232_i2 본문읽기 25
카테고리 없음2023. 5. 25. 17:29
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2112-39
Scientists who have observed plants growing in the dark have found that they are vastly different in appearance, form, and function from those grown in the light. This is true even when the plants in the different light conditions are genetically identical and are grown under identical conditions of temperature, water, and nutrient level. Seedlings grown in the dark limit the amount of energy going to organs that do not function at full capacity in the dark, like cotyledons and roots, and instead initiate elongation of the seedling stem to propel the plant out of darkness. In full light, seedlings reduce the amount of energy they allocate to stem elongation. The energy is directed to expanding their leaves and developing extensive root systems. This is a good example of phenotypic plasticity. The seedling adapts to distinct environmental conditions by modifying its form and the underlying metabolic and biochemical processes.
2112-40
In a study, Guy Mayraz, a behavioral economist, showed his experimental subjects graphs of a price rising and falling over time. The graphs were actually of past changes in the stock market, but Mayraz told people that the graphs showed recent changes in the price of wheat. He asked each person to predict where the price would move next ― and offered them a reward if their forecasts came true. But Mayraz had also divided his participants into two categories, "farmers" and "bakers". Farmers would be paid extra if wheat prices were high. Bakers would earn a bonus if wheat was cheap. So the subjects might earn two separate payments: one for an accurate forecast, and a bonus if the price of wheat moved in their direction. Mayraz found that the prospect of the bonus influenced the forecast itself. The farmers hoped and predicted that the price of wheat would rise. The bakers hoped for ― and predicted ― the opposite. They let their hopes influence their reasoning.
2192-20
Without guidance from their teacher, students will not embark on a journey of personal development that recognizes the value of cooperation. Left to their own devices, they will instinctively become increasingly competitive with each other. They will compare scores, reports, and feedback within the classroom environment ― just as they do in the sporting arena. We don't need to teach our students about winners and losers. The playground and the media do that for them. However, we do need to teach them that there is more to life than winning and about the skills they need for successful cooperation. A group working together successfully requires individuals with a multitude of social skills, as well as a high level of interpersonal awareness. While some students inherently bring a natural understanding of these skills with them, they are always in the minority. To bring cooperation between peers into your classroom, you need to teach these skills consciously and carefully, and nurture them continuously throughout the school years.
2192-30
Human innovation in agriculture has unlocked modifications in apples, tulips, and potatoes that never would have been realized through a plant's natural reproductive cycles. This cultivation process has created some of the recognizable vegetables and fruits consumers look for in their grocery stores. However, relying on only a few varieties of cultivated crops can leave humankind vulnerable to starvation and agricultural loss if a harvest is destroyed. For example, a million people died over the course of three years during the Irish potato famine because the Irish relied primarily on potatoes and milk to create a nutritionally balanced meal. In order to continue its symbiotic relationship with cultivated plants, humanity must allow for biodiversity and recognize the potential drawbacks that monocultures of plants can introduce. Planting seeds of all kinds, even if they don't seem immediately useful or profitable, can ensure the longevity of those plants for generations to come. A balance must be struck between nature's capacity for wildness and humanity's desire for control.
2192-33
The most powerful emotional experiences are those that bring joy, inspiration, and the kind of love that makes suffering bearable. These emotional experiences are the result of choices and behaviors that result in our feeling happy. When we look at happiness through a spiritual filter, we realize that it does not mean the absence of pain or heartache. Sitting with a sick or injured child, every parent gets to know the profound joy that bubbles over when a son or daughter begins to heal. This is a simple example of how we can be flooded with happiness that becomes more intense as we contrast it with previous suffering. Experiences such as this go into the chemical archives of the limbic system. Each time you experience true happiness, the stored emotions are activated as you are flooded with even deeper joy than you remembered. Your spiritual genes are, in a sense, your biological treasure map to joy.
Scientists who have observed plants growing in the dark have found that they are vastly different in appearance, form, and function from those grown in the light. This is true even when the plants in the different light conditions are genetically identical and are grown under identical conditions of temperature, water, and nutrient level. Seedlings grown in the dark limit the amount of energy going to organs that do not function at full capacity in the dark, like cotyledons and roots, and instead initiate elongation of the seedling stem to propel the plant out of darkness. In full light, seedlings reduce the amount of energy they allocate to stem elongation. The energy is directed to expanding their leaves and developing extensive root systems. This is a good example of phenotypic plasticity. The seedling adapts to distinct environmental conditions by modifying its form and the underlying metabolic and biochemical processes.
2112-40
In a study, Guy Mayraz, a behavioral economist, showed his experimental subjects graphs of a price rising and falling over time. The graphs were actually of past changes in the stock market, but Mayraz told people that the graphs showed recent changes in the price of wheat. He asked each person to predict where the price would move next ― and offered them a reward if their forecasts came true. But Mayraz had also divided his participants into two categories, "farmers" and "bakers". Farmers would be paid extra if wheat prices were high. Bakers would earn a bonus if wheat was cheap. So the subjects might earn two separate payments: one for an accurate forecast, and a bonus if the price of wheat moved in their direction. Mayraz found that the prospect of the bonus influenced the forecast itself. The farmers hoped and predicted that the price of wheat would rise. The bakers hoped for ― and predicted ― the opposite. They let their hopes influence their reasoning.
2192-20
Without guidance from their teacher, students will not embark on a journey of personal development that recognizes the value of cooperation. Left to their own devices, they will instinctively become increasingly competitive with each other. They will compare scores, reports, and feedback within the classroom environment ― just as they do in the sporting arena. We don't need to teach our students about winners and losers. The playground and the media do that for them. However, we do need to teach them that there is more to life than winning and about the skills they need for successful cooperation. A group working together successfully requires individuals with a multitude of social skills, as well as a high level of interpersonal awareness. While some students inherently bring a natural understanding of these skills with them, they are always in the minority. To bring cooperation between peers into your classroom, you need to teach these skills consciously and carefully, and nurture them continuously throughout the school years.
2192-30
Human innovation in agriculture has unlocked modifications in apples, tulips, and potatoes that never would have been realized through a plant's natural reproductive cycles. This cultivation process has created some of the recognizable vegetables and fruits consumers look for in their grocery stores. However, relying on only a few varieties of cultivated crops can leave humankind vulnerable to starvation and agricultural loss if a harvest is destroyed. For example, a million people died over the course of three years during the Irish potato famine because the Irish relied primarily on potatoes and milk to create a nutritionally balanced meal. In order to continue its symbiotic relationship with cultivated plants, humanity must allow for biodiversity and recognize the potential drawbacks that monocultures of plants can introduce. Planting seeds of all kinds, even if they don't seem immediately useful or profitable, can ensure the longevity of those plants for generations to come. A balance must be struck between nature's capacity for wildness and humanity's desire for control.
2192-33
The most powerful emotional experiences are those that bring joy, inspiration, and the kind of love that makes suffering bearable. These emotional experiences are the result of choices and behaviors that result in our feeling happy. When we look at happiness through a spiritual filter, we realize that it does not mean the absence of pain or heartache. Sitting with a sick or injured child, every parent gets to know the profound joy that bubbles over when a son or daughter begins to heal. This is a simple example of how we can be flooded with happiness that becomes more intense as we contrast it with previous suffering. Experiences such as this go into the chemical archives of the limbic system. Each time you experience true happiness, the stored emotions are activated as you are flooded with even deeper joy than you remembered. Your spiritual genes are, in a sense, your biological treasure map to joy.
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