00015自考英语二教程电子版

大学英语自学教程（下）

01-A. What Is a Decision?

A decision is a choice made from among alternative courses of action that are available. The purpose of making a decision is to establish and achieve organizational goals and objectives. The reason for making a decision is that a problem exists, goals or objectives are wrong, or something is standing in the way of accomplishing them.

Thus the decision-making process is fundamental to management. Almost everything a manager does involves decisions, indeed, some suggest that the management process is decision making. Although managers cannot predict the future, many of their decisions require that they consider possible future events. Often managers must make a best guess at what the future will be and try to leave as little as possible to chance, hut since uncertainty is always there, risk accompanies decisions. Sometimes the consequences of a poor decision are slight; at other times they are serious.

Choice is the opportunity to select among alternatives. If there is no c hoice, there is no decision to be made. Decision making is the process of choosing, and many decisions have a broad range of choice. For example, a student may be able to choose among a number of different courses in order to implement the decision to obtain a college degree. For managers, every decision has constraints based on policies, procedures, laws, precedents, and the like. These constraints exist at all levels of the organization.

Alternatives are the possible courses of action from which choices can be made. If there are no alternatives, there is no choice and, therefore, no decision. If no alternatives are seen, often it means that a thorough job of examining the problems has not been done. For example, managers sometimes treat problems in an either/or fashion; this is their way of simplifying complex problems. But the tendency to simplify blinds them to other alternatives.

At the managerial level, decision making includes limiting alternatives as well as identifying them, and the range is from highly limited to practically unlimited.

Decision makers must have some way of determining which of several alternatives is best -- that is, which contributes the most to the achievement of organizational goals. An organizational goal is an end or a state of affairs the organization seeks to reach. Because individuals (and organizations) frequently have different ideas about how to attain the goals, the best choice may depend on who makes the decision. Frequently, departments or units within an organization make decisions that are good for them individually but that are less than optimal for the larger organization. Called suboptimization, this is a trade-off that increases the advantages to one unit or function but decreases the advantages to another unit or function. For example, the marketing manager may argue effectively for an increased advertising budget. In the larger scheme of things, however, increased funding for research to improve the products might be more beneficial to the organization.

These trade-offs occur because there are many objectives that organizations wish to attain

simultaneously. Some of these objectives are more important than others, but the order and degree of importance often vary from person to person and from department to department. Different managers define the same problem in different terms. When presented with a common case, sales managers tend to see sales problems, production managers see production problems, and so on.

The ordering and importance of multiple objectives is also based, in part, on the values of the decision maker. Such values are personal; they are hard to understand, even by the individual, because they are so dynamic and complex. In many business situations different people's values about acceptable degrees of risk and profitability cause disagreement about the correctness of decisions.

People often assume that a decision is an isolated phenomenon. But from a systems point of view, problems have multiple causes, and decisions have intended and unintended consequences. An organization is an ongoing entity, and a decision made today may have consequences far into the future. Thus the skilled manager looks toward the future consequences of current decisions.

01-B. Secrets of Success at an Interview

The subject of today's talk is interviews.

The key words here are preparation and confidence, which will carry you far.

Do your homework first.

Find out all you can about the job you are applying for and the organization you hope to work for.

Many of the employers I interviewed made the same criticism of candidates. "They have no idea what the day to day work of the job brings about. They have vague notions of "furthering the company's prospects’ or of 'serving the community', but have never taken the trouble to find o ut the actual tasks they will be required to do.”

Do not let this be said of you. It shows an unattractive indifference to your employer and to your job.

Take the time to put yourself into the interviewer's place. He wants somebody who is hard-working with a pleasant personality and a real interest in the job.

Anything that you find out about the prospective employer can be used to your advantage during the interview to show that you have bothered to master some facts about the people who you hope to work for.

Write down (and remember) the questions you want to ask the interviewer(s) so that you are not speechless when they invite your questions. Make sure that holidays and pay are not the first things you ask about. If all your questions have been answered during the interview, reply: "In fact, I did have several questions, but you have already answered them all.”

Do not be afraid to ask for clarification of something that has been said during the interview if

you want to be sure what was implied, but do be polite.

Just before you go to the interview, look again at the original advertisement that you answered, any correspondence from your prospective employer, photocopies of your letter of application or application form and your resume.

Then you will remember what you said and what they want. This is very important if you have applied for many jobs in a short time as it is easy to become confused and give an impression of inefficiency.

Make sure you know where and when you have to report for the interview. Go to the building (but not inside the office) a day or two before, if necessary, to find out how long the journey takes and where exactly the place is.

Aim to arrive five or ten minutes early for the actual interview, then you will have a little time in hand and you will not panic if you are delayed. Y ou start at a disadvantage if you arrive worried and ten minutes late.

Dress in clean, neat, conservative clothes. Now is NOT the time to experiment with the punk look or (girls) to wear low-cut dresses with miniskirts. Make sure that your shoes, hands and hair (and teeth) are clean and neat.

Have the letter inviting you for an interview ready to show in case there is any difficulty in communication.

Y ou may find yourself facing one interviewer or a panel. The latter is far more intimidating, but do not let it worry you too much. The interviewer will probably have a table in front of him/her. Do not put your things or arms on it.

If you have a bag or a case, put it on the floor beside your chair. Do not clutch it nervously or, worse still, drop it, spilling everything.

Shake hands if the interviewer offers his hand first. There is little likelihood that a panel of five wants to go though the process of all shaking hands with you in turn. So you do not be upset if no one offers.

Shake hands firmly -- a weak hand suggests a weak personality, and a crushing grip is obviously painful. Do not drop the hand as soon as yours has touched it as this will seem to show you do not like the other person.

Speak politely and naturally even if you are feeling shy. Think before you answer any questions. If you cannot understand, ask: "Would you mind rephrasing the question, please?" The question will then be repeated in different words.

If you are not definitely accepted or turned down on the spot, ask: "When may I expect to hear the results of this interview?"

If you do receive a letter offering you the job, you must reply by letter (keep a photocopy) as soon as possible.

Good luck!

02-A. Black Holes

What is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers and scientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape ?not even light. So we can't see a black hole. A black hole exerts a strong gravitational pull and yet it has no matter. It is only space -- or so we think. How can this happen?

The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. From earth, a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star -- a star, whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the "event horizon." We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.

For example, if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena. Einstein claimed that matter and energy are interchangeable, so that there is no "absolute" time and space. There are no constants at all, and measurements of time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought to be in the Milky Way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes,

The most convincing evidence of black holes comes frown research into binary star systems. Binary stars, as their name suggests, are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a "partner" to the one which we can see in the sky. Matter from the one which we can see is being

pulled towards the companion star. Could this invisible star, which exerts such a great force, be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.

The story of black holes is just beginning. Speculations about them. are endless. There might be a massive black hole at the center of our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers. They show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.

02-B. Worlds within Worlds

First of all let us consider the earth (that is to say, the world) as a planet revolving round the sun. The earth is one of nine planets which move in orbit round the sun. These nine planets, together with the sun, make up what is called our solar system. How this wonderful system s tarted and what kept it working with such wonderful accuracy is largely a mystery but astronomers tell us that it is only one of millions of similar systems in space, and one of the smallest.

The stars which we see glittering in the sky on a dark and cloudless night are almost certainly the suns of other solar systems more or less like our own, but they are so far away in space that it is unlikely that we shall ever get to know very much about them. About our own solar system, however, we are learning more every day.

Before the American and Russian astronauts made their thrilling journeys into outer space it was difficult for us to realise what our earth looked like from hundreds of thousands of miles away, but the photographs which the astronauts were able to take show us the earth in space looking not very different from what the moon looks like when we look at it from the earth. The earth is, however, very different from the moon, which the American astronauts have found to be without life or vegetation, whereas our earth is very much alive in every respect. The moon, by the way, is called a satellite because it goes round our earth as well as round the sun. In other words, it goes round the sun with our earth.

The surface of our earth is covered by masses of land and larger areas of water. Let us consider the water areas first. The total water area is about three times as large as the land area. The very large separate areas of water are called "oceans” and the lesser areas are called "seas.”

In most of the oceans and seas some of the water is found to be flowing in a particular direction -- that is to say, from one part towards another part of the ocean or sea concerned. The water which is flowing in this manner is said to be moving as a "current." There are many thousands of currents in the waters of the oceans and seas, but only certain of the stronger and better marked currents are specially named and of great importance. These currents are important because they

affect the climate of the land areas close to where they flow and also because they carry large quantities of microscopic animal and vegetable life which forms a large part of the food for fishes.

The nature and characteristics of the surface of the land areas of the earth vary a great deal from area to area and from place to place. The surface of some areas consists largely of high mountains and deep valleys whilst, in other areas, most of the surface consists of plains. If one made a journey over the Continents one would find every kind of surface including mountain ranges, plains, plateaux, deserts, tropical forestlands and empty areas covered permanently by ice and snow.

When thinking and learning about the world we should not forget that our world is the home of a very great many different people -- peoples with different coloured skins, living very different lives and having very different ideas about a great many important things such as religion, government, education and social behaviour.

The circumstances under which different people live make a great difference between the way in which they live and the way in which we live, and it ought to be our business to try to understand those different circumstances so that we can better understand people of other lands. Above all, we should avoid deciding what we think about people different from ourselves without first having learned a great deal about them and the kind of lives they have to live. It is true to say that the more we learn about other people, the better we understand their ideas and, as a rule, the better we like those people themselves.

03-A. Euthanasia: For and Against

"We mustn't delay any longer ... swallowing is difficult ... and breathing, that's also difficult. Those muscles are weakening too ... we mustn't delay any longer.”

These were the words of Dutchman Cees van Wendel de Joode asking his doctor to help him die. Affected with a serious disease, van Wendel was no longer able to speak clearly and he knew there was no hope of recovery and that his condition was rapidly deter iorating.

V an Wendel's last three months of life before being given a final, lethal injection by his doctor were filmed and first shown on television last year in the Netherlands. The programme has since been bought by 20 countries and each time it is shown, it starts a nationwide debate on the subject.

The Netherlands is the only country in Europe which permits euthanasia, although it is not technically legal there. However, doctors who carry out euthanasia under strict guidelines introduced by the Dutch Parliament two years ago are usually not prosecuted. The guidelines demand that the patient is experiencing extreme suffering, that there is no chance of a cure, and that the patient has made repeated requests for euthanasia. In addition to this, a second doctor

must confirm that these criteria have been met and the death must be reported to the police department.

Should doctors be allowed to take the lives of others? Dr. Wilfred van Oijen, Cees van Wendel's doctor, explains how he looks at the question:

"Well, it's not as if I'm planning to murder a crowd of people with a machine gun. In that case, killing is the worst thing I can imagine. But that's entirely different from my work as a doctor. I care for people and I try to ensure that they don't suffer too much. That's a very different thing.”Many people, though, are totally against the practice of euthanasia. Dr. Andrew Ferguson, Chairman of the organisation Healthcare Opposed to Euthanasia, says that "in the vast majority of euthanasia cases, what the patient is actually asking for is something else. They may want a health professional to open up communication for them with their loved ones or family -- there's nearly always another question behind the question.”

Britain also has a strong tradition of hospices -- special hospitals which care only for the dying and their special needs. Cicely Saunders, President of the National Hospice Council and a founder member of the hospice movement, argues that euthanasia doesn't take into account that there are ways of caring for the dying. She is also concerned that allowing euthanasia would undermine the need for care and consideration of a wide range of people: "It's very easy in society now for the elderly, the disabled and the dependent to feel that they are burdens, and therefore that they ought to opt out. I think that anything that legally allows the shortening of life does make those people more vulnerable.”

Many find this prohibition of an individual's right to die paternalistic. Although they agree that life is important and should be respected, they feel that the quality of life should not be ignored. Dr. van Oijen believes that people have the fundamental right to choose for themselves if they want to die: "What those people who oppose euthanasia are telling me is that dying people haven't the right. And that when people are very ill, we are all afraid of their death. But there are situations where death is a friend. And in those cases, why not?

But "why not?" is a question which might cause strong emotion. The film showing Cees van Wendel's death was both moving and sensitive. His doctor was clearly a family friend; his wife had only her husband's interests at heart. Some, however, would argue that it would be dangerous to use this particular example to support the case for euthanasia. Not all patients would receive such a high level of individual care and attention.

03-B. Advantage Unfair

According to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and

power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.

And yet, says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.

But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:

"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago -- in the 60s and before ?entry to Oxford and Cambridge was not entirely on merit. Now, there's absolutely no question in any objective observer's mind that, entry to Oxford and Cambridge is fiercely competitive."

However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?

On average, about $ 5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?

Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.

However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited. Walter Ellis accepts that this is true:

"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Y ale, with Princeton and Stanford and others. But again, those universities together -- the elite universities -- are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite.”

When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:

"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do.”

However, since academic excellence does appear to be related to the amount of money spent per pupil, this does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.

04-A. Slavery on Our Doorstep

There are estimated to be more than 20,000 overseas domestic servants working in Britain (the exact figure is not known because the Home Office, the Government department that deals with this, does not keep statistics). Usually, they have been brought over by foreign businessmen, diplomats or Britons returning from abroad. Of these 20,000, just under 2,000 are being exploited and abused by their employers, according to a London-based campaigning group which helps overseas servants working in Britain.

The abuse can take several forms. Often the domestics are not allowed to go out, and they do not receive any payment. They can be physically, sexually and psychologically abused. And they can have their passports removed, making leaving or "escaping" virtually impossible.

The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicised cases. In one of them, a Filipino maid was executed in Singapore after being convicted of murder, despite protests from various quarters that her guilt had not been adequately established. Groups like Anti-Slavery International say other, less dramatic, cases are equally deserving of attention, such as that of Lydia Garcia, a Filipino maid working in London:

"I was hired by a Saudi diplomat directly from the Philippines to work in London in 1989. I was supposed to be paid $ 120 but I never received that amount. They always threatened that they would send me back to my country.”

Then there is the case of Kumari from Sri Lanka. The main breadwinner in her family, she used to work for a very low wage at a tea factory in Sri Lanka. Because she found it difficult to feed her four children, she accepted a job working as a domestic in London. She says she felt like a prisoner at the London house where she worked:

"No days off -- ever, no breaks at all, no proper food. I didn't have my own room; I slept on a shelf with a spad0 of only three feet above me. I wasn't allowed to talk to anybody. I wasn't even allowed to open the window. My employers always threatened to report me to the Home Office or the police.”

At the end of 1994 the British Government introduced new measures to help protect domestic

workers from abuse by their employers. This included increasing the minimum age of employees to 18, getting employees to read and, understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job (of which the employees should see a copy).

However, many people doubt whether this will successfully reduce the incidence of abuse. For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer. (They are allowed in the United Kingdom under a special concession in the immigration rules which allows foreigners to bring domestic staff with them.) So if they do complain, they risk being deported.

Allowing domestic workers the freedom to seek the same type of work but with a different employer, if they so choose, is what groups like Anti-Slavery International are campaigning the Government for. It is, they say, the right to change employers which distinguishes employment from slavery.

04-B. Return of The Chain Gang

Eyewitnesses say it was a scene straight out of a black and white movie from the 1950s. As the sun rose over the fields of Huntsville, Alabama, in the American South, the convicts got down from the trucks that had brought them there. Watched over by guards w ith guns, they raised their legs in unison and made their way to the edge of the highway, Interstate 65. The BBC's Washington correspondent Clare Bolderson was there and she sent this report:

"They wore white uniforms with the words "Chain Gang' on their backs and, in groups of five, were shackled together in leg irons joined by an eight-foot chain. The prisoners will work for up to 90 days on the gang: they'll clear ditches of weeds and mend fences along Alabama's main roads. While they are working on the gang, they抣l also live in some of the harshest prison conditions in the United States. There'll be no televisions or phone calls; many other day-to-day privileges will be denied.”

The authorities in Alabama say there is a lot of support for the re-introduction of chain gangs in the State after a gap of 30 years (the last gangs were abolished in Georgia in the early 1960s). Many people believe it is an effective way to get criminals to pay back their debt to society.

The prisoners stay shackled when they use toilets. They reacted sharply to the treatment they are given:

Prisoner one: "This is like a circus. A zoo. All chained here to a zoo. We're all animals now." Prisoner two: "It's degrading. It's embarrassing.”

Prisoner three: "In chains. It's slavery!"

Six out of every ten prisoners in chains are black, which is why the chain gangs call up images of slavery in centuries gone by, when black people were brought from Africa in leg irons and made to work in plantations owned by white men. Not surprisingly, although three-quarters of the white population of Alabama supports chain gangs, only a small number of black people do.

Don Claxton, spokesman for the State Government of Alabama, insists that the system is not racist:

"This isn't something that's done for racial reasons, for political reasons. This is something that's going to help save the people of Alabama tax money because they don't have to pay as many officers to work on the highways. And it's going to help clean up our highways and it's going to help c lean up the State.”

However, the re-introduction of these measures has caused a great deal of strong disagreement. Human rights organizations say that putting prisoners in chains is not only inhumane but also ineffective. Alvin Bronstein, member of the Civil Liberties Union, says that study after study has shown that you cannot prevent people from committing crimes by punishment or the threat of punishment: "What they will do is make prisoners more angry, more hostile, so that when they get out of prison, t hey will increase the level of their criminal behaviour.”

Civil liberties groups say that chaining people together doesn't solve the causes of crime, such as poverty or disaffection within society. What it does is punish prisoners for the ills of society. They say the practice takes the United States back to the Middle Ages, and that it is a shame to American society. But that抯not an argument likely to win favour among many people in the Deep South of the United States. Alabama's experiment is to be widened to include more prisoners, and other States, such as Arkansas and Arizona, will very probably introduce their own chain gang schemes.

05-A. The New Music

The new music was built out of materials already in existence: blues, rock'n'roll, folk music. But although the forms remained, something completely new and original was made out of these older elements -- more original, perhaps, than even the new musicians themselves yet realize. The transformation took place in 1966--1967. Up to that time, the blues had been an essentially black medium. Rock'n'roll, a blues derivative, was rhythmic dance music. Folk music, old and modern, was popular among college students. The three forms remained musically and culturally distinct, and even as late as 1965, none of them were expressing any radically new states of consciousness. Blues expressed black soul; rock was the beat of youthful energy; and folk music expressed anti-war sentiments as well as love and hope.

In 1966 -- 1967 there was spontaneous transformation. In the United States, it originated with youthful rock groups playing in San Francisco. In England, it was led by the Beatles, who were already established as an extremely fine and highly individual rock group. What happened, as well as it can be put into words, was this. First, the separate musical traditions were brought together. Bob Dylan and the Jefferson Airplane played folk rock, folk ideas with a rock beat. White rock groups began experimenting with the blues. Of course, white musicians had always played the blues, but essentially as imitators of the Negro style; now it began to be the white bands’ own music. And all of the groups moved towards a broader eclecticism and synthesis. They freely took over elements from jazz, from American country music, and as time went on

from even more diverse sources. What developed was a music readily taking on various forms and capable of an almost limitless range of expression.

The second thing that happened was that all the musical groups began using the full range of electric instruments and the technology of electronic amplifiers. The electric guitar was an old instrument, but the new electronic effects were altogether different -- so different that a new listener in 1967 might well feel that there had never been any sounds like that in the world before. Electronics did, in fact, make possible sounds that no instrument up to that time could produce. And in studio recordings, new techniques made possible effects that not even an electronic band could produce live. Electronic amplifiers also made possible a fantastic increase in volume, the music becoming as loud and penetrating as the human ear could stand, and thereby achieving a "total" effect, so that instead of an audience of passive listeners, there were now audiences of total participants, feeling the music in all of their senses and all of their bones. Third, the music becomes a multi-media experience; a part of a total environment. The walls of the ballrooms were covered with changing patterns of light, the beginning of the new art of the light show. And the audience did not sit, it danced. With records at home, listeners imitated these lighting effects as best they could, and heightened the whole experience by using drugs. Often music was played out of doors, where nature provided the environment.

05-B. Different Types of Composers

I can see three different types of composers in musical history, each of whom creates music in a somewhat different fashion.

The type that has fired public imagination most is that of the spontaneously inspired composer -- the Franz Schubert type, in other words. All composers are inspired, of course, but this type is more spontaneously inspired. Music simply wells out of him. He can't get it down on paper fast enough. Y ou can almost tell this type of composer by his fruitful output. In certain months, Schubert wrote a song a day. Hugo Wolf did the same.

In a sense, men of this kind begin not so much with a musical theme as with a completed composition. They invariably work best in the shorter forms. It is much easier to improvise a song than it is to improvise a symphony. It isn't easy to be inspired in that spontaneous way for long periods at a stretch. Even Schubert was more successful in handling the shorter forms of music. The spontaneously inspired man is only one type of composer, with his own limitations. Beethoven belongs to the second type -- the constructive type, one might call it. This type serves as an example of my theory of the creative process in music better than any other, because in this case the composer really does begin with a musical theme. In Beethoven's case there is no doubt about it, for we have the notebooks in which he put the themes down. We can see from his notebooks how he worked over his themes -- how he would not let them be until they were as perfect as he could make them. Beethoven was not a spontaneously inspired composer in the Schubert sense at all. He was the type that begins with a theme; makes it a preliminary idea; and

upon that composes a musical work, day after day, in painstaking fashion. Most composers since Beethoven's day belong to this second type.

The third type of composer I can only call, for lack of a better name, the traditionalist type. Men like Palestrina and Bach belong in this category. They both are characteristic of the kind of composer who is born in a particular period of musical history, when a certain musical style is about to reach its fullest development. It is a question at such a time of creating music in a well-known and accepted style and doing it in a way that is better than anyone has done it before you.

The traditionalist type of composer begins with a pattern rather than with a theme. The creative act with Palestrina is not the thematic conception so much as the personal treatment of a well-established pattern. And even Bach, who composed forty-eight of the most various and inspired themes in his Well Tempered Clavichord, knew in advance the general formal mold that they were to fill. It goes without saying that we are not living in a traditionalist period nowadays. One might add, for the sake of completeness, a fourth type of composer -- the pioneer type: men like Gesualdo in the seventeenth century, Moussorgsky and Berlioz in the nineteenth, Debussy and Edgar V arese in the twentieth. It is difficult to summarize the composing methods of so diversified a group. One can safely say that their approach to composition is the opposite of the traditionalist type. They clearly oppose conventional solutions of musical problems. Inmany ways, their attitude is experimental ?they seek to add new harmonies, new sonorities, new formal principles. The pioneer type was the characteristic one at the turn of the seventeenth century and also at the beginning of the twentieth century, but it is much less evident today.

06-A. Improving Industrial Efficiency through Robotics

Robots, becoming increasingly prevalent in factories and industrial plants throughout the developed world, are programmed and engineered to perform industrial tasks without human intervention.

Most of today's robots are employed in the automotive industry, where they are programmed to take over such jobs as welding and spray painting automobile and truck bodies. They also load and unload hot, heavy metal forms used in machines casting automobile and truck frames. Robots, already taking over human tasks in the automotive field, are beginning to be seen, although to a lesser degree, in other industries as well. There they build electric motors, small appliances, pocket calculators, and even watches. The robots used in nuclear power plants handle the radioactive materials, preventing human personnel from being exposed to radiation. These are the robots responsible for the reduction in job-related injuries in this new industry. What makes a robot a robot and not just another kind of automatic machine? Robots differ from automatic machines in that after completion of one specific task, they can be reprogrammed by a computer to do another one. As an example, a robot doing spot welding one month can be reprogrammed and switched to spray painting the next. Automatic machines, on the other hand,

are not capable of many different uses; they are built to perform only one task.

The next generation of robots will be able to see objects, will have a sense of touch, and will make critical decisions. Engineers skilled in microelectronics and computer technology are developing artificial vision for robots. With the ability to "see", robots can identify and inspect one specific class of objects out of a stack of different kinds of materials. One robot vision system uses electronic digital cameras containing many rows of light-sensitive materials. When light from an object such as a machine part strikes the camera, the sensitive materials measure the intensity of light and convert the light rays into a range of numbers. The numbers are part of a grayscale system in which brightness is measured in a range of values. One scale ranges from 0 to 15, and another from 0 to 255. The 0 is represented by black. The highest number is white. The numbers in between represent different shades of gray. The computer then makes the calculations and converts the numbers into a picture that shows an image of the object in question. It is not yet known whether robots will one day have vision as good as human vision. Technicians believe they will, but only after years of development.

Engineers working on other advances are designing and experimenting with new types of metal hands and fingers, giving robots a sense of touch. Other engineers are writing new programs allowing robots to make decisions such as whether. to discard defective parts in finished products. To do this, the robot will also have to be capable of identifying those defective parts. These future robots, assembled with a sense of touch and the ability to see and make decisions, will have plenty of work to do. They can be used to explore for minerals on the ocean floor or in deep areas of mines too dangerous for humans to enter. They will work as gas station attendants, firemen, housekeepers, and security personnel. Anyone wanting to understand the industry of the future will have to know about robotics.

06-B. Predicting Earthquakes

Can earthquakes be predicted? Scientists are working on programs to predict where and when an earthquake will occur. They hope to develop an early warning system that can be used to forecast earthquakes so that lives can be saved.

Earthquakes are the most dangerous and deadly of all natural events. They occur in many parts of the world. Giant earthquakes have been recorded in Iran, China, Guatemala, Chile, India, and Alaska. Two of the biggest earthquakes that were ever recorded took place in China and Alaska. These earthquakes measured about 8.5 on the Richter Scale. The Richter Scale was devised by Charles Richter in 1935, and compares the energy level of earthquakes. An earthquake that measures a 2 on the scale can be felt hut causes little damage. One that measures 4.5 on the scale can cause slight damage, and an earthquake that has a reading of over 7 can cause major damage. It is important to note that a reading of 4 indicates an earthquake ten times as strong as one with

a reading of 3.Scientists want to be able to predict those earthquakes that have a reading of over

4 on the Richter Scale.

How do earthquakes occur? Earthquakes are caused by the shifting of rocks along cracks, or faults, in the earth's crust. The fault is produced when rocks near each other are pulled in different directions. The best-known fault in North America is the San Andreasfault in the state of California in the United States.

The nations that are actively involved in earthquake prediction programs include Japan, China, Russia, and the United States. These countries have set up seismic networks in areas of their countries where earthquakes are known to occur. These networks are on the alert for warning signs that show the weakening of rock layers that can precede an earthquake. Many kinds of seismic instruments are used by the networks to monitor the movements of the earth's crust. The scientists also check water in deep wells. They watch for changes in the water level and temperature that are associated with movement along faults.

Scientists in China, Russia, and the United States measure radon in ground water. Radon is a gas that comes from the radioactive decay of radium in rocks. The gas flows through the ground and dissolves in underground streams and wells. Scientists speculate that the amount of radon increases in the ground when rocks layers shift, exposing new rock, and thus more radon. Chinese and Russian scientists have reported that in places where stress is building up, the radon levels of the water build up too. When the radon levels of the water subside and drop back to normal readings, an earthquake may occur. United States scientists have also placed radon monitoring stations in earthquake zones, particularly California. However, all the scientists agree that more data is necessary to prove that radon levels in water are associated with the possible birth of an earthquake.

Earthquake prediction is still a young science. Everyone agrees that earthquakes cannot be predicted with any reliability. Scientists have only a partial understanding of the physical processes that cause earthquakes. Much more research has to be done. New and more up-to-date methods have to be found for collecting earthquake data and analyzing it. However, scientists have had some success in predicting earthquakes. Several small earthquakes were predicted in New Y ork State, in the eastern part of the United States. Chinese scientists predicted a major one in Haicheng in 1975, and Russian scientists predicted a major one in Garm in 1978. While this is a small start, it is still a beginning.

07-A. Leisure and Leadership

Observations and research findings indicate that people in advanced industrial societies are increasingly concerned with opportunities for leisure and what they can do in their leisure time. The importance people attach to paid holidays and the rapid development of services for mass entertainment and recreation are signs of this increasing concern.

The term "quality of life" is difficult to define. It covers a very wide scope such as living environment, health, employment, food, family life, friends, education, material possessions, leisure and recreation, and so on. Generally speaking, the quality of life, especially as seen by the individual, is meaningful in terms of the degree to which these various areas of life are

available or provide satisfaction to the individual.

As activity carried out as one thinks fit during one's spare time, leisure has the following functions: relaxation, recreation and entertainment, and personal development. The importance of thesevaries according to the nature of one's job and one's life-style. Thus, people who need to exert much energy in their work will find relaxation most desirable in leisure. Those with a better education and in professional occupations may tend more to seek recreation and personal development (e.g., cultivation of skills and hobbies) in leisure.

The specific use of leisure varies from individual to individual. Even the same leisure activity may be used differently by different individuals. Thus, the following are possible uses of television watching, a popular leisure activity: a change of experience to provide "escape" from the stress and strain of work; to learn more about what is happening in one's environment; to provide an opportunity for understanding oneself by comparing other people抯life experiences as portrayed in the programmes.

In an urban society in which highly structured, fast-paced and stressful work looms large in life, experiences of a different nature, be it television watching or bird-watching, can lead to a self-renewal and a more "balanced" way of life.

Since leisure is basically self-determined, one is able to take to one's interests and preferences and get involved in an activity in ways that will bring enjoyment and satisfaction.

Our likes and dislikes, tastes and preferences that underlie our choices of such activities as reading books, going to the cinema, camping, or certain cultural pursuits, are all related to social contexts and learning experiences. We acquire interests in a variety of things and subjects from our families, schools, jobs, and the mass media. Basically, such attitudes amount to a recognition that leisure is an important area of life and a belief that leisure can and should be put to good use.

Professional workers in recreation services, too, will find that to impart positive leisure attitudes to the general public is essential for motivating them to use their leisure in creative and satisfying ways. Hence, it can be argued that the people with whom we come into contact in these various contexts are all likely to have exerted some influence in shaping our attitudes, interests and even skills relevant to how we handle leisure. Influence of this kind is a form of leadership.

Parents, teachers in schools, work associates and communicators in or using the mass media are all capable of arousing our potential interests. For example, the degree to which and the ways in which a school encourages participation in games, sports and cultural pursuits are likely to contribute to the shaping of leisure attitudes on the part of the students.

Schools usually set as their educational objective the attainment of a balanced development of the person. The more seriously this is sought, the more likely positive attitudes towards leisure as well as academic work will be encouraged.

07-B. The Time Message

Y ou may have been exposed to this idea before, but this time try to hear. There is a message that is trying to reach you, and it is important that it get through loud and clear. The message?

Time management!

Time is elusive and tricky. It is the easiest thing in the world to waste -- the most difficult to control. When you look ahead, it may appear you have more than you need. Y et it has a way of slipping through your fingers like quicksand. Y ou may suddenly find that there is no way to stretch the little time you have left to cover all your obligations. For example, as a beginning student looking ahead to a full term you may feel that you have an oversupply of time on your hands. But toward the end of the term you may panic because time is running out. The answer? Control!

Time is dangerous. If you don't control it, it will control you. If you don't make it work for you, it will work against you. Y ou must become the master of time, not the servant.

Study hard and play hard is an old proverb, but it still makes sense. Y ou have plenty of time for classes, study, work, and play if you use your time properly. It is not how much time you allocate for study that counts but how much you learn when you do study.

Too much wasted time is bad medicine. The more time you waste, the easier it is to continue wasting time. Soon, doing nothing becomes a habit you can't break. It becomes a drug. When this happens, you lose your feeling of accomplishment and you fall by the wayside. A full schedule is a good schedule.

Some students refuse to hear the time message. They refuse to accept the fact that college life demands some degree of time control. There is no escape. So what's the next step? If you seriously wish to get the time message, this passage will give it to you. Remember ?it will not only improve your grades but also free you to enjoy college life more.

Message 1. Time is valuable -- control it from the beginning.

Time is today, not tomorrow or next week. Start your plan at the beginning of the term and readjust it with each new project. Thus you can spread your work time around a little. Message 2. Get the notebook habit.

Go and buy a pocket-size notebook. There are many varieties of these special notebooks. Select the one you like best. Use it to schedule your study time each day. Y ou can also use it to note important dates, appointments, addresses, and telephone numbers. Keep it with you at all times. Message 3. Prepare a weekly study schedule.

The main purpose of the notebook is to help you prepare a weekly study schedule. Once prepared, follow the same pattern every week with minor adjustments. Sunday is an excellent day to make up your schedule for the following week. Write in your class schedule first. Add your work hours, if any. Then write in the hours each day you feel you must allocate for study. Keep it simple.

Message 4. Be realistic.

When you plan time for these things, be realistic. Don't underestimate. Overestimate, if possible, so that emergencies thatarise don't hang you up. Otherwise your entire routine may get thrown off balance while you devote night and day to crash efforts. Message 5. Make study time fit the course.

How much study time you schedule for each classroom hour depends on tour factors:(l) your ability, (2) the difficulty of the class, (3) the grades you hope to achieve, and (4) how well you use your study time. One thing, however, is certain: you should schedule a minimum of one hour of study for each classroom hour. In many cases, more will be required.

Message 6. Keep your schedule flexible.

A good schedule must have a little give so that special projects can be taken care of properly. Think out and prepare your schedule each week and do not become a slave to an inflexible pattern. Adjust it as you deem necessary.

Message 7. Study first ?fun later.

Y ou will enjoy your fun time more after you have completed your study responsibilities. So, where possible, schedule your study hours in advance of fun activities. This is a sound principle to follow, so keep it in mind as you prepare your first schedule.

Message S. Study some each class day.

Some concentrated study each day is better than many study hours one day and nothing the next. As you work out your individual schedule, attempt to include a minimum of two study hours each day. This will not only keep the study habit alive but also keep you up to date on your class assignments and projects.

Few beginning freshmen can control their time effectively without a written schedule, so why kid yourself into thinking you don't need one? Y ou do. Later on, when you have had more experience and you have the time-control habit, you may be able to operate without it. Of course the schedule is only the first step. Once you have it prepared, you must stick with it and follow it faithfully. Y ou must push away the many temptations that are always present or your schedule is useless. Y our schedule will give you control only if you make it work.

08-A. Jet Lag: Prevention and Cure

The problem of Jet Lag is one every international traveller comes across at some time. But do you have to suffer? Understand what it is, and how a careful diet can minimize its worst effects, and your flights will be less stressful.

The effects of rapid travel on the body are actually far more disturbing than we realize. Jet Lag is not a psychological consequence of having to readjust to a different time zone. It is due to changes in the body's physiological regulatory mechanisms, specifically the hormonal systems, in a different environment.

Confused? So was John Foster Dulles, the American Secretary of State, when he flew to Egypt to conduct negotiations on the Aswan Dam. He later blamed his poor judgement on Jet Lag.

The effects can be used to advantage, too. President Johnson once conducted an important meeting in Guam and kept the entire proceedings at Washington DC time. The White House working personnel were as fresh as paint, while the locals, in this case, were jet-lagged. Essentially, they had been instantaneously transported to America.

Now that we understand what Jet Lag is, we can go some way to overcoming it. A great number of the body's events are scheduled to occur at a certain time of day. Naturally these have to be regulated, and there are two regulatory systems which interact.

One timing system comes from the evidence of our senses and stomachs, and the periodicity we experience when living in a particular time zone. The other belongs in our internal clocks (the major one of which may be physically located in a part of the brain called the suprachiasmatic nucleus) which, left alone, would tie the body to a 25 hour -- yes, 25 -- rhythm. Normally the two timers are in step, and the external cues tend to regularise the internal clocks to the more convenient 24 hour period.

If, however, you move the whole body to a time zone which is four hours different, the two clocks will be out of step, like two alarm clocks which are normally set together, but which have been reset a few hours apart. Whereas the two clocks would normally sound their alarms together, now they ring at different times. Similarly, the body can he set for evening while the sun is rising.

In time the physiological system will reset itself, but it does take time. One easily monitored rhythm is palm sweating. A man flown to a time zone different by 10 hours will take eight days to readjust his palm sweat. Blood pressure, which is also rhythmical, takes four days to readjust. One reason for this discrepancy is that different bodily events are controlled by different factors. The hormone cortisol, which controls salt and water excretion, is made in the morning, wherever the body is. But the growth hormone is released during sleep, whenever in the day that sleep occurs. Normally these two hormones are separated by seven or eight hours, but if the body arrives at a destination in the early morning (local) and goes to sleep as soon as possible, the two hormones will be released simultaneously.

What can we do about it? It is not feasible to wait four days until the body is used to the new time zone. Fortunately there is a short cut. It relies on two things -- the power of the stomach to regulate the timing of other events, and the pharmacological actions of coffee.

The basic assumptions are:

Coffee delays the body clock in the morning, and advances it at night. Coffee at mid-afternoon is neutral.

Protein in meals stimulates wakefulness, while carbohydrates promote sleep.

Putting food into an empty stomach helps synchronize the body clock.

08-B. Coetrolling Y our Concentration

CONCENTRA TION IS CENTERINC YOUR A TTENTION

Psychologically defined, concentration is the process of centering one's attention over a period of time. In practical application, however, concentration is not as simple to deal successfully with as the definition may imply. For this reason, it is helpful to keep the following points in mind.

Y our attention span varies

Even with the greatest effort, oar span of attention fluctuates. Y ou can demonstrate for yourself this fluctuation of attention. In a quiet room, place a watch so that it can just scarcely be heard. Listen carefully and notice how the ticking increases in apparent intensity, fades to a point where it cannot be heard, and then increases again. This phenomenon reveals how our span of attention fluctuates, for the intensity of the ticking i s actually constant.

Y ou pay attention to one thing at m time

Evidence to date indicates that you attend to one idea at a time. It is possible for your attention to shift so rapidly that it seems that you attend to several concepts at onc e. But apparently this is only an illusion. In high concentration the shift from the focus of attention is of short duration and relatively infrequent.

An illustration of periods of high, moderate, and low attention

High attention has long periods of attending and short distraction periods. In low attention the periods of attending are short and the distraction periods long. In moderate attention there is a mixture of the extremes. Thus it is easy to see that it is highly unlikely that the student who has most of his attention centered on fancying at large will be able to recall even the major points of a lecture.

Lack of concentration is a symptom, not the cause, of difficulty. When a student says "I can't concentrate", what he is really saying is, "I can't attend to the task at hand because my distractors are too strong."

DISTRACTORS ARE OF TWO SORTS --PSYCHOLOGICAL AND PHYSICAL

A distractor is anything which causes attention to vary from a central focal point. In the study situation distractors may be thought of as either psychological or physical in nature. Both types of distractors must be understood before the student can attempt to remedy his lack of concentration.

Emotions are the most powerful distractors

The angry man forgets the pain of injury the fearful man finds it difficult to enjoy pleasure and the tense or anxious person may react violently to the smallest of matters. In the student's life there are many psychological pressures and tensions which block effective productivity. The fears about making the grade, the doubts of the friendliness of a friend’s behaviour and the pressures of limited finances -- these are only a few of the emotional forces which affect the student.

Emotional reaction varies greatly from person to person. Some persons gain goal and direction from their tensions and actually do better because of them. Others fall apart under pressure,