain trophies.

dialectical

11 Le PalletPeter Abelard

192

The graph above shows the share each individualcountry had of the four main livestock groups inthe UK in 2010. As shown, Scotland had ahigher share of cattle and sheep than pigs andpoultry. Of the four countries, England had thehighest share of all livestock groups with a highershare of pigs and poultry than cattle and sheep.

Furthermore, England had a livestock compositioncompletely opposite to that of Wales, with pigsranking f irst, poultry second, cattle third, andsheep last. Compared to Scotland, Wales had ahigher share of sheep and a lower share of otherlivestock groups. Northern Ireland had an equalshare to Scotland for cattle, pigs, and poultry, but amuch higher share for sheep.

191

Distribution of the Main Livestock Groupsin the UK, 2010

100

8090

706050403020100

Scotland England Wales Northern Ireland

(%)

CattleSheepPigsPoultry

97-99

EBS 96 230

The sun flecked our path and fired here and therea flame-colored mushroom that blazed in the forestgloom. Right and left we saw deep vistas, andstraight ahead a broad and sunlit space, a valleybetween hills; there lay the lake. It was a real lake,broad and clean, of many acres in extent, and thewhole mountain side lay mirrored in it with thepurple zenith sky at our feet. Not a breathdisturbed the surface, not a ripple broke along thepebbly beach; it was dead silent here but for maybethe far off sound of surf, and without motion butthat high aloft two eagles soared with steady wingsearching the mountain tops. Ah, suprememoment! These are the times in life whennothing happens but in quietness the soulexpands.

dreary and scarybusy and dynamiccalm and majesticfestive and excitingmysterious and ominous

193

The way in which subjects view a study and theirparticipation in it can affect the outcomes ofresearch. There has been much more to telling subjects about the researcher’s hypothesis.Researchers worry that if the subject knows whatthe experimenter thinks will happen, the subject’sbehavior will be influenced by that knowledge.Subjects may try to confirm or disconfirm theexperimenter’s idea. In any event, they will not beacting naturally and spontaneously. For this reason,a full explanation of the experimenter’s hypothesisis usually not provided in the informed consentstatement given to subjects to sign prior toparticipation in the study. In addition, it is alsounnecessary to announce that an experiment isbeing conducted during the course of a study.

informed consent statement

resistance adjustmentconformity indifferenceadherence

194~198

194

EBS 23097

One of the reasons that farming spreads sorapidly once it starts is that the first few crops areboth more productive and more easily grown thanlater crops, so farmers are always happy to moveon to virgin land. If you burn down a forest, youare left with a fertile soil. All you need to do ispoke a digging stick into the ground, plant a seed,and wait for it to grow. After a few years, however,the soil is compacted and weeds have proliferated.If you now let the ground rest to allow the fertilityto build up again, the tough roots of grasses needto be broken up to make a good seedbed and forthat you need a plough and an ox to pull it. But theox needs feeding, so you need pasture as well ascultivable land. No wonder that remains so much more popular with many tribalpeople in forests to this day.

proliferate

the class system a cooperative spiritshifting agriculture the forestry industryhome manufacturing

196In order to successfully release himself from the

control of parents, a child must ,as represented by their loving authority. The moreeffectively they communicate that authority, themore secure the child feels, and the better able heis to move away from them toward a life of hisown. During this lengthy process, whenever hefeels threatened, he turns back toward the safety ofhis parents’ love and authority. In other words, it isimpossible for a child to successfully releasehimself unless he knows exactly where his parentsstand, both literally and figuratively. That requires,of course, that his parents know where theythemselves stand. If they don’t know where theystand if, in other words, they are insecure intheir authority they cannot communicate securityto their child, and he cannot move successfullyaway from them. Under the circumstances, he willbecome clinging, or disobedient, or both.

recognize his parents’ moodfulfill all his responsibilitiesgo against his parents’ wishesbe secure in his parents’ power experience the difficulties of parenthood

195

100-101

EBS 98 230

The power of the visual is even clearer when theaudio and visual channels are at odds with eachother. Consider the violinist Jascha Heifetz, knownfor his blank expression when performing. A 1925article remarked on his deportment: “Cold, calm,dispassionate, he stands on the platform andperforms miracles of dexterity, displays hisbeauties of tone. But do we not feel slightly chilled,anxious perhaps for less mastery and morehumanity?” Yet the author also noted that Heifetzsounded rather different on disc: “Theseimpressions are to some extent corrected byHeifetz’s records. There is certainly a hint ofpassion, of tenderness.” In other words, with thevisual channel off, when the experience of hisplaying was no longer multimodal, butmonomodal, Heifetz .Heifetz’s playing provides a musical parallel towhat is known as the McGurk effect, whichdemonstrates that what we hear is deeplyinfluenced by what we see.

deportment dexterity

performed like an amateurwas more eager to performno longer seemed emotionlesschanged his playing techniquefinally relaxed in the performance

197When scientists have trained primates and other

animals to use simple tools, they’ve discovered justhow profoundly the brain can be influenced bytechnology. Monkeys, for instance, were taughthow to use rakes and pliers to take hold of piecesof food that would otherwise have been out ofreach. When researchers monitored the animals’neural activity throughout the course of thetraining, they found signif icant growth in thevisual and motor areas involved in controlling thehands that held the tools. But they discoveredsomething even more striking as well: the rakesand pliers actually came to be incorporated intothe brain maps of the animals’ hands. The tools,so far as the animals’ brains were concerned, hadbecome part of their bodies. As the researcherswho conducted the experiment with the pliersreported, the monkeys’ brains began to act as if

.

the pliers were now the hand fingersthe monkeys had never seen the pliersthe tools were not useful for the monkeysthe monkeys were not involved in the experimentthe monkeys had met the researchers for thefirst time

198

EBS 23099

Part of the reason why lots of songwriters tend tothink that songwriting can’t be taught is that, forthem, the process of learning how to do it wasn’t aconscious one. When we learn to play the guitar,someone else shows us where to put our fingers onthe f ingerboard; many of us even had formallessons. , songwriting is somethingmost of us end up figuring out for ourselves. Trialand error, constant practice, and a lot of thoughtfullistening to other people’s songs all contribute toour education. What we end up with isn’t a methodthat you could write down as a set of instructions,but a set of vague feelings that tell us when ourideas are working, and suggest methods fordeveloping them. , it’s still somethingwe have to learn how to do, and that means it’spossible to teach yourself in a conscious as well asan unconscious way.

fingerboard

(A) (B)At the same time BesidesIn the same way In shortIn the same way SimilarlyOn the other hand For instanceOn the other hand Nevertheless

(B)

(A)

199

(A) A more practical method that has been usedfor more than a century is to note thetemperature of the intake water for cooling theship’s engines.

(B) However, the depth below the surface of theintake pipe is not standard and also varies witheach ship depending on whether it is empty orfully laden. This inconsistency of themeasuring depth creates uncertainty becauseocean temperature often changes significantlywith depth close to the surface.

(C) This method was prone to inaccuracy becausethe water temperature adjusted to the airtemperature and contributed to error if therewas a delay in measurement when the bucketof water was lifted to the deck.

(A) (C) (B) (B) (A) (C)(B) (C) (A) (C) (A) (B)(C) (B) (A)

200

Very early estimates of sea surfacetemperature were obtained by collecting abucket of water from over the ship’s side andmeasuring its temperature.

S

V

S V

V

S

S V

102-103

EBS 100 230

Sports do teach the very positive values ofteamwork, hard work, and sacrifice to attain goals.

One cannot become a winner or championwithout a substantial commitment to practice, andit is through that commitment that sports teach thevalue of working hard to achieve a goal. Thus aportion of the importance placed on sportsdevelops as a result of the media’s interest in havingpeople focused on sports. The commitmentsports can require, and the team effort involvedwith all sports, also form a set of powerfulemotional relationships that affect people. It isthese memories and the feelings of accomplishmentand success that come from working with othersthat create many of the positive values orimpressions of sports many people reference fortheir entire lives. Anything that supports thesememories or underscores these positive values isseen as very desirable, and this is what teamowners and the professional sports leagues rely onto increase the support they receive from cities andstate governments.

201

It had long been something of a mystery where,and on what, the northern fur seals of the easternPacific feed during the winter, which they spendoff the coast of North America from California toAlaska. ( ) There is no evidence that they arefeeding to any great extent on sardines, mackerel,or other commercially important fishes. ( )Presumably four million seals could not competewith commercial fishermen for the same specieswithout the fact being known. ( ) But there issome evidence on the diet of the fur seals, and it ishighly significant. ( ) Indeed, not even itsremains have been found anywhere except in thestomachs of seals. ( ) Ichthyologists say thatthis ‘seal fish’ belongs to a group that typicallyinhabits very deep water, off the edge of thecontinental shelf.

ichthyologist

202

Their stomachs have yielded the bones of aspecies of fish that has never been seen alive.

S

V

S

These memories and success create positive values or the impression. It is these memories and success that create positive values or the impression.

Anything that = Whatever

S

V

V

S

= emphasise

EBS 230101

For the first few months of their lives, childrendo not realize that they have only one mother. Forinfants the mother in the bedroom is not the sameas the mother in the bathroom or the mother in thekitchen. This peculiarity of an infant’s perceptionof his world was discovered by a researcher whocontrived to present babies with more than onemother at a time. The experimental procedure wasnot complicated: he simply confronted infants withthree mothers simultaneously: the real one and tworeflections in mirrors. And babies who suddenlysaw three mothers at one time scarcely pausedfrom sucking their bottles. The response seemed tobe, ‘So you’ve all got together for once’ provided the babies were less than about f ivemonths of age. But when infants older than fivemonths were confronted by triplicate mothers therewas a difference. They stopped sucking at theirbottles, their pupils dilated, their heart rateincreased and their breathing accelerated. Theywere interested, they were surprised, and they wereseeing something they did not expect. At about thefifth month of their lives, they had decided obviously without instruction that while

might be endlessly duplicated,like the spoon in the bathroom and the spoon in thekitchen, a few objects frequently changeappearance yet remain unique. This is not aninconsiderable learning achievement, but it isaccomplished so effortlessly that when we areolder it is difficult to realize that a problem existedin the first place.

pupil dilate

203~204

Infants’ Meaningless Responses to Objects Infants’ Effective Intellectual AchievementsIndividual Differences in Cognitive Capability Development of Recognition Ability in InfancyDifferent Learning Styles Determined in Infancy

203

imitation creatures situational intimacy several human beings some identical objectsevery imaginable resource

204

S

V

S

V

(that)

104-105

EBS 102 230

(A)

Mr. Senfgiebel lived on a street in Burgratzhausen.He consistently found fault with everything. Heeven grumbled about his plants and flowers in thegarden. The plants and flowers always heard thesecritical remarks. Even with all (a) grumbling,the plants still grew well because he cultivated,watered, and weeded around them.

(B)

The next night after that, once again, Mr.Senfgiebel passed by (b) neighbor’s yard.Almost immediately he heard Mr. Mundschenk’svoice coming from behind a large bush. Hestopped and listened and was struck with thetender nature of his neighbor’s language as hespoke with (c) plants. It was unbelievable. Mr.Mundschenk said he admired their natural beauty.Mr. Senfgiebel held his breath when Mr.Mundschenk suddenly began to sing before theroses. That night a much more thoughtful Mr.Senfgiebel stood in his garden.

(C)

One day, Mr. Senfgiebel spotted his neighbor inthe flower garden, and asked him, “What is it thatyou are doing that makes your plants grow andbloom better than mine?” He said, “Overall, I don’tdo much of anything; I just tend to them a littlebit.” Whereupon Mr. Senfgiebel said, “You,nevertheless, must have a secret recipe for a mosteffective fertilizer.” Mr. Senfgiebel had alreadybegun to turn red and (d) voice became louder. He then left in a rage.

(D)

His neighbor, Mr. Mundschenk, lived on thesame street and Mr. Senfgiebel went by hisneighbor’s house every night on (e) way home.In his garden, Mr. Mundschenk had set out the

his

his

his

his

his

205~207 very same plants and flowers as Mr. Senfgiebel.During the last few months, Mr. Senfgiebel becamemore and more convinced that his neighbor’splants and flowers grew better than his.

(B) (C) (D) (C) (B) (D)(C) (D) (B) (D) (B) (C)(D) (C) (B)

205

(a) (b) (c) (d) (e)

206

Mr. MundschenkMr. MundschenkMr. Mundschenk

Mr. Mundschenk

207