Think+ Perspectives Sample

Vol 4 , Issue 4

N * W ew L ork ook she & S ets tyle Ins ide *

Think Plus, Think Better The Case For

The Case Against

HOMEWORK The Sixth Mass Extinction 7 Incredible Studies that Prove the Power of the Mind Travel Feature: Priorities Social Media: A Modern Epidemic?

Contents Vol 4, Issue 4

Dear Teachers and Parents, Our articles and exercises are designed to meet some of the learning outcomes (LO2 to LO5) of the Singapore UpperSecondary English-language syllabus in areas such as reading comprehension and viewing skills, strategies, attitudes, and behaviour.

LO2: Close reading and viewing.

LO3: Critical reading viewing and appreciation.

LO4: Reading and viewing literary texts.

LO4: Reading and viewing informational and functional texts.

LO5: Reading and viewing widely.

The exercises focus on reading comprehension, vocabulary building, and editing practice. We also provide tips on writing.

Articles are written and labelled according to the following genres: AG

DS

DC

EP

NR

Argumentative. Provide reasons for or against a matter; usually contains author’s opinions.

Descriptive. Describe a character, event or a place in great detail.

Discursive. Formal writing which discusses an issue, situation or problem.

Expository. Furnish relevant facts and figures, exclude opinions.

Narrative. Author places himself as the main character in a story.

Readers are also introduced to regular features on two powerful personal growth and development dispositions: Growth Mindset and Habits of Mind.

06 The Case for Homework

It’s quality, not quantity, of homework that is crucial to student success

08 The Case Against Homework

Managing Editor Dr Henry Toi

Writers Charmaine Ang Corrine Lin Jack Yu Liz Mollers (Australia) May Wong Phoebe Choo Vlad Igolnikov (USA)

Advisory Editors Prof Arthur Costa Dr Bena Kallick Editor Vinay Kumar Rai

Publishing Executive Jason Ong

AG

If 7 hours a day of school is not enough, then the problem is at school, not at home.

03 ‘Eye’deas 04 Growth Mindset

AG

Setting High Expectations

10 Teen Talk

DC

Social Media: A Modern Epidemic?

12 News Health, Music, Sports & Movie Snippets

14 Economic Vista

EP

Key Insights: Gross National Product and Gross Domestic Product (Nominal and PPP)

16 Insights / Hacks

EP

7 Incredible Studies that Prove the Power of the Mind

18 Think+ Icons

Editorial Board

AG

DS

Napoleon Bonaparte (1769-1821)

20 HOMTM Focus Applying Past Knowledge to New Situations

22 Travel Feature

NR

Priorities

24 Language Power 26 Social Vista

EP

The Sixth Mass Extinction Cover: Background: © Igor Zakharevich | Dreamstime.com Boy: © Tom Wang | Dreamstime.com Girl: © Sarayuth Punnasuriyaporn | Dreamstime.com

Material in this issue may not be reproduced, in whole or in part, without prior permission from the publisher.

In Singapore, contact Nurture Craft International Pte Ltd. Think Perspectives is published by Nurture Craft International Pte Ltd in collaboration with The Institute for The Habits of Mind (USA). +

©2019 ALL RIGHTS RESERVED. PRINTED IN SINGAPORE

28 Health Matters

EP

Healing Using the Power of Your Mind is Possible

For subscription and sales information please contact: Singapore / Rest of World Nurture Craft International Pte Ltd 73 Bukit Timah Road #02-01 Rex House Singapore 229832 Tel: (65) 6258 2636, (65) 9005 9644 Email: info@nurturecraft.com.

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‘Eye’deas

Coal Formation

Spencer Sutton/Getty Images

C

oal is a substance used in the generation of electricity. Coal is a fossil fuel, meaning it is formed from the bodies of dead organisms buried deep within the Earth. The process takes place over hundreds of millions of years.

About 100 to 400 million years ago, Earth was covered by swamplands. The vegetation that grew in these swampy forests included trees, giant plants and ferns.

When these trees and plants died, their remains sank to the bottom of the swamp. Layers upon layers of plant material formed. What resulted were

thick, soggy layers of material known as peat.

Over time, the geological (relating to the study of physical structures and substances) makeup of Earth changed. Layers of water, sand, and other material formed above the layers of peat, pressing them further down into the ground.

The weight of the layers above created intense pressure that squeezed water out of the peat. Over time and under even more pressure, the leftover material gradually turned into coal. Today, humans harvest the coal and turn it into fuel that is used in power stations to generate electricity. ď Ž

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AG

by Vinay Kumar Rai

Setting High Expectations

Free-Photos/Pixabay.com (CC0)

Growth Mindset

‘Growth Mindset’ is a set of underlying beliefs that our abilities for, for example, skill acquisition, learning achievement, professional success, and personal relationships, can be developed through hard work and effort. Several studies have shown that your mindset can have a profound effect on many aspects of your life.

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n the 1960s, US psychologist Robert Rosenthal did an experiment on expectancy, how our expectations can influence outcomes.

He gave his graduate psychology students ordinary lab rats they had to prepare to run a maze. Some of the students were led to believe their rats had been genetically bred to be better at running mazes. Others were told their rats had lower-than-average mazerunning abilities.

Neither of this was true: the two groups of rats had no difference in breeding. You’d therefore assume they would have a similar performance at running the mazes.

But this is not what happened.

In the experiment, the so-called good-at-mazerunning rats did much better than the supposedly poor-at-maze-running rats at manoeuvring the mazes.

The results strongly indicate that the expectations of the students running the tests somehow influenced the rats they were conditioning.

What can explain this self-fulfilling prophecy (a prediction that by being voiced causes itself to come true)?

The student researchers given supposedly superior rats were more focused, more encouraging, and

The rats behaved according to their researchers’ beliefs — incredulous though this may sound to you and me.

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friendlier towards their rats than the other group of students. The rats behaved according to their researchers’ beliefs — incredulous though this may sound to you and me.

Put another way, Rosenthal believes the researchers’ expectations of ability influenced their relationship with the rats, resulting in the superior and inferior performance of the rats.

Rosenthal wrote in American Scientist: “If rats became brighter when expected to, then it should not be far-fetched to think that children could become brighter when expected to by their teachers.”

Further research on this led Rosenthal to discover the “Pygmalion Effect”: the phenomenon essentially of higher expectations leading to an increase of performance. The Pygmalion Effect, a form of selffulfilling prophecy, refers to the enhanced performance and morale of students arising from the positive expectations of teachers. (A corollary is the golem effect: low expectations leading to a decrease in performance.)

The same effect plays out in the workplace: employees’ performance is enhanced when management has positive expectations of them.

The effect is named after the Greek myth of Pygmalion, a sculptor who fell in love with a statue he had carved.

A study by David Yeager of the University of Texas,

© Alain Lacroix | Dreamstime.com

Further research on this led Rosenthal to discover the “Pygmalion Effect”: the phenomenon essentially of higher expectations leading to an increase of performance.

US, and Geoffrey Cohen, Stanford University, US, showed a similar result. US seventh-graders (12-13-yearold students) submitted a draft of an essay they had written about a personal hero of theirs.

In addition to the regular feedback and encouragement, teachers randomly attached one of two sticky notes to each student’s essay. One offered a matter-of-fact message while the other offered a more encouraging message. Both groups of students were then given the opportunity to redo the essay.

It was found that the students who received the more encouraging message were much more likely to take advantage of the opportunity they had been given to redo the essay.

The conclusion was that feedback from teachers was far more effective when including a message about the teacher’s belief — a form of positive psychology — in the student’s ability to maintain high standards.

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There are two crucial lessons for you, the student, here.

Firstly, for achievement to work, you must believe that it is possible. (The same is true for the Growth Mindset.)

Secondly, working hard and having high expectations help maintain a Growth Mindset.

A third factor also helps with a Growth Mindset: encouragement from your teachers.

Having teachers that reinforce the necessity of effort, stress the value of aiming high and persisting in the face of difficulties, and offer the right kind of feedback when things are not going well contributes to the development of the Growth Mindset. 

Sources / Further Reading 1. The Growth Mindset Coach (Book), 2016, Annie Brock and Heather Hundley, Ulysses Press

2. Mindsets, Mindful By Design, mindfulbydesign.com/category/mindsets/ 3. Growth Mindset | The Glossary of Education Reform, www.edglossary. org/growth-mindset/

4. 25 Ways to Develop a Growth Mindset | Open Colleges, www.

opencolleges.edu.au/informed/features/develop-a-growth-mindset/

5. The Importance of Mindset | Skills You Need, www.skillsyouneed.com/ps/ mindsets.html

6. Dr. Dweck’s discovery of fixed and Growth Mindsets have shaped our

understanding of learning | Mindset Work, www.mindsetworks.com/ science/ 7. Mindset Online, mindsetonline.com

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Cover

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by Phoebe Choo

How much individual time is a student likely to get from a teacher given the large class sizes of today? © Blurf | Dreamstime.com

W

e can all agree on this: you (students) hate homework and if given a choice would never touch it again.

It is a major stressor for students and eats up leisure time outside of school. In a report released in 2014, it was revealed that Singaporean students spend a staggering 9.4 hours on homework weekly — almost double the global average!

But what if the drudgery (hard, boring nature) of homework has actual benefits? The study mentioned above also found that students who did more homework scored higher in the Programme for International Student Assessment (PISA), a test used to measure academic achievement in 15-year-olds.

Long-Term Benefits

While unpopular, homework has the role of helping students prepare for national exams by advancing learning after school hours.

Having to focus on daily tasks leads to the development of time-management skills and a sense of personal responsibility. Additionally, students learn to hone (refine over time) their problem-solving abilities when faced with tough assignments. These skills can help set students up for success in higher education, the workplace, and life in general.

In today’s workplace, it is not unusual to bring work home (homework doesn’t go away when you’re an adult, sorry!) and future workers need to be prepared for this.

No boss will tolerate an employee complaining that a report needs overtime to complete, so it’s best to learn to

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develop a good work ethic now, in school.

Teaching Aid

The school day may seem endless to students, but class durations are typically not long enough for teachers to deep dive into (thoroughly examine) the content they need to cover. Thus, assigning students preparatory homework such as background reading would mean saving much time in class. Furthermore, prepared students are likely to grasp new concepts more quickly.

Homework not only gives students a head start but also provides a useful tool for reinforcing what has been taught in class. For teachers, it functions as a gauge of how well lessons have been understood, and an assessment of which parts of the curriculum need improvement. For many subjects like languages or mathematics, practice makes perfect; repetition at home helps students remember better.

Schools now recognise that hands-on work during class is one of the best ways for students to learn, but it is not necessarily the most time-efficient. For schools to offer interactive activities during class, the trade-off is that students will also have to put in time and effort outside of class in the form of homework.

Parental Involvement

Most modern parents are preoccupied with work and may be out of touch with their children’s progress in school. Through homework, parents are able to see first-hand what is being taught at school and how their children are coping. Additionally, parents can

be involved in their children’s education by helping to establish and monitor homework routines.

Evolving Homework

The format of homework is changing from rote (learning by repetition rather than understanding) practice to more innovative methods. Rather than having teachers presenting materials, teachers are being taught how to use their time in school more productively.

Students are increasingly being given interactive media such as videos and educational games to review at home. Upon returning to school, they are encouraged to work collaboratively with other students to facilitate learning from each other.

Teachers are also giving more short-term and long-term assignments and project work instead of the usual quizzes and worksheets. This is indicative of how students are expected to learn, and the skills needed for

The format of homework is changing from rote (learning by repetition rather than understanding) practice to more innovative methods.

the future workplace.

Realistically speaking, homework shows no signs of going away. Nevertheless, educators are now realising that it doesn’t have to take up endless hours to be effective. Instead, the quality of assigned work is much more important than quantity. If used correctly, homework can be a positive push towards lifelong learning. 

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Point(s) to Ponder If you could design your own homework, what sort of work would it be?

Sources / Further Reading 1. Singapore Ranks Third Globally In Time Spent On Homework | The Straits Times, www.straitstimes.com/singapore/education/singapore-ranksthird-globally-in-time-spent-on-homework 2. How Much Homework Is Enough? Depends Who You Ask | Education Week, www.edweek.org/ew/articles/2018/04/19/how-much-homeworkis-enough-depends-who.html 3. A Teacher’s Defense of Homework | The Atlantic, www.theatlantic.com/ education/archive/2013/09/a-teachers-defense-of-homework/279967/

The Case for

Homework It’s quality, not quantity, of homework that is crucial to student success

Homework helps students to become independent, develop time-management skills, hone their problem-solving abilities and get the parents involved. iClipart

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Cover

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T

he traditional mentality towards homework is that the more you study, the more you learn.

However, research shows that there is very little correlation (statistical connection) between homework and academic success. In fact, students who do not spend enough time on non-academic development are the ones left behind when the school day is over.

Homework is one of the main reasons behind the increasing stress among students these days. © Haywiremedia | Dreamstime.com

Time for Action After a long school day, having to spend several more hours on homework each day leads students to resent school and learning in general.

They begin to equate school and learning with frustration, arguments, and stress.

What today’s students need more than extra study hours is physical activity.

Spending all day sitting in a chair is harmful to the body and brain, and with the rising rates of obesity and heartdisease worldwide, students need to spend their free time being active.

When students are physically healthy, the time they spend in school is more effective. They have more energy to learn and process new information. Playing sports also teaches crucial life skills like teamwork, problem-solving, individuality, and leadership.

Homework around the World Not all countries design their curriculum around homework. Many of the countries ranking highest in academic achievement — the most well-known are Finland, Japan, Denmark, and the Czech Republic —

The Case Against

Homework If 7 hours a day of school is not enough, then the problem is at school, not at home.

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have school systems with very little homework.

Meanwhile, countries ranked the lowest in academic success, such as Greece, Thailand, and Iran, have some of the most homework. While this doesn’t mean that more homework means worse grades, it does mean that there is no connection between the amount of homework assigned and academic success.

In Finland, even the school day is shorter. Students don’t have to start going to school until age 7. They spend less time each day at school, and more time off on summer and winter holidays, than many of their neighbouring countries. Yet Finland still ranks 6th worldwide in reading, science, and math.

Teaching is a highly-paid profession in Finland, attracting the most talented people. All necessary teaching is done during school hours, showing that the quality of teaching is more important than the quantity.

Some of this success stems from the focus on quality instructors. Teaching is a highly-paid profession in Finland, attracting the most talented people. All necessary teaching is done during school hours, showing that the quality of teaching is more important than the quantity. There is also more focus on individual growth and discovery than on memorisation and testing.

Memorisation of academic material as a whole is not as vital as it once was — most of us carry the entire collection of human knowledge in our pockets.

Our smartphones give us instant access to even more information than we could possibly get from memorising every textbook ever written. Japan has adapted its curriculum with this idea in mind. Teachers spend less time presenting material from their own knowledge, and more time teaching students how to find the right information on their own.

iClipart

Play is one of the best forms of learning and provides a good balance to formal study in the classroom.

Stop Living for the Weekend We spend at least a third of our time each week working or studying, and another third sleeping (and most of us don’t even get as much sleep as our bodies need).

Once you factor in travel time and meals, we are left with only a small fraction of each day to actually live our lives, spend quality time with our families and friends, exercise, and develop hobbies and interests like art and music.

We live for the weekends while we’re young, and when we’re old enough to retire we no longer have the health or energy to enjoy the things we finally have time to do. It’s time we change our priorities and live life to the fullest. That doesn’t mean we shouldn’t work or study at all, but we almost certainly need to find a healthier balance between the two. 

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Point(s) to Ponder If you didn’t have any homework after school, what would you do instead?

Sources / Further Reading 1. Countries that give less homework and why they’re successful | Geeky

Memorisation of academic material as a whole is not as vital as it once was — most of us carry the entire collection of human knowledge in our pockets.

2.

3.

4.

5.

Camel, www.geekycamel.com/countries-give-less-homework-theyresuccessful/ How Homework is Hurting Our Children | Sara Bennet, www. stophomework.com/fact.pdf The Case Against Homework | Family Circle, www.familycircle.com/teen/ school/homework/the-case-against-homework/ The Homework Debate | Concordia University, www.education.cuportland.edu/blog/classroom-resources/the-homework-debate-thecase-against-homework/ Why do Finnish pupils succeed with less homework? | BBC, www.bbc. com/news/education-37716005

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Teen Talk

DC

Social Media:

A Modern Epidemic?

by Ling Woan Ching

I

f you’re reading this, you’ve probably used Facebook, Instagram, Twitter, or YouTube.

And there’s a good chance you’re on or have heard of Flickr, Google+ (closed down in April this year), LinkedIn, MSN Messenger, Pinterest, Reddit, Tumblr, Vine (one of the most popular apps of 2013) and Weibo (China).

Today, there are more than a hundred of these platforms. They are part of a diverse family called social media or social networking. Social media refers to websites and applications (apps) that enable users to create and share content, or to network online with other users.

The widespread use of social media certainly has many plus points.

Looking for and connecting with ‘our tribe’ — people with like-minded interests — are two of our most basic instincts. Social-media sites such as Facebook have allowed us to connect with long-lost family, friends, school-mates, and work-mates.

Users of social-media platforms forward positive and uplifting news (often as a response to the generally negative news reported by mainstream media). They make use of the unprecedented worldwide connectivity to do good: spreading environmental awareness, doing fundraising for those in need, raising awareness of social issues, reporting unethical acts by individuals, companies and governments, etc.

Used this way, social media has helped encourage responsible behaviour, publicise events ‘on the other side of the world’, increase awareness of issues, and inspire environmental activism. Being able to connect

Or they are the SJWs (Social Justice Warriors), users taking mindless offense at every little perceived transgression or carrying political correctness to extremes. stux/Pixabay.com (CC0 1.0)

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with millions all over the world — or even simply within your country — has provided a means of generating massive momentum for all sorts of personal, public, or business initiatives.

But there have also been huge minuses from the pervasive use of social media.

There has been a dramatic decrease in face-to-face communication, leading, some studies indicate, to poorer social (no pun intended) and communication skills.

Across the different social media platforms, it is common to find nit-pickers, people whose life purpose seems to be to pick out and comment on every single mistake they see, as though they are the most perfect of beings.

On the other side of the spectrum, we have the narcissists — people obsessed with their own importance or ego — for whom social media has provided a gigantic canvas or microphone to draw attention to themselves.

At least these people don’t cause much trouble.

There are others who are. Just. Plain. Toxic. They twist the intentions of a post out of shape, getting the poster into trouble. Or they are the SJWs (Social Justice Warriors), users taking mindless offense at every little perceived transgression or carrying political correctness to extremes.

Here’s an instance of this in Singapore: when local actor Aloysius Pang died in a military accident, his girlfriend, Jayley Woo, posted on social media how

Other problems associated with the use of social media include loss of privacy, identity theft, online bullying, and addiction ie the constant need to check for messages and news. much she really missed him. Some users twisted the intention of her posts and accused her of milking attention from the incident.

Other problems associated with the use of social media include loss of privacy, identity theft (someone else pretending to be you), online bullying, and addiction, ie the constant need to check for messages and news.

In the modern world, an increasing number of people from all parts of the planet are accessing social media platforms.

As with any technology, there are the users who choose to find constructive uses; there are people for whom social media is merely an entertainment channel without parallel; and there are those who use social media for their own irresponsible, selfish, or malicious ends.

On balance, while social media has certainly helped the world to ‘become smaller’, it seems to me that it’s also become a kind of ‘electronic drug’. It appears to have addicted millions of people, especially teenagers, to their electronic screens day and night, resulting in their withdrawing from the real world of people and animals and Nature. In summary, I feel the disadvantages of social media outweigh its advantages. 

iClipart

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News

by Staff Writer

Greenland Is Melting Away, But How Fast?

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reenland has the second largest ice sheet in the world (with Antarctica having the largest). However, the Greenland ice sheet is melting, and it’s doing so at a higher rate than before.

Glaciologists and climate scientists have been monitoring the ice sheet since 2002, and found alarming results. Between 2002 and 2016, Greenland lost around 280 billion tons of ice every year. This ice is enough to raise sea levels by 0.03 inches each year, a very high rate.

What has caused this increased rate of Greenland ice loss? Several factors are responsible, but scientists and researchers say the two main reasons are the North Atlantic Oscillation and global warming.

The North Atlantic Oscillation, a natural phenomenon, is an irregular fluctuation of atmospheric

pressure around the Northern Atlantic Ocean. It brings warm air and more solar radiation to West Greenland.

This phenomenon causes ice to melt under normal conditions, but when combined with increased global warming (the average rise of temperatures in the Earth’s climate system), the effects are massive.

Is there something we can do to prevent the Greenland ice loss because of the risks it brings to various coastal places? Michael Bevis, a professor of geodynamics at Ohio State University, says that it’s too late; the ice loss will continue. The only thing we can do is reduce its rate by mitigating further global warming.

By reducing greenhouse gases and other causes of global warming, we can minimise the impact on sea levels brought about by melting Greenland ice sheets. 

Huge icebergs in Ilulissat icefjord of Greenland.

Glaciers are melting because of global warming. © Murat Tellioglu | Dreamstime.com

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Nations Reach Landmark Deal on Eliminating Refrigerant That Warms Planet

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ne huge problem that is facing this world is global warming. Average global temperatures have increased alarmingly, bringing negative effects such as the melting of glaciers and dying of forests. To fight global warming, negotiators from over 170 countries met in Kigali, Rwanda, to discuss ways on how they would cut the use of global-warming-causing chemicals used in refrigerators and air conditioners.

The meeting was held in October of 2016 and had one target: eliminating the use of hydrofluorocarbons (HFCs) in refrigerators and air conditioners. HFCs have

a heat-trapping power that is 1,000 times that of CO2.

This means that they’re a great risk to the ozone layer, which protects the earth from the sun’s UV rays. If implemented, the Kigali deal would have a significant positive effect on reducing global warming.

This deal was more comprehensive than other past deals in that it included targets and deadlines to replace HFCs with eco-friendly chemicals, sanctions to punish non-compliant parties, and an agreement by rich countries to financially help developing countries transition. 

Fukushima Radiation Continues to Seep into the Pacific Ocean

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n 11th March 2011, an 8.9 magnitude earthquake triggered a 15-metre tsunami which disabled the power supply and cooling of three major Fukushima Daiichi reactors, causing a nuclear meltdown. The radioactive materials poured into the soil, air, and oceans.

More than eight years have passed since this accident. What are the radioactivity levels in the soil, ocean, and air?

A study presented in March 2018 by Michio Aoyama, a professor at the Institute of Environmental Radioactivity at Fukushima University, revealed that radioactive water is still flowing into the Pacific Ocean.

However, the leaks are much lower as compared to earlier years such as 2013.

The study found that seawater had a radiation concentration of only 0.02 Becquerel per litre. This is a very small amount, and it doesn’t affect the local fishing industry. Also, to prevent further ocean contamination, the operator of the Fukushima complex has built a seawall to prevent contaminated water from leaking into the ocean.

The radioactivity levels are still being monitored to know how well they’re going back to normal levels. 

Fukushima Daiichi Nuclear Power Plant The Asahi Shimbun via Getty Images

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Economic Vista

EP

by Vinay Kumar Rai

Key Insights:

Gross National Product and Gross Domestic Product (Nominal and PPP)

The components of GDP

T

he terms GDP and GNP are used as a measure of a country’s economic strength. Seen together they usually prompt the question: what is the difference?

GDP stands for Gross Domestic Product. It is the market value of all finished goods and services produced within a country over a specific period of time. This period is usually annual (12 months), but it can also be a quarter (three months).

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© VectorMine | Dreamstime.com

The terms GNP and GDP are different measures of a country’s economic strength

GDP is localised, meaning it applies only to domestic goods and services (those which are produced within the geographical borders of a nation). It doesn’t matter if the output is from nationals or foreigners.

Naturally, when the GDP of a nation grows, it is considered to be a good thing. A shrinking GDP is usually an indicator that the country’s economy is struggling.

When calculating GDP, only the value of finished

goods and services produced within the period in question is factored in. This means that if GDP is calculated every quarter, finished goods from the previous quarter are not considered in the GDP for the current quarter even if they are sold in the current quarter.

GDP is calculated using the following formula: GDP = Total Consumption + Total Investments + Government Spending + Net Export (difference between a nation’s exports and imports) Now that we know how GDP is calculated, it is good to know that inflation plays a part in its calculation.

Economists use the terms ‘nominal GDP’ and ‘real GDP’.

Real GDP factors in price changes due to inflation while nominal GDP does not. Nominal GDP is converted to real GDP using a factor called gross domestic deflator, a term which measures the impact of inflation.

Moreover, a country with a higher nominal GDP is not necessarily wealthier than another with a lower nominal GDP. This is where Purchasing Power Parity (PPP) comes into play.

Real GDP factors in price changes due to inflation while nominal GDP does not.

PPP is an economic concept that essentially says the amount of purchasing power a consumer enjoys should be independent of the currency she is using to make a purchase. Here’s a very simplified example.

Let’s assume the US has a nominal GDP per capita (person) of $18 while that of Japan is $24. On the face of it, the average Japanese resident is making $6 more than the average US resident.

However, a gallon of apple juice costs $4 in Japan while it costs $2 in the US. It is clear that US residents have twice the purchasing power of Japanese residents when it comes to apple juice. Therefore, looking only at apple juice and taking the US as our reference country, we can say that Japan has a PPP-adjusted GDP of $12 (versus the PPP-adjusted GDP of $18 for the US).

In the end, PPP gives us a sense of what the living standard of a country is really like.

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Income generated by foreign nationals and companies is excluded from the GNP of a nation.

GNP stands for Gross National Product. It is the market value of all finished goods and services produced by a country’s nationals over a specific period of time. With GNP, it doesn’t matter whether the country’s nationals are within the borders of the nation or abroad; their output will be factored into its calculation.

Income generated by foreign nationals and companies is excluded from the GNP of a nation.

For instance, suppose a South African football player gets drafted by Manchester United. He makes £100,000 a week and sends £60,000 of his weekly earnings home. The total of his earnings sent home in a year will be factored into the South African GNP for the year. However, that income will not be counted when calculating the South African GDP for the year, since it was earned outside South Africa.

GNP is calculated using the following formula: GNP = GDP + Net Income from Domestic Nationals Abroad - Net Income from Foreign Nationals within the Country GDP and GNP are two of the most common ways economists judge the strength of a nation’s economy. GDP is location-based while GNP is based on citizenship. 

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Point(s) to Ponder In which circumstances would one measurement (GDP, GNP) be more appropriate than the other?

Sources / Further Reading 1. GDP vs GNP | WallStreetMojo, www.wallstreetmojo.com/gdp-vs-gnp/ 2. GDP vs. GNP: What’s the Difference? | Investopedia, www.investopedia.

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com/ask/answers/030415/what-functional-difference-between-gdpand-gnp.asp Difference between GNP, GDP and GNI | EconomicsHelp.org, www. economicshelp.org/blog/3491/economics/difference-between-gnpgdp-and-gni/ Difference Between GDP and GNP | KeyDifferences, keydifferences.com/ difference-between-gdp-and-gnp.html Nominal Gross Domestic Product | Investopedia, www.investopedia.com/ terms/n/nominalgdp.asp A Guide to the Purchasing Power Parity Theory | ThoughtCo, https:// www.thoughtco.com/guide-to-purchasing-power-parity-theory-1146305

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Insights / Hacks

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EP

by Guest Writer

Incredible Studies that Prove the Power of the Mind

1. Visualisation Works

Visualisation (imagining or making a mental picture of doing something), simple though it sounds, can produce amazing real-world results. Alan Richardson, a psychologist, split a basketball team into three groups.

He made the first group practice doing free throws, the second one simply visualise doing free throws, and the third one idle.

Woman doing visualisation © Fizkes | Dreamstime.com

third group to do nothing. Those who smiled were found to be more energetic, rating cartoon images with a more positive mood whereas the other two groups didn’t enjoy the fun aspect found in those cartoons.

3. The Human Brain has the Storage Capacity of the Entire World Wide Web An average human brain can store a petabyte of data, the current size of the World Wide Web. Salk Institute researchers discovered the immense computing power crammed in the brain’s synapses (the small junction across which a nerve impulse passes from one neuron to another). The synapses are the hub of the brain’s storage and can vary in size and shape much more than previously known — the key to our computing power and information storage capacity.

4. Accessing the Subconscious Mind

At the end, the group that only visualised doing free throws performed nearly on par with the first group. The third group got worse.

2. Smiling Improves Mood

Today we know that the mind-body connection works both ways. We’ve known that being positive and optimistic can improve your health. Now we know changing your body — smiling, sitting up straight, and relaxing, etc — can improve your mood.

Smiling at a person creates an emotional connection between you and the person. Smiling makes you appear more approachable and friendly.

In the late 1980s, researchers created three different groups. They asked one group to keep a pencil between their teeth to mimic a smile. They asked the second group to hold it with their lips to mimic a frown and the

16

Can you consciously access the subconscious mind — by definition, the mental activities below the threshold of consciousness? Energy therapists believe that the subconscious has a store of knowledge that can provide answers for physical, mental and emotional healing.

Dr. Bradley Nelson is a renowned holistic physician.

He believes, and has demonstrated over many years, that you can get your subconscious to talk via your muscles.

The technique he uses (kinesiology, which is beyond the scope of this article to cover) has allowed him, with dramatic success, to understand the real sources of a problem and then alleviate it.

5. Intention Can Make a Leaf Glow

Many researchers have conducted experiments that have showed the power of mind over matter.

In one such experiment, Dr. Gary Schwartz from the University of Arizona wanted to see if collective human intention could affect a living thing. He got 10,000 people from 80 countries to try to make a leaf glow. Another leaf acted as a control (a reference for

Language gYm

by May Wong

Language exercises modelled on questions found in GCE ‘O’ level EL papers and prepared by an experienced EL teacher

Editing Carefully read the text below, consisting of 13 lines, about tuition. The first and last two lines are correct. For eight of the lines, there is one grammatical error in each line. There are two more lines with no errors.

If there is NO error in a line, put a tick (✓) in the space provided.

If the line is incorrect, write the correct word in the space provided. The word you provide must not change the original meaning of the sentence.

Examples: I arrived to my destination at 2 pm My mother always wears sensible clothes

at ✓

As a student, you loathe it. It means extra work for you. You feel that it restricts your freedom by taking away valuable time that could otherwise spent indulging in his favourite activities. On top of that, your parents may have tried to guilttrip you into studying harder at going, “T… is not cheap, you know … you had better study hard and get good grades!” What do you think the ‘T’ word is? Yep, you’re right: tuition. By tuition, I mean teaching or instruct of individuals or small groups outside the formal school system. Tuition was intended to helped students achieve better grades, especially if they were performing poor in their studies. Why, despite having access to one of the best education system in the world, does Singapore have such a pervasive ‘tuition culture’? Do students here really needs tuition.

Mr Lim Biow Chuan, the Member of Parliament for Mountbatten, said that he was concerned that tuition would become a “crutch” for students to the point that they “have lost the skill of self-directed learning”.

1. ……………

2. ……………

3. ……………

4. ……………

5. ……………

6. ……………

7. ……………

8. ……………

9. ……………

10. ……………

W1

Language Gym

Composition Writing Tips Expository Writing •

aims to explain, describe or inform in a logical way

•

needs to present a balanced analysis of a topic based on factual information ------------------------------

Expository Writing Practice Topic: What are the effects of global warming on the world and how can its negative effects be minimised?

Read the two news snippets ‘Nations reach landmark deal on eliminating refrigerant that warms planet’ and ‘Greenland is melting away, but how fast?’

Select phrases and relevant information from these articles to help you develop ideas for your essay.

Use the template below to organise your essay.

Introduction: Think of an attentiongrabbing statement about the topic – it can be a quote, rhetorical question or some facts and statistics.

Body: There should be at least 3 body paragraphs with one general idea/point per paragraph.

Main point (1) Use the PEEL approach Point - start with a topic sentence to provide the main idea of the paragraph Evidence – support your point by giving relevant facts or data Elaboration/Explanation – explain the significance of the evidence

W2

Language Gym

Link – link each main point to the next with one or two sentences to bring the point back to answer the question Main Point (2) Point – Evidence – Elaboration – Link Main Point (3) Point – Evidence – Elaboration – Link Conclusion: Summarise and restate the 3 main points. Do not bring in any new points. You may conclude your essay by giving a personal reflection about the topic or making a recommendation as to what steps can be taken to solve the problem.

Vocabulary Quiz: Be Precise In the following sentences, replace the word ‘old’ with a suitable alternative.

1. The old factory has been empty for years.

2. Aunt Flora has quite a wrinkled face, but she is not that old.

3. Did grandpa use to live here in the old days?

4. Mr Ang made a lot of money for that old car.

5. Many young people feel that those old rules are no longer relevant.

6. Uncle Mark was considered old for the job and is now retired.

7. The children were read a story about the old days.

8. Dad wore his old clothes to clean out the garage.

9. Several of the old kampong games are no longer played.

10. When they walked past their old house, they began to feel nostalgic.

( ( ( ( ( ( ( ( ( (

) ) ) ) ) ) ) ) ) )

W3

Language Gym

Comprehension Exercise (Narrative) The article ‘Travel Feature: Priorities’ describes the writer’s trip to Sumatra. Read it carefully and answer Questions 1–9.

1. In paragraph 1, the writer says, ‘We packed light, taking only the things we felt we

[1]

really needed…’ What does this tell us about the character of the writer? (Infer) 2. In paragraph 2, how do we know that the writer and her friend were attracting a lot of

[1]

attention? (Literal) 3. In paragraph 3, which two phrases does the writer use to illustrate the fact that Desra is

[2]

an unusual young woman in her village? (Quote) 4. In paragraph 5, explain why the writer used inverted commas for the word “bed”.

[2]

(Literary device) 5. In paragraph 6, why did Desra look at her ‘with a concerned look’ when the writer

[2]

asked if she could use the bathroom? (Literal) 6. What does the writer mean by saying that she ‘was trying to work out how exactly this

[1]

system worked’? (Infer) 7. In paragraph 7, explain why the writer and Tasha were ‘trying not to laugh’. (Infer/

[1]

Vocab) 8. In paragraph 8, how did the writer and Tasha respond when Desra and her siblings

[1]

requested to be their Facebook friends? (Literal) 9. The structure of the text reflects the main feelings of the writer at different stages of

the trip. Complete the flowchart at the bottom by choosing one word from the box below to summarise how she felt in each paragraph. You do not need to use all the words in the box.

W4

[4]

Language Gym

Writer’s feelings excited

baffled

surprised

Filled with disappointment

amused

Full of determination

Flow chart

Paragraph 2 and 4:

(i) ____________________________________

Paragraph 6:

(ii) _______________________________________

Paragraph 7:

(iii) ______________________________________

Paragraph 8-9:

(iv) _______________________________________

W5

Language Gym

Reading Comprehension (Non-Narrative Text) Refer to the article ‘Icons: Napoleon Bonaparte’. Read the text carefully and answer the questions below.

1. In paragraph 1, what ‘huge legacy’ did Napoleon leave behind? (Literal)

[2]

2. In paragraph 2, which phrase tells us that his classmates at the military academy did

[1]

not accept Napoleon as one of them? (Literal) 3. In paragraph 3, why do you think Napoleon returned to France? (Literal)

[1]

4. In paragraph 4, in your own words explain how Napoleon gained recognition from the

[2]

French leaders. (Own words) 5. Quote a sentence in paragraph 5 which illustrates that Napoleon was a military

[1]

strategist.

6. Here is a conversation between two students, Nelly and Andrew, who have read this

article.

Napoleon was not only a military genius, he was also a great ruler.

I think Napoleon was a conceited and arrogant man.

Nelly

Andrew

iClipart (2)

From paragraph 7, (a) give two pieces of evidence to support Nelly’s view. (Evaluative) (b) explain why Andrew feels as he does. (Literal)

W6

[2] [1]

Language Gym

7. Using your own words as far as possible, summarise the stages of Napoleon’s rise to

[15]

power in France and what contributions he had made to the country as a ruler. Use only the information from paragraphs 4 - 7. Your summary must be in continuous writing (not note form). It must not be longer than 80 words (not counting the words given to help you begin).

After the French Revolution, Napoleon … ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Answers Editing - Page W1 spend (tense) your (possessive adj) 3. by (prep) 4. ✓ 5. instruction (word form)

help (tense) poorly (adverb) 8. systems (gr) 9. need (sva) 10. ✓

1.

6.

2.

7.

Vocabulary Quiz – Be Precise - Page W3 dilapidated/run-down elderly/aged/senior 3. early/former 4. vintage/antique 5. outdated/old-fashioned

advanced in years/past his prime early/ancient 8. worn/shabby 9. outdated/outmoded/traditional 10. former/previous

1.

6.

2.

7.

Comprehension Exercise (Narrative) - Page W4 1.

2.

3.

4.

5.

She is a very practical/organised person/an experienced traveller.

When they entered the market, they were surrounded by giggling children, shoppers and sellers.

The two phrases are: ‘was a university student’ and ‘the only English speaker in the village’.

The so-called bed was not the usual, comfortable bed the writer was expecting. It was only a thin foam mattress and she had to sleep on the floor.

There was no toilet in the house and Desra was worried that the writer might not be used to squatting down over an

open-air toilet.

The writer was wondering if she was to squat down at the stream to ease herself.

7. They found it funny when Desra’s brother brought out a laptop with an English-language game as they have been struggling for the past hours to communicate by using playing cards and gestures.

8. They could not believe that the family which has simple furniture and no toilet in the house can afford to own a computer and know how to use Facebook.

6.

W7

Language Gym

9.

Paragraph 2 and 4: Paragraph 6:

(i) surprised (ii) uneasy

Paragraph 7: Paragraph 8-9:

(iii) amused (iv) baffled

Reading Comprehension (Non-Narrative Text) - Page W6 1.

He was known for his many military feats and intriguing personality that gave rise to the term, ‘Napoleon complex’.

5.

The sentence is ‘He brilliantly moved troops around the battlefield so they would always outnumber the enemy’.

2.

The phrase is ‘teased by his classmates for allegedly sounding like a peasant’.

6.

3.

When he saw that his homeland was unable to overthrow French rule, he changed sides and returned to France.

(a) He rebuilt Paris into a beautiful city of parks and boulevards./ He founded the French banking system/ and created a fair, modern legal code./ He instituted the Napoleon Code which stated that government positions would be appointed based on their qualifications./ He also allowed religious freedom. (Any 2 answers)

4.

Napoleon fought on the side of the Jacobins, a radical group and devised a plan to aid France to win the battle against the British. (From the passage: ‘Napoleon allied himself with a radical group called the Jacobins. He came up with a strategy that helped the French defeat that British…’)

7.

From the passage

(b) In 1804, when Napoleon was to be crowned the first Emperor of France, he did not allow the Pope to place the crown on his head. He instead crowned himself.

Using your own words

1.

Napoleon allied himself with a radical group called the Jacobins.

1.

joined the radical group, the Jacobins.

2.

He came up with a strategy that helped the French defeat the British at the Siege of Toulon in 1793.

2.

He defeated the British at the Siege of Toulon in 1793.

3.

His military leadership in the battle was recognised by the leaders of France and at the age of 24, he was promoted to the position of brigadier general

3.

His victory won him recognition and he was only 24 when he was made the brigadier general.

4.

By 1796, when he was 26, Napoleon had been given command of the entire French army in Italy.

4.

At 26, Napoleon was the commander of the whole French army in Italy.

5.

In 1799, Napoleon returned to France to engineer a coup d’état. Together with his allies, Napoleon overthrew the French government to form a new government … giving himself absolute power in France.

5.

Napoleon returned to France in 1799 to overthrow the government and in 1804 became France’s first Emperor.

6.

… brought an end to France’s post-revolution chaos

6.

He restored peace in France

7.

rebuilt Paris … into a beautiful city of parks and boulevards

7.

and rebuilt Paris into an attractive city.

8.

… founded the French banking system and created a fair, modern legal code

8.

He implemented the banking system and developed a modern legal code.

9.

… he instituted the Napoleon Code, which said that government positions would not be appointed based on a person’s birth or religion, but on their qualifications and ability.

9.

He also introduced the Napoleon Code which recognised qualifications and ability for appointment in the government.

10.

He also allowed for freedom of religion and set up nonreligious schools

10.

Religious freedom was given and non-religious schools were built

Summary After the French Revolution, Napoleon joined a radical group. He defeated the British at the Siege of Toulon in 1793 and won recognition. At age 24, he was made brigadier general. At 26, he was commanding the whole French army in Italy. Napoleon returned to France in 1799 to overthrow the government and in 1804 became France’s first Emperor. He restored peace and rebuilt Paris. He introduced the banking system and the Napoleon Code. He also developed the legal system and allowed religious freedom.

(80 words)

W8

Thomas Splettstoesser/www.scistyle.com (CC BY-SA 4.0)

Schematic of a synapse

comparison).

The theory behind this is that all living things emit biophotons (photons of light produced by a living thing).

With a camera that is sensitive enough, you can detect living matter glowing as it emits biophotons.

He discovered that the leaf on which intention was brought glowed much brighter than the other leaf.

This mind-over-matter test was successfully repeated several times. Other experiments have shown that intention can make a plant grow faster.

6. Human Minds Can Connect When They Think Alike

The Global Coherence Project, an experiment that has been going on for almost 20 years, has also shown that human consciousness can influence the physical world.

Random Number Generators (RNGs) create ones and zeroes in no particular order. There are RNGs in 70 locations of the world today.

Something unexplainable happens when major global events such as ‘9/11’ occur: the RNG sequences are no longer random. The odds of this happening by chance are a trillion to one. It appears that a large number of people all over the world having similar intentions and emotions creates a ‘group consciousness’ that can affect the world.

7. You Can Lose Weight by Changing Your Mindset

Ellen Langer, a Harvard psychologist, picked a group of mostly overweight hotel maids. Langer theorised that 67% of the maids couldn’t lose weight despite actually getting more exercise than recommended because they didn’t see themselves as physically active.

Langer split the maids into two groups. One group was given no information; the other had its members’ physical measurements taken and was told they were exceeding the recommended amount of exercise.

When the two groups were evaluated after a month, the first group was found to show no significant changes.

The members of the second group showed a decrease in blood pressure, weight, and waist-to-hip ratio.  Sources / Further Reading 1. 7 Incredible Studies that Prove the Power of the Mind | Power of 2.

3.

4.

5.

Positivity, www.powerofpositivity.com/7-incredible-studies-that-provethe-power-of-the-mind/ 10 Must-Read Brain Science And Psychology Studies Of 2016 | Forbes, www.forbes.com/sites/daviddisalvo/2016/12/29/10-must-read-brainscience-and-psychology-studies-of-2016/ Your Mind Has Extraordinary Powers | Your Mind Has Extraordinary Powers, www.psychologytoday.com/us/blog/resolution-notconflict/201203/your-mind-has-extraordinary-powers Mind Over Matter: 4 Cutting-Edge Scientific Experiments Proving Your Mind Affects Physical Reality | Conscious Lifestyle, www. consciouslifestylemag.com/mind-over-matter-experiments/ Mind Power | Abundance and Happiness, www.abundance-andhappiness.com/mind-power.html

17

Think+ Icon

DS

by Corrine Lin

N

apoleon Bonaparte was a military genius who left a huge legacy and changed Europe forever.

Known for his various military feats, an equally great downfall, and his intriguing personality — one that led, unfairly, to the term “Napoleon complex”, a stereotype used to describe people who are overbearing to compensate for an inferior mentality — Napoleon continues to fascinate us almost two centuries after his death.

2 Born into a family of minor nobility on Corsica (a large island off the coast of Italy), Napoleon attended 1

He came up with a strategy that helped the French defeat the British at the Siege of Toulon in 1793. His military leadership in the battle was recognised by the leaders of France and, at the age of 24, he was promoted to the position of brigadier general.

5 By 1796, when he was 26, Napoleon had been given command of the entire French army in Italy. He brilliantly moved troops around the battlefield so they would always outnumber the enemy. He continued to fight wars in Italy, Austria, the Netherlands, Malta, Egypt, and Syria, winning every one of them.

Sir William Allan (1782-1850),, The Battle of Waterloo (June 18, 1815), oil on canvas.

Photo12/UIG via Getty Images

a prestigious French military academy and was teased by his classmates for allegedly sounding like a peasant as his first language was Italian.

3 Napoleon graduated within a year, when he was still only 16. After his father died, Napoleon went back to Corsica and helped a local revolutionary to fight against the French occupation of Corsica, with hopes to see his homeland overthrow French rule. However, Napoleon later changed sides and returned to France.

4 At the time, the French Revolution was going on in Paris. The people had revolted against the King of France and taken control of the country. The royal family and many aristocrats were killed. Napoleon allied himself with a radical group called the Jacobins.

18

In 1799, Napoleon returned to France to engineer a coup d’etat (a sudden, violent overthrow of an existing government by a small military group).

Together with his allies, Napoleon overthrew the French government to form a new government called the Consulate, giving himself absolute power in France.

7 As the dictator of France, Napoleon brought an end to France’s post-revolution chaos, and rebuilt Paris from a teeming mess to a beautiful city of parks and boulevards. He also founded the French banking system and created a fair, modern legal code that’s still in place today. Another one of the reforms that he instituted was the Napoleon Code, 6

Shrewd, ambitious, and a skilled military strategist, Napoleon is one of history’s greatest military leaders. which said that government positions would not be appointed based on a person’s birth or religion, but on their qualifications and ability. He also allowed for freedom of religion and set up non-religious schools, so anyone could get an education. In 1804, Napoleon was crowned the first Emperor of France.

At the coronation, he did not allow the Pope to place the crown on his head, but instead crowned himself.

Napoleon continue to successfully wage war against nearly every country in Europe, gradually expanding his empire.

8 After a disastrous invasion of Russia in 1812, Napoleon abdicated the throne and was exiled to the island of Elba. He briefly returned to power in 1815 and took control of Paris for a period called the Hundred Days campaign. The rest of Europe would not stand for Napoleon’s return. They gathered their armies and defeated him at the famous Battle of Waterloo on 18 June 1815. Napoleon was once again forced into exile on the island of Saint Helena, where he died at the age of 51.

9 Shrewd, ambitious, and a skilled military strategist, Napoleon is one of history’s greatest military leaders.

Sadly, the British hated him and ridiculed him with child-sized caricatures in 1803, eventually spawning Napoleon the nickname “Little Corporal” (although at a height of 5 feet 6 inches, Napoleon was of average height for his time) and the Napoleon complex he is so famous for today. 

?

Point(s) to Ponder Do you think Napoleon was a respected ruler?

Why or why not?

Sources / Further Reading 1. Napoleon Bonaparte | History, www.history.com/topics/france/napoleon 2. Napoleon I | Britannica, www.britannica.com/biography/Napoleon-I 3. Napoleon Bonaparte: The Little Corporal who built an empire | BBC, www.bbc.com/timelines/zg9kwmn

4. Napoleon | Wikipedia, en.wikipedia.org/wiki/Napoleon 5. Napoleon Bonaparte: facts about his life, death and career | History Extra, www.historyextra.com/period/georgian/napoleon-bonaparte-factsdeath-life-exile-elba-military-battle-waterloo-childhood-france/

Napoleon Bonaparte (1769-1821) Universal History Archive/UIG via Getty Images

19

HOMTM Focus

Applying Past Knowledge to New Situations PublicDomainPictures /Pixabay.com (CC0 1.0)

by Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D.

“Learning is the ability to make sense out of something you observe based on your past experience and being able to take that observation and associate it with meaning.”

Ruth and Art Winter

I

ntelligent human beings learn from reflecting on and making sense of their experiences. When confronted with a new and perplexing problem they often connect with experiences from their past.

They can often be heard to say, “This reminds me of …” or they make analogies: “This is just like the time when I …” They use past knowledge and experiences to abstract meaning, carry that understanding forward, and apply it in new situations.

Some students are not inclined to use their uniquely human capacity for making connections.

They approach each situation as if it is the first time they ever engaged in such a task. It’s as if they never heard of it before, even though they may have encountered the same type of problem just recently.

It is as if each experience is encapsulated and has no relationship to what has come before or what comes afterward. Their thinking is what psychologists refer to as an “episodic grasp of reality” (Feuerstein 1980). That is, each event in life is a separate and

20

discrete event with no connections to what may have come before or with no relation to what follows.

Furthermore, their learning is so encapsulated that they seem unable to draw forth from one event and apply it in another context.

Anytime you learn something new you need to draw upon two kinds of prior knowledge: connections to the subject at hand and knowledge about how learning works. When you know how learning works, you are more easily able to access connections to the subject at hand. Learning how to learn is as important as learning the content. The gap for some students may be due to their lack of knowledge about how

Anytime you learn something new you need to draw upon two kinds of prior knowledge: connections to the subject at hand and knowledge about how learning works.

RonaldPlett/Pixabay.com (CC0 1.0)

learning works (Paul, 2013). As you begin any new learning, ask yourself questions such as: • What are the main ideas that I’m supposed to be learning?

• What are the important ideas that I will take away?

• What do I already know about this topic?

• What are some experiences that I can relate this to?

• What can I do to remember the key ideas?

• What is it about this topic I may not understand, or am unclear about?

Following is a list of appropriate strategies, to help you understand and remember what you are learning, that you can draw upon for future learning. Ask yourself which of these learning strategies you use frequently: • Underlining important parts of a text • Discussing what you are learning with other people

• Drawing pictures or diagrams to better understand the subject • Making up questions that you try to answer about this subject • Thinking back to what you already know about it • Practicing the concepts of this subject over and over until you know them well • Thinking about your thinking to check if you understand the ideas in this subject • Going back over it again when you don’t understand something • Making a note of ideas that you don’t understand very well, so that you can follow them up • Looking back to see how well you did when you have finished • Organizing your time to manage your learning • Making plans for how to use the activities that might be suggested • Reflecting on the content as well as the learning strategies that worked for you, and where you might use them again.

Remember, connections come to the prepared mind!  “The world economy no longer pays for what people know but for what they can do with what they know.”

Andreas Schleicher, Deputy Director for Education Organization for Economic Co-operation and Development

References 1. Feuerstein, R. Rand, Y.M, Hoffman, M. B., & Miller, R. (1980). Instrumental

Enrichment: An Intervention Program for Cognitive Modifiability. Baltimore: University Park Press.

2. Paul, A. (October 7, 2013). Smart Strategies That Help Students Learn How to Learn, Mindshift kqed.org/mindshift/2013/10/07/smart-strategies-thathelp-students-learn-how-to-learn/

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Travel Feature

NR

Priorities

by Liz Mollers

E

arly in 2014 I embarked on a scooter trip with my best friend Tasha through Indonesia’s largest island, Sumatra. We packed light, taking only the things we felt we really needed — some minimal clothing, a few travel essentials, and a tent.

2 While driving through a small town one misty afternoon, we came upon a local produce market and decided to stop and refuel. The moment we entered the market, we were surrounded by children, shoppers, and sellers, who all giggled excitedly between themselves as we munched on our late afternoon snack. It seemed we were some sort of attraction.

3 At some point, a young woman, Desra, came up and introduced herself. Desra was a university student, about our age, who studied Education and had a basic command of English. The only English speaker in her village, she proudly proclaimed.

1

View of Lake Toba, Sumatra, Indonesia zx4354453/Pixabay.com (CC0 1.0)

22

After exchanging a few words, Desra insisted we come to her house to eat.

4 In the short stroll to Desra’s place, she explained that we were the first ‘bule’ (foreigners) to stop in their village in many years. We entered Desra’s twostory concrete home and sat down on the floor of her kitchen (there was no furniture), as she dished up a vegetable curry and rice. In moments we were surrounded by what felt like all of the children in the village. Those unable to fit inside were pressed up against the windows peering in excitedly.

5 As the sun set, the children were called to their homes and Desra begged us to stay the night with her family. Of course, we couldn’t refuse such a generous offer (or the prospect of a bed for the night!). She took us upstairs to the modest, cosy room she shared with her brother and sister, both in their twenties. The “bed” turned out to be little more than a thin foam mattress on the ground.

The five of us sat on the floor and attempted to

 Children in a village, Sumatra, Indonesia 12019/Pixabay.com (CC0 1.0)

communicate, using some playing cards and gestures, along with the few words of each other’s language that we knew.

6 When I asked Desra if I could use the bathroom, she looked at me with a concerned look and motioned for me to follow her downstairs. We went outside, and as we walked through the village in between two rice paddies, I was seriously wondering if she had misunderstood what I’d asked. Eventually, we arrived at a small stream of running brown water. She pointed at it and said, ‘piss!’. I froze for a moment, trying to work out how exactly this system worked, and if I was indeed meant to squat down over this very open and public stream of water. I did, half expecting that she’d exclaim in shock that I was doing something wrong, but she just stood casually by while I did what I needed to do.

7 When we got back to Desra’s house, Tasha gave me a cheeky grin and giggled — she had already used the ‘facilities’ earlier in the evening. I couldn’t

believe she hadn’t warned me! Although feeling tired from the long day, we continued to play cards until Desra’s brother suddenly pulled out a laptop. Yes, a computer. With an English-language game. Tasha and I looked at each other, trying not to laugh, but both of us clearly thinking the same thing.

8 Here we were, struggling to communicate over a pack of cards, sitting on the ground because the family didn’t even have a table and chairs, having to use a very public, open-air place as a toilet because there was no private hole in the ground let alone a toilet by the house … yet our hosts had a computer with an English game? To top it off, they then asked to be Facebook friends!

9 Gazing out the window overlooking the village made up of simple huts and dirt roads, I pondered about priorities, what it is that we truly need. 

iClipart

23

Language Power

by Phoebe Choo

FIGURES OF SPEECH

HISTORY

Did you know that ‘Talk Like a Pirate’ Day falls on 19 September? It is a parody (imitation for comic effect) holiday to celebrate pirate speech, so it’s the perfect excuse to practice familiar phrases such as “ahoy”, “shiver me timbers”, and “landlubber”!

There are hardly any audio records of how pirates spoke, but much of pirate speech with its strong rolling “arrr” has been immortalised by actors on film.

Interestingly, many of the expressions we use today stem from our close relationship with the sea.

Does “feeling blue” sound familiar? It comes from the custom practised when a ship lost its captain during voyage. Blue flags would be flown, and a blue band painted along her hull upon return to port.

The ‘Golden Age of Piracy’ took place from the 1600s to 1800s. Pirates comprised mostly Englishspeaking merchant sailors who came from southwest England, an area also known as West Country.

West Country had a long seafaring tradition due to its involvement in the tobacco and slave trade.

With its many small coves perfect for hiding boats, it was a hot spot for piracy and smuggling. The legendary pirate Blackbeard, who infamously stuck lit fuses in his beard so it looked like it was smoking, hailed from there!

The regional dialect emphasises the ‘r’s, uses “arrr” in place of yes, and replaces verbs “is” and “are” with “be”. Actor Robert Newton, who played Long John Silver in the 1950s Disney production of Treasure Island, was a West Country native.

Fittingly, he is also known as the Patron Saint for Talk Like a Pirate Day. By exaggerating his accent, he firmly imprinted pirate speech in popular culture. Till today, all pirates on stage or screen tend to speak with a thick West Country accent. Arrr, it be hard to imagine them otherwise!

thommas68/Pixabay.com (CC0 1.0)

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NUTS & BOLTS

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Choose the correct sentence: 1. If I were a pirate, I would fly the black flag.

2. If I was a pirate, I would fly the black flag.

Doubloon:

The first sentence is the right answer. “I were” is known as a subjunctive mood, and used when one is talking about something that isn’t fact. In this case, the author (that’s me) is most certainly not a pirate so the first form is the correct one. “I was” is used for examples that could have happened in the past or now.

TO THINK SOMETHING ABOUT A ship in harbour is safe, but that is not what ships are built for.

John Shedd The pessimist complains about the wind; the optimist expects it to change; the realist adjusts the sails.

William Arthur Ward He who loves practice without theory is like the sailor who boards ship without a rudder and compass and never knows where he may cast.

Leonardo da Vinci It is not the ship so much as the skilful sailing that assures the prosperous voyage.

George William Curtis

ORD OF THE DAY

Meaning

Old gold coin, often referred to as pirate currency

From

The Spanish word “doblon”, meaning double, because it was worth twice as much as a Spanish gold pistole

Examples

The treasure chest broke open from the weight of the doubloons.

U

SEFUL ARTICLES

Keen to learn how to speak pirate in time for ‘Talk Like a Pirate’ Day? Check out pirate.monkeyness. com/online_pirate_translator for a list of useful words and phrases. There’s even an interesting section on insults so there’s no excuse not to sound like a true-blue salty dog (experienced sailor)!

USEFUL RESOURCES If you’re pressed for time, www.youtube.com/ watch?v=fqMu6e5Dgtg provides a 6-minute crash course on how to speak pirate, covering all the basics including tone and sentence structure. Who says learning a new language is difficult?

25

Health Matters

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Healing Using the Power of Your Mind is Possible Research is increasingly pointing out the healing power of the positive human mind GDJ/pixabay.com (CC0)

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umerous incidents around the world in recent years have shown that the human mind is capable of healing the body.

In March 1981, 36-year-old Morris E Goodman had just obtained his private pilot’s licence. One day, he was flying his single-engine propeller plane in Maryland, Virginia, US, when the plane lost power and crashed.

The impact from the collision broke his vertebrae (the bones that form the spine) and left him completely paralysed. The only thing he could do was blink his eyes.

Doctors stated that Goodman would never talk or walk again.

Goodman, however, didn’t give up. Over the next

[Dr Masaru Emoto] found that ice formed from water that had been given positive thoughts and phrases developed beautiful crystals, while ice from water that had been given negative thoughts and phrases had deformed crystals.

26

several months, he diligently practised breathing. First, the ventilator was taken off, then he began to speak, and finally, with the help of his physiotherapists, he began walking. In November 1981, less than eight months after doctors had practically declared him a vegetable, Goodman was well enough to be released from hospital.

Psychiatrist Bennett Braun is the author of The Treatment of Multiple Personality Disorder. He describes the case of Timmy, a man with multiple personalities.

The first personality was allergic to orange juice; when this personality drank orange juice, Timmy would break into blistering hives (a skin condition involving severe itch). The second personality could drink orange juice with no effects. If the first personality was having an allergy attack and Timmy shifted back to the second personality, the hives would instantly disappear.

Stacie Chevrier, an American woman, was diagnosed with cancer in 2014. A practitioner of the Law of Attraction philosophy, she remembered she had control

over her thoughts, feelings and actions. She chose to speak as little as possible about her illness, dwell daily on all the things she was grateful for, and visualise herself living a healthy and happy life. Medical tests have attested to her healing.

Dr Masaru Emoto, the late Japanese researcher, performed a series of well-documented experiments showing that human consciousness had a profound effect on water.

He found that ice formed from water that had been given positive thoughts and phrases developed beautiful crystals, while ice from water that had been given negative thoughts and phrases had deformed crystals.

Since our body is 76.5% to 57.5% water (average for infants and average for adults, respectively), imagine the effects our thoughts, positive and negative, are having on us.

These are not isolated examples; indeed, research is beginning to confirm the power of positive thoughts in speeding up recovery and aiding healing.

Jo Marchant, a journalist with a doctorate in Microbiology, has written a book with examples of the mind having had a proven effect on healing the body.

She also cites many examples about patients benefitting from the placebo effect, the beneficial effect in a patient from the patient’s expectations concerning the treatment rather than from the treatment itself. The placebo effect is not imaginary or “in the mind”; taking a placebo (a substance containing no medication and given either as a test or simply to reassure the patient) triggers physical changes just like those triggered by drugs.

Scientists have only just begun to document the immense power of the human mind to heal (though spiritual traditions have been speaking about this for thousands of years).

Some of the ancient practices recommended are expecting your treatments to work (ie, being optimistic); writing a gratitude journal (where you regularly identify all the things you’re grateful for); focusing on your purpose in life (instead of the obstacles you encounter); meditating; and finding more opportunities to laugh.

Spencer Weiner/Los Angeles Times via Getty Images

Which is the medication and which is the placebo (usually just a sugar pill)? Scientists and physicians are still trying to figure out ways to harness the placebo effect to help pateints do better and make treatments more effective.

Science and scientists have generally been reluctant to accept that the mind can influence health, citing lack of evidence.

Another factor is that most clinical trials are funded by pharmaceutical companies. This leads to a situation where drugs are the first solution to be prescribed, even for conditions such as pain where social and psychological factors may be the primary contributor.

This does not necessarily serve patients’ interests. 

?

What simple experiments can you devise to test the power of your thoughts on your body, mind and emotions?

Sources / Further Reading 1. Morris E. Goodman | The Law Of Attraction Library, https:// thelawofattraction.org/morris-e-goodman/

2. 6 Stories To Make You Believe In The Power Of The Mind To Heal You | 3.

4.

5.

… indeed, research is beginning to confirm the power of positive thoughts in speeding up recovery and aiding healing.

Point(s) to Ponder

6.

7.

MindBodyGreen, www.mindbodygreen.com/0-11572/6-stories-to-makeyou-believe-in-the-power-of-your-mind-to-heal-you.html Using Law of Attraction against cancer | Practical Wisdom That Works, http://www.practicalwisdomthatworks.com/using-law-of-attractionagainst-cancer/ All In The Mind? How Research Is Proving The Healing Power Of The Placebo | The Guardian, www.theguardian.com/science/2016/feb/15/jomarchant-mind-body-health-medicine-science 7 Ways To Use Your Mind To Strengthen And Heal Your Body | Psychology Today, www.psychologytoday.com/us/blog/what-mentally-strongpeople-dont-do/201611/7-ways-use-your-mind-strengthen-and-healyour-body Curing Cancer Using The Secret | The Secret, www.thesecret.tv/stories/ curing-cancer-using-the-secret/ What The Bleep Do We Know?, whatthebleep.com/water-crystals/

27

Social Vista

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A

mass extinction refers to the annihilation of a vast number of species in a relatively short period of time. The disappearance of the dinosaurs is probably the most famous example of a mass extinction, but it’s certainly not the only one. There have been at least four other mass extinctions on Earth over the past 500 million years.

Mass extinctions lead to the monumental loss of plant and animal species. But they also allow new species to evolve to replace those that went extinct.

Throughout history, scientists have discovered at least five different mass extinctions, when between 50% and 75% of life was lost. Before discussing the sixth mass

extinction, here are some significant findings of the past ones.

The first extinction, the Ordovician–Silurian Extinction, which happened around 439 million years ago, resulted from two major events: glaciation and falling sea levels. Some theories suggest that the Earth was covered with so many plants that they removed too much carbon dioxide from the air, drastically reducing the temperature and wiping out 86% of life on Earth.

The second and third extinctions were the Late Devonian Extinction and the Permian–Triassic extinction respectively. The fourth, the Triassic–Jurassic extinction, laid the path for the rise of the dinosaurs which would

Sixth

The Mass Extinction

The Sixth Mass Extinction is different from all past extinctions

28

Industrial Background: MonikaP/Pixabay.com (CC0), Skeleton: gaxran/Pixabay.com (CC0)

The human population has reached 7.7 billion and about 40% of the Earth’s land surface is now farmed to feed people. go on to exist for around 135 million years.

Perhaps the most well-known of the Big 5 mass extinctions was the end of the Cretaceous-Paleogene period 65 million years ago which brought on the extinction of the dinosaurs. This was probably caused by a combination of volcanic activity, asteroid impact, and climate change, and wiped out 76% of life on earth.

This then led to the evolution of mammals on land and sharks in the sea.

The past five mass extinctions have been caused by geological events, climatic events and an asteroid strike.

This time, however, it is human activities that are triggering a global climate change, increasing species extinction rates to between 10 and 100 times faster than usual. The evidence is pointing to the likelihood that we are headed toward the sixth mass extinction or what researchers call “biological annihilation” of wildlife.

The human population has reached 7.7 billion and about 40% of the Earth’s land surface is now farmed to feed people. Yet, due to corruption, inequality and inefficient distribution of resources, almost 800 million people go to bed hungry, and more than one billion suffer from malnutrition. A consequence of the exponential population growth is habitat destruction.

The expanding human population not only destroys habitats, it also reduces biodiversity to the detriment of plant and animal life. The more people are born, the more natural resources such as timber, meat and energy we need, causing greater impact on wildlife.

And the more people there are, the greater the toxification of the entire planet with synthetic chemicals derived from cosmetics, cleaning compounds, pesticides, and industrial chemicals, leading to catastrophic consequences.

In the last few decades, humans have taken over countless animal habitats and caused pollution and global warming. This has led to catastrophic declines in populations of both common and rare vertebrate species.

Researchers from Stanford University and the National Autonomous University of Mexico looked at 27,600 terrestrial vertebrate species (animals with a backbone that live on land), which represent around

Victor Habbick Visions/Science Photo Library/Getty Images

65 million years ago, there was mass loss of life, specially that of dinosaurs and flying reptiles, from a combination of a meteorite impact and a series of gigantic volcanic eruptions. This was the fifth mass extinctions in Earth’s history.

half of all vertebrate species, and found that 32% are decreasing in population. Several species of mammals, such as the African lions, have seen their numbers drop by 43% since 1993.

Extinction is irreversible (“Extinction is forever”).

It has a profound effect on the planet’s ecosystem.

Everything from the food we eat to the resources that we use are available because of the Earth’s extraordinary biodiversity. Scientists argue that the world should be paying attention, because the loss of biodiversity is one of the most severe global environmental problems caused by humans.

This study is not the only conclusive research on the rapid decline of species. The Living Planet Index, which measures the numbers of 3,706 vertebrate species, also shows a persistent downward trend.

Based on conservative estimates, almost 200 species of vertebrates have become extinct in merely 100 years, equivalent to two extinctions a year. Comparatively, in past extinctions, the loss of 200 species took up to 10,000 years.

The problem, say the authors of the study, is that two extinctions a year do not attract enough global

Based on conservative estimates, almost 200 species of vertebrates have become extinct in merely 100 years, equivalent to two extinctions a year.

29

19th-century illustration of a dodo, an extinct, one-metre-tall, flightless bird that lived on the island of Mauritius. It was hunted to extinction by sailors and invasive species. The last widely accepted sighting was in 1662.

Andrew_Howe/Getty Images

attention, especially if people have not heard of the creatures (eg, the Catarina pupfish and the Christmas Island pipistrelle, a small bat) in the first place.

Some argue that if we really were in the middle of a mass extinction, the world would already be over by now. Smithsonian palaeontologist Doug Erwin said people who claim we are in the sixth mass extinction do not understand enough about mass extinctions to understand the logical flaw in their argument. “To a certain extent, they’re claiming it as a way of frightening people into action, when in fact, if it’s actually true we’re in a sixth mass extinction, then there’s no point in conservation biology.”

There is another reason for a more optimistic outlook. New species are coming into existence faster than ever, thanks to humans. Chris D Thomas, Professor of Evolutionary Biology at the University of York, England, argues that we underestimate just how far nature can adapt. He said that throughout history, species have survived by moving to new locations that permit them to flourish.

But the authors of the biological annihilation study

… the authors of the biological annihilation study … have issued a stark warning to humanity: our days are numbered, and the Earth’s sixth mass extinction is proceeding faster than most assume.

30

beg to differ. They have issued a stark warning to humanity: our days are numbered, and the Earth’s sixth mass extinction is proceeding faster than most assume.

They say that the window for effective action to reverse the cycle is very short, at most two or three decades.

Even if were not having a mass extinction, surely it still makes a lot of sense to intensify our efforts to curb deforestation, reduce habitat loss, and prevent overexploitation of resources for economic gain? Surely helping to conserve already threatened species and alleviate pressures on their populations is good for Earth — and for us? 

?

Point(s) to Ponder What evidence do you think would be required to conclusively establish that a mass extinction was indeed currently taking place?

Sources / Further Reading 1. You don’t need a scientist to know what’s causing the sixth mass

extinction | The Guardian, www.theguardian.com/commentisfree/2017/ jul/11/sixth-mass-extinction-habitats-destroy-population 2. Timeline Of Mass Extinction Events On Earth | World Atlas, www. worldatlas.com/articles/the-timeline-of-the-mass-extinction-events-onearth.html 3. A sixth mass extinction is underway - and it’s our fault | WeForum, www. weforum.org/agenda/2017/08/a-sixth-mass-extinction-is-underway-andits-our-fault/ 4. Is a sixth mass extinction already happening? | Cosmo Magazine, www. cosmosmagazine.com/geoscience/is-a-sixth-mass-extinction-alreadyhappening

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