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id_5600 | Students in the United States face a difficult decision regarding their higher education. With the global amount of student debt approaching $1 trillion, ever increasing tuition fees are leaving graduates deeper and deeper in debt. This combined with a faltering economic and high inflation; salaries are not rising to meet this increase in tuition fees. The global amount of student debt per year has doubled in the past decade and students are beginning the question the utility and return on investment of higher education. When comparing the education system in Germany to the USA, fewer students attend university in favour of vocational training and apprenticeship, and we see lower levels of student debt and higher youth employment. As tuition fees continue to outstrip graduate starting salaries it is possible that demand for university degrees may decrease, and a subsequent increase in apprenticeships and opportunities for school leavers may increase. | The world level of student debt is almost $1 trillion. | entailment |
id_5601 | Students in the United States face a difficult decision regarding their higher education. With the global amount of student debt approaching $1 trillion, ever increasing tuition fees are leaving graduates deeper and deeper in debt. This combined with a faltering economic and high inflation; salaries are not rising to meet this increase in tuition fees. The global amount of student debt per year has doubled in the past decade and students are beginning the question the utility and return on investment of higher education. When comparing the education system in Germany to the USA, fewer students attend university in favour of vocational training and apprenticeship, and we see lower levels of student debt and higher youth employment. As tuition fees continue to outstrip graduate starting salaries it is possible that demand for university degrees may decrease, and a subsequent increase in apprenticeships and opportunities for school leavers may increase. | Germany has lower youth employment than the USA. | entailment |
id_5602 | Study Finds Web Antifraud Measure Ineffective Internet security experts have long known that simple passwords do not fully defend online bank accounts from determined fraud artists. Now a study suggests that a popular secondary security measure provides little additional protection. The study, produced jointly by researchers at Harvard and the Massachusetts Institute of Technology, looked at a technology called site-authentication images. In the system, currently used by financial institutions like Bank of America, ING Direct and Vanguard, online banking customers are asked to select an image, like a dog or chess piece, that they will see every time they log in to their account. The idea is that if customers do not see their image, they could be at a fraudulent Web site, dummied up to look like their banks, and should not enter their passwords. The Harvard and M. I. T. researchers tested that hypothesis. In October, they brought 67 Bank of America customers in the Boston area into a controlled environment and asked them to conduct routine online banking activities, like looking up account balances. But the researchers had secretly withdrawn the images. Of 60 participants who got that far into the study and whose results could be verified, 58 entered passwords anyway. Only two chose not to log on, citing security concerns. The premise is that site-authentication images increase security because customers will not enter their passwords if they do not see the correct image, said Stuart Schechter, a computer scientist at the M. I. T. Lincoln Laboratory. From the study we learned that the premise is right less than 10 percent of the time. He added: If a bank were to ask me if they should deploy it, I would say no, wait for something better, he said. The system has some high-power supporters in the financial services world, many trying to comply with new online banking regulations. In 2005, the Federal Financial Institutions Examination Council, an interagency body of federal banking regulators, determined that passwords alone did not effectively thwart intruders like identity thieves. It issued new guidelines, asking financial Web sites to find better ways for banks and customers to identify each other online. January 2007 was set as the compliance date, though the council has yet to begin enforcing the mandate. Banks immediately knew what they did not want to do: ask customers to download new security software, or carry around hardware devices that feed them PIN codes they can use to authenticate their identities. Both solutions would add an extra layer of security but, the banks believed, detract from the convenience of online banking. The image system, introduced in 2004 by a Silicon Valley firm called PassMark Security, offered banks a pain-free addition to their security arsenals. Bank of America was among the first to adopt it, in June 2005, under the brand name SiteKey, asking its 21 million Web site users to select an image from thousands of possible choices and to choose a unique phrase they would see every time they logged in. SiteKey gives our customers a fairly easy way of authenticating the Bank of America Web site, said Sanjay Gupta, an e-commerce executive at the bank. It was very well received. The Harvard and M. I. T. researchers, however, found that most online banking customers did not notice when the SiteKey images were absent. When respondents logged in during the study, they saw a site maintenance message on the screen where their image and phrases should have been pictured. The error message also had a conspicuous spelling mistake, further suggesting something fishy. Mr. Gupta of Bank of America said he was not troubled by the results of the survey, and stressed that SiteKey had made the banks Web site more secure. He also said that the system was only a single part of a larger security blanket. It's not like were betting the bank on SiteKey, he said. Most financial institutions, like Bank of America, have other ways to tell if a customer is legitimate. The banks often drop a small software program, called a cookie, onto a users PC to associate the computer with the customer. If the customer logs in from another machine, he may be asked personal questions, like his mothers maiden name. Rachna Dhamija, the Harvard researcher who conducted the study, points out that swindlers can use their dummy Web sites to ask customers those personal questions. She said that the study demonstrated that site-authentication images are fundamentally flawed and, worse, might actually detract from security by giving users a false sense of confidence. RSA Security, the company that bought PassMark last year, has a lot of great data on how SiteKey instills trust and confidence and good feelings in their customers, Ms. Dhamija said. Ultimately that might be why they adopted it. Sometimes the appearance of security is more important than security itself. | According to Schechter, more than 90% of online banking customers studied logged on without seeing the right pictures. | entailment |
id_5603 | Study Finds Web Antifraud Measure Ineffective Internet security experts have long known that simple passwords do not fully defend online bank accounts from determined fraud artists. Now a study suggests that a popular secondary security measure provides little additional protection. The study, produced jointly by researchers at Harvard and the Massachusetts Institute of Technology, looked at a technology called site-authentication images. In the system, currently used by financial institutions like Bank of America, ING Direct and Vanguard, online banking customers are asked to select an image, like a dog or chess piece, that they will see every time they log in to their account. The idea is that if customers do not see their image, they could be at a fraudulent Web site, dummied up to look like their banks, and should not enter their passwords. The Harvard and M. I. T. researchers tested that hypothesis. In October, they brought 67 Bank of America customers in the Boston area into a controlled environment and asked them to conduct routine online banking activities, like looking up account balances. But the researchers had secretly withdrawn the images. Of 60 participants who got that far into the study and whose results could be verified, 58 entered passwords anyway. Only two chose not to log on, citing security concerns. The premise is that site-authentication images increase security because customers will not enter their passwords if they do not see the correct image, said Stuart Schechter, a computer scientist at the M. I. T. Lincoln Laboratory. From the study we learned that the premise is right less than 10 percent of the time. He added: If a bank were to ask me if they should deploy it, I would say no, wait for something better, he said. The system has some high-power supporters in the financial services world, many trying to comply with new online banking regulations. In 2005, the Federal Financial Institutions Examination Council, an interagency body of federal banking regulators, determined that passwords alone did not effectively thwart intruders like identity thieves. It issued new guidelines, asking financial Web sites to find better ways for banks and customers to identify each other online. January 2007 was set as the compliance date, though the council has yet to begin enforcing the mandate. Banks immediately knew what they did not want to do: ask customers to download new security software, or carry around hardware devices that feed them PIN codes they can use to authenticate their identities. Both solutions would add an extra layer of security but, the banks believed, detract from the convenience of online banking. The image system, introduced in 2004 by a Silicon Valley firm called PassMark Security, offered banks a pain-free addition to their security arsenals. Bank of America was among the first to adopt it, in June 2005, under the brand name SiteKey, asking its 21 million Web site users to select an image from thousands of possible choices and to choose a unique phrase they would see every time they logged in. SiteKey gives our customers a fairly easy way of authenticating the Bank of America Web site, said Sanjay Gupta, an e-commerce executive at the bank. It was very well received. The Harvard and M. I. T. researchers, however, found that most online banking customers did not notice when the SiteKey images were absent. When respondents logged in during the study, they saw a site maintenance message on the screen where their image and phrases should have been pictured. The error message also had a conspicuous spelling mistake, further suggesting something fishy. Mr. Gupta of Bank of America said he was not troubled by the results of the survey, and stressed that SiteKey had made the banks Web site more secure. He also said that the system was only a single part of a larger security blanket. It's not like were betting the bank on SiteKey, he said. Most financial institutions, like Bank of America, have other ways to tell if a customer is legitimate. The banks often drop a small software program, called a cookie, onto a users PC to associate the computer with the customer. If the customer logs in from another machine, he may be asked personal questions, like his mothers maiden name. Rachna Dhamija, the Harvard researcher who conducted the study, points out that swindlers can use their dummy Web sites to ask customers those personal questions. She said that the study demonstrated that site-authentication images are fundamentally flawed and, worse, might actually detract from security by giving users a false sense of confidence. RSA Security, the company that bought PassMark last year, has a lot of great data on how SiteKey instills trust and confidence and good feelings in their customers, Ms. Dhamija said. Ultimately that might be why they adopted it. Sometimes the appearance of security is more important than security itself. | In the Harvard and MIT study, two subjects didn't log on without seeing the correct pictures. | entailment |
id_5604 | Study Finds Web Antifraud Measure Ineffective Internet security experts have long known that simple passwords do not fully defend online bank accounts from determined fraud artists. Now a study suggests that a popular secondary security measure provides little additional protection. The study, produced jointly by researchers at Harvard and the Massachusetts Institute of Technology, looked at a technology called site-authentication images. In the system, currently used by financial institutions like Bank of America, ING Direct and Vanguard, online banking customers are asked to select an image, like a dog or chess piece, that they will see every time they log in to their account. The idea is that if customers do not see their image, they could be at a fraudulent Web site, dummied up to look like their banks, and should not enter their passwords. The Harvard and M. I. T. researchers tested that hypothesis. In October, they brought 67 Bank of America customers in the Boston area into a controlled environment and asked them to conduct routine online banking activities, like looking up account balances. But the researchers had secretly withdrawn the images. Of 60 participants who got that far into the study and whose results could be verified, 58 entered passwords anyway. Only two chose not to log on, citing security concerns. The premise is that site-authentication images increase security because customers will not enter their passwords if they do not see the correct image, said Stuart Schechter, a computer scientist at the M. I. T. Lincoln Laboratory. From the study we learned that the premise is right less than 10 percent of the time. He added: If a bank were to ask me if they should deploy it, I would say no, wait for something better, he said. The system has some high-power supporters in the financial services world, many trying to comply with new online banking regulations. In 2005, the Federal Financial Institutions Examination Council, an interagency body of federal banking regulators, determined that passwords alone did not effectively thwart intruders like identity thieves. It issued new guidelines, asking financial Web sites to find better ways for banks and customers to identify each other online. January 2007 was set as the compliance date, though the council has yet to begin enforcing the mandate. Banks immediately knew what they did not want to do: ask customers to download new security software, or carry around hardware devices that feed them PIN codes they can use to authenticate their identities. Both solutions would add an extra layer of security but, the banks believed, detract from the convenience of online banking. The image system, introduced in 2004 by a Silicon Valley firm called PassMark Security, offered banks a pain-free addition to their security arsenals. Bank of America was among the first to adopt it, in June 2005, under the brand name SiteKey, asking its 21 million Web site users to select an image from thousands of possible choices and to choose a unique phrase they would see every time they logged in. SiteKey gives our customers a fairly easy way of authenticating the Bank of America Web site, said Sanjay Gupta, an e-commerce executive at the bank. It was very well received. The Harvard and M. I. T. researchers, however, found that most online banking customers did not notice when the SiteKey images were absent. When respondents logged in during the study, they saw a site maintenance message on the screen where their image and phrases should have been pictured. The error message also had a conspicuous spelling mistake, further suggesting something fishy. Mr. Gupta of Bank of America said he was not troubled by the results of the survey, and stressed that SiteKey had made the banks Web site more secure. He also said that the system was only a single part of a larger security blanket. It's not like were betting the bank on SiteKey, he said. Most financial institutions, like Bank of America, have other ways to tell if a customer is legitimate. The banks often drop a small software program, called a cookie, onto a users PC to associate the computer with the customer. If the customer logs in from another machine, he may be asked personal questions, like his mothers maiden name. Rachna Dhamija, the Harvard researcher who conducted the study, points out that swindlers can use their dummy Web sites to ask customers those personal questions. She said that the study demonstrated that site-authentication images are fundamentally flawed and, worse, might actually detract from security by giving users a false sense of confidence. RSA Security, the company that bought PassMark last year, has a lot of great data on how SiteKey instills trust and confidence and good feelings in their customers, Ms. Dhamija said. Ultimately that might be why they adopted it. Sometimes the appearance of security is more important than security itself. | According to internet security experts, secondary security measures provide little additional protection against fraud. | neutral |
id_5605 | Study Finds Web Antifraud Measure Ineffective Internet security experts have long known that simple passwords do not fully defend online bank accounts from determined fraud artists. Now a study suggests that a popular secondary security measure provides little additional protection. The study, produced jointly by researchers at Harvard and the Massachusetts Institute of Technology, looked at a technology called site-authentication images. In the system, currently used by financial institutions like Bank of America, ING Direct and Vanguard, online banking customers are asked to select an image, like a dog or chess piece, that they will see every time they log in to their account. The idea is that if customers do not see their image, they could be at a fraudulent Web site, dummied up to look like their banks, and should not enter their passwords. The Harvard and M. I. T. researchers tested that hypothesis. In October, they brought 67 Bank of America customers in the Boston area into a controlled environment and asked them to conduct routine online banking activities, like looking up account balances. But the researchers had secretly withdrawn the images. Of 60 participants who got that far into the study and whose results could be verified, 58 entered passwords anyway. Only two chose not to log on, citing security concerns. The premise is that site-authentication images increase security because customers will not enter their passwords if they do not see the correct image, said Stuart Schechter, a computer scientist at the M. I. T. Lincoln Laboratory. From the study we learned that the premise is right less than 10 percent of the time. He added: If a bank were to ask me if they should deploy it, I would say no, wait for something better, he said. The system has some high-power supporters in the financial services world, many trying to comply with new online banking regulations. In 2005, the Federal Financial Institutions Examination Council, an interagency body of federal banking regulators, determined that passwords alone did not effectively thwart intruders like identity thieves. It issued new guidelines, asking financial Web sites to find better ways for banks and customers to identify each other online. January 2007 was set as the compliance date, though the council has yet to begin enforcing the mandate. Banks immediately knew what they did not want to do: ask customers to download new security software, or carry around hardware devices that feed them PIN codes they can use to authenticate their identities. Both solutions would add an extra layer of security but, the banks believed, detract from the convenience of online banking. The image system, introduced in 2004 by a Silicon Valley firm called PassMark Security, offered banks a pain-free addition to their security arsenals. Bank of America was among the first to adopt it, in June 2005, under the brand name SiteKey, asking its 21 million Web site users to select an image from thousands of possible choices and to choose a unique phrase they would see every time they logged in. SiteKey gives our customers a fairly easy way of authenticating the Bank of America Web site, said Sanjay Gupta, an e-commerce executive at the bank. It was very well received. The Harvard and M. I. T. researchers, however, found that most online banking customers did not notice when the SiteKey images were absent. When respondents logged in during the study, they saw a site maintenance message on the screen where their image and phrases should have been pictured. The error message also had a conspicuous spelling mistake, further suggesting something fishy. Mr. Gupta of Bank of America said he was not troubled by the results of the survey, and stressed that SiteKey had made the banks Web site more secure. He also said that the system was only a single part of a larger security blanket. It's not like were betting the bank on SiteKey, he said. Most financial institutions, like Bank of America, have other ways to tell if a customer is legitimate. The banks often drop a small software program, called a cookie, onto a users PC to associate the computer with the customer. If the customer logs in from another machine, he may be asked personal questions, like his mothers maiden name. Rachna Dhamija, the Harvard researcher who conducted the study, points out that swindlers can use their dummy Web sites to ask customers those personal questions. She said that the study demonstrated that site-authentication images are fundamentally flawed and, worse, might actually detract from security by giving users a false sense of confidence. RSA Security, the company that bought PassMark last year, has a lot of great data on how SiteKey instills trust and confidence and good feelings in their customers, Ms. Dhamija said. Ultimately that might be why they adopted it. Sometimes the appearance of security is more important than security itself. | Bank of America is the first bank that adopted the image system. | contradiction |
id_5606 | Study Finds Web Antifraud Measure Ineffective Internet security experts have long known that simple passwords do not fully defend online bank accounts from determined fraud artists. Now a study suggests that a popular secondary security measure provides little additional protection. The study, produced jointly by researchers at Harvard and the Massachusetts Institute of Technology, looked at a technology called site-authentication images. In the system, currently used by financial institutions like Bank of America, ING Direct and Vanguard, online banking customers are asked to select an image, like a dog or chess piece, that they will see every time they log in to their account. The idea is that if customers do not see their image, they could be at a fraudulent Web site, dummied up to look like their banks, and should not enter their passwords. The Harvard and M. I. T. researchers tested that hypothesis. In October, they brought 67 Bank of America customers in the Boston area into a controlled environment and asked them to conduct routine online banking activities, like looking up account balances. But the researchers had secretly withdrawn the images. Of 60 participants who got that far into the study and whose results could be verified, 58 entered passwords anyway. Only two chose not to log on, citing security concerns. The premise is that site-authentication images increase security because customers will not enter their passwords if they do not see the correct image, said Stuart Schechter, a computer scientist at the M. I. T. Lincoln Laboratory. From the study we learned that the premise is right less than 10 percent of the time. He added: If a bank were to ask me if they should deploy it, I would say no, wait for something better, he said. The system has some high-power supporters in the financial services world, many trying to comply with new online banking regulations. In 2005, the Federal Financial Institutions Examination Council, an interagency body of federal banking regulators, determined that passwords alone did not effectively thwart intruders like identity thieves. It issued new guidelines, asking financial Web sites to find better ways for banks and customers to identify each other online. January 2007 was set as the compliance date, though the council has yet to begin enforcing the mandate. Banks immediately knew what they did not want to do: ask customers to download new security software, or carry around hardware devices that feed them PIN codes they can use to authenticate their identities. Both solutions would add an extra layer of security but, the banks believed, detract from the convenience of online banking. The image system, introduced in 2004 by a Silicon Valley firm called PassMark Security, offered banks a pain-free addition to their security arsenals. Bank of America was among the first to adopt it, in June 2005, under the brand name SiteKey, asking its 21 million Web site users to select an image from thousands of possible choices and to choose a unique phrase they would see every time they logged in. SiteKey gives our customers a fairly easy way of authenticating the Bank of America Web site, said Sanjay Gupta, an e-commerce executive at the bank. It was very well received. The Harvard and M. I. T. researchers, however, found that most online banking customers did not notice when the SiteKey images were absent. When respondents logged in during the study, they saw a site maintenance message on the screen where their image and phrases should have been pictured. The error message also had a conspicuous spelling mistake, further suggesting something fishy. Mr. Gupta of Bank of America said he was not troubled by the results of the survey, and stressed that SiteKey had made the banks Web site more secure. He also said that the system was only a single part of a larger security blanket. It's not like were betting the bank on SiteKey, he said. Most financial institutions, like Bank of America, have other ways to tell if a customer is legitimate. The banks often drop a small software program, called a cookie, onto a users PC to associate the computer with the customer. If the customer logs in from another machine, he may be asked personal questions, like his mothers maiden name. Rachna Dhamija, the Harvard researcher who conducted the study, points out that swindlers can use their dummy Web sites to ask customers those personal questions. She said that the study demonstrated that site-authentication images are fundamentally flawed and, worse, might actually detract from security by giving users a false sense of confidence. RSA Security, the company that bought PassMark last year, has a lot of great data on how SiteKey instills trust and confidence and good feelings in their customers, Ms. Dhamija said. Ultimately that might be why they adopted it. Sometimes the appearance of security is more important than security itself. | The image system is the only security measure that the banks mentioned in the passage have currently. | contradiction |
id_5607 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | One reason for attending classes is to pick up tips about examinations and tests. | neutral |
id_5608 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | Building your knowledge rather than preparing for the test should ensure a higher grade. | entailment |
id_5609 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | You can learn a lot by just listening to group discussions. | neutral |
id_5610 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | It's a good idea to add to your notes when you go through them after class. | entailment |
id_5611 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | According to the text you need to develop your study routine before making a study plan. | contradiction |
id_5612 | Study Tips and Techniques If you often find yourself struggling with your studies, here are some useful study tips and techniques that can help you out... When it comes to studying or learning, every student prefers his/her distinct pattern that suits his speed, grasping capacity and other academic abilities. However there are certain studying techniques that can aid the learning process to a great extent. Taking notes in the class, reviewing the notes, rewriting the study material can seem too intimidating at times, here is a step by step guide that you might find helpful if you are in the process of chalking out your own study plan. First of all you need to acquire some useful study habits to follow a good study plan. Here are the study habits that can help you: Attending Classes Classroom knowledge is interactive, as well as important. The amount of knowledge that one can grasp in a classroom is extremely valuable for students. Make it a point to attend the classes regularly so that you dont miss out on the important points and topics mentioned in the class. Often teachers mention important topics and subjects that might come in handy while cracking the class tests and exams. Attending classes will help you to understand and remember each and every concept clearly and clear out any doubt that you have regarding the subject. No amount of reading or self-study can match up to the level of interactive study that is a distinct feature of classroom sessions. Maintaining Organized and Comprehensive Notes Yes maintaining your notes is another essential element of studying. One simple process to have comprehensive notes is to include the following steps: Take notes in the class While reviewing the notes during self-study, make your own additions to sum up your understanding of the topic Research further to include additional data to your notes. A well organized set of comprehensive notes is the key to right studying. Also make sure the notes are clean in terms of writing and presentation; avoid scribbles in your final notes. It is always preferable that you type your notes and maintain them online or take prints. Having a soft copy of your notes always works well since you can take prints if and when required and in addition to that you never have to worry about losing your notes. However dont worry if you do not own a computer or if you prefer writing you notes on paper, you can maintain files or notebooks as well. Self-Study and Research It is a common misconception that self-study can begin only after a particular topic or chapter is taught in class. You should start preparing for the class in advance whenever you can. After attending the classes, it is of utmost importance that you have time to review the notes that you have taken during the class as well as try and read more about the subject on your own. Be it reference books, or e-books, try and hunt for more information about your subject so that you have a comprehensive view of the topics taught under your syllabus. Often while reading and self-studying, it happens that you come across doubts or questions that did not occur to you in the classroom. Try and answer these questions yourself with the help of books or the Internet, however in case you fail to find and answer jot down these questions so that you remember to clarify the questions in your next class. Group Discussions Debates and Conversations Yes, one of the important habits that one must acquire to enhance the studying process is indulge in-group discussions, debates or simple conversations about the subjects that you are studying. Group discussions can be a great way to broaden your perspective over important issues since group discussions give every group member a chance to voice their understanding, which might not necessarily be alike. Group discussions are thus a healthy and a rather informal way of exchanging information and discussing issues. Many teachers encourage the group discussion technique in their classroom as well. Regular Planning process might seem convenient it is always better to have a weekly or a daily plan, so that abrupt changes in class schedules or any other changes can be taken into consideration accordingly. Balanced Study No matter how much people frown upon the planning process and the timetables, it is a known fact that having a clear and detailed plan makes it easier for a person to reach the goal. According to your convenience, make a daily/weekly/monthly planner for your studies. Although the monthly planning Yes, there exist some species of students who burn the midnight oil, and slog it out every single day. The studying process should be such that it leaves enough room for a student to indulge in recreational activities and relaxation. Always chalk out a schedule that will not hamper your sleep, your health, your sports/recreational activities and other routine tasks. Also studying a single subject at a stretch (like an entire week or so), can get boring, hence plan a schedule that helps you switch from one subject to another in sufficient time. Build the Right Attitude Normally students get too caught up with the grades, the percentage and the entire marking system. Always remember that if you study with the aim of acquiring knowledge, the grades will be brighter by default. However if you just aim for the high grades, there is a chance you might get the grades, but you will miss out on acquiring comprehensive knowledge on a particular subject. Always study with the right attitude, and you will never have to worry about your grades. Knowledge is way beyond the grades and percentile marking. | It's sometimes necessary focus all your effort on just one subject. | contradiction |
id_5613 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | There are 270,000 international students studying at universities in Britain. | contradiction |
id_5614 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | Students must choose 6 courses at a British university. | neutral |
id_5615 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | Most international students return home after they're finished. | entailment |
id_5616 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | Child-care facilities are provided free, unlike in many other countries. | contradiction |
id_5617 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | The crime rate in Britain is lower than in other countries. | neutral |
id_5618 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | Students can go to see teachers during course hours. | contradiction |
id_5619 | Studying in the UK Why is Britain now home to over a quarter of a million international students? Students come to study in the UK from all over the world, from over 180 countriesthe European Union, Australia and New Zealand, the USA, Asia, Africa, the Middle East, Far East, South America... Some British universities have students from 100 countries. There are currently more than 270,000 international students in the UK. Of that number, about 75 per cent are education courses, with 130,500 (almost equal numbers of men and women) studying full-time undergraduate courses. Why do they come to UK universities? First, because they gain a high-quality qualification that is recognised worldwide. Thousands of international students have used their UK qualifications to get a good job. Second, if English is not their mother tongue, they will probably be completely fluent by the time they graduate! One other reason for studying in Britain is the ease of the UKIELTS application system. Instead of applying to several different universities or colleges, taking their admissions tests and paying their application fees, students can do -it all on one form. They may choose up to six courses by sending the form to the Universities and Colleges Admissions Service (UCAS) whose staff deals with the applications for them. If the students schools, college or nearest British Council offices have access to the system, they can even complete the form electronically through the Internet. Its a big decision to study a long way from home. But students can be sure of plenty of support in the UK. Universities and colleges look after their students. There are personal tutors, counsellors, study skills counsellors and financial advisers to help with any problems. There are also chaplains or representatives of major religions. In addition, there are medical services, and if a course lasts for more than six months, students are entitled to free medical care under the National Health Service. All students may use these services. However, many institutions also have international student advisers. Students can contact them with any questions before you come; they will probably arrange a transport service from major airports for arriving students and will organise welcoming events. International students can also go to see them at any time during their courses. For students with families, child-care facilities are often provided at reasonable cost. Its not compulsory to use any of these services. If a student is independent and has no problems, they wont come knocking on his or her door! But it can be comforting to know that they are there. Campuses are safe places to live, as in general are most UK towns. As with anywhere else, there are areas in some cities best avoided after dark but you will be advised on this. Universities and colleges make sure student residences are secure, and at most places transport is provided at night for women students. Students will be able to take part in a range of social and sporting activities. There are team and individual sports at all levels; and clubs and societies to cover any interest from drama to politics, water sports to backgammon, debating to voluntary social work. The students unions arrange discos and gigs, and run pubs, bars and eating places. Clubs are run by students for students and are always well advertised at the beginning of the academic year. Joining one or two societies is a great way to meet other students from Britain and other countries. There are thousands of courses to choose from. Some students choose a vocational one. Agriculture and related subjects, engineering, law and business studies are popular with international students. Others choose an academic subject such as history or politics. The choice is virtually unlimited. And what do international students do at the end of their courses? Some stay on to do postgraduate work. (20 per cent of students on UK postgraduate courses are from overseas. ) The majority return home, armed with their UK qualifications. If a students English is not yet quite good enough to enroll in a degree course, he or she might like to spend some time first on an English language course. There are plenty to choose fromsome held in universities and colleges, some in private language schools. The British Council can offer advice on choosing the right one. Some students may need some additional academic qualifications. In such cases a student can consider taking a foundation or IELTS (General Training) IA access course, run by many of Britains higher education institutions. Fees may look high at first, but when one takes the following points into account, costs at UK universities and colleges compare well with costs in other Englishspeaking countries. Most UK courses are at least one year shorter than those in other countries. Included in the course fee are: All tuition (except books and equipment); normally, free use of computing facilities, e-mail and Internet; language tuition if one wants to learn another language (and English-language support if needed); use of free or cheap sports facilities; and a student would not be paying simply to attend lectures. Much teaching will be done in small groups. In addition, teaching staff is willing to provide extra help if a student needs it and the student can go to see them outside timetabled course hours. In conclusion, there are several key benefits to studying in the UK. Firstly, standards in UK higher institutions are generally higher than others, and a student will gain an internationally recognised qualification. Secondly, a student will meet students from all over the world, and get a head start in building international connections. Thirdly, most universities and colleges provide accommodation for first-year international students and a variety of other services that are not provided to international students in many other Englishspeaking countries. Finally, the application system is simple, saving the cumbersome processes required by many other countries. | Students unions arrange social events. | entailment |
id_5620 | Subtitling: Some Strategies When movies made in one language are shown to speakers of another, the two methods of resolving the language barrier are subtitling and dubbing. Subtitling is the written translation of the words, usually appearing discreetly at the bottom of the screen, while dubbing is the recording of voices in the target language. Dubbing, although seemingly more accessible to movie watches, comes with many disadvantages. For a start, it is expensive, hence it needs a large audience to justify the cost, yet even big films carry no guarantee of such commercial success. In addition, the dubbed voices may seem detached or inappropriate to the characters, or otherwise, the absurdity of having an undereducated American ranffian saying. Je voudrais declarer un vol becomes too much, affecting appreciation of the film. Finally, films and TV programs now have an increasingly rapid turnover rate, and subtitling is faster and more practical in such situations. However, one should not assume subtitling is easier than dubbing. Subtitling requires careful strategies, and here I will outline some of them. In order to do this, a sample movie is needed, and the one examined here is an Italian movie subtitled into English. Comprehension of subtitles will always be affected by lack of familiarity with the values, beliefs, and interactive differences between the host and viewing cultures. The subtitlers need to be aware of this in order to translate true meaning. Thus, before beginning any work, a brief cultural audit is absolutely necessary, involving a comparison of the two cultures in relation to the storyline of the movie. The movie is set in the late 1960s, at a time when the wealth and materialism of American society was very high, contrasting the relative poverty of Italian village life. The plot tells the story of a poor couple who dream of winning large sums of money by gambling in a card game against a wealthy elderly American woman, who occasionally visits Italy just for that purpose. The final thematic assertion that there are more important factors than money reflects the warmth and solidarity of the Italian village in the face of adversity. Although these themes are universal, one could speculate that a Western audience might not like or identify with them as much, give the increasing urbanisation and materialism of their own society. The most immediate translation issue relates to the movies title, Lo Scopone Scientifico, translates as Scientific Scopone, whereas the English title is, The Scientific Card Player. Scopone is the name of a traditional Italian card game of great antiquity. Obviously, the translators could not use this name, obscure to the Westren viewers, but they insert a blander and inappropriate term. An even clearer subtitling lapse is that the betting is always done using, apparently, ludicrously high figures. Subtitles such as, Lets start with a million regularly jump out. This is a literal translation of the figures (in Italian lira), yet it is the dollar with which the English-speaking audience would associate. The result is an apparent lack of plausibility, changing the comedic nature of the film. With respect to the specific subtitling used, there are five. Let us begin with the subtitle, The old bags here. This is idiomatic in English, being an insulting term for an elderly woman. However, it is a simple expression comprising only two words, one of which is literally intended (old). I would speculate that the same idiom occurs in Italian (that is, the direct translation of old and bag in Italian carries the same idiomatic meaning). This is the strategy of Transfer, where the full expression without time or space consideration is given. Otherwise, there could well be a closely aligned idiom, in which case the strategy would be Imitation, where there are similar lexical elements between both languages. Continuing with idioms, we read, Catches win matches. This derives from certain ball games, such as cricket, where catching the ball after it is struck by the batsman contributes towards winning the game. There are no such sporting cultures in Italy followed. Thus, one can be certain that other words were used in the original Italian, but that these have a similar pragmatic effect (in meaning and idiomatic nature). The strategy used is thus Paraphrasing, where different expressions specific to the source language (Italian) and target language (English) are required. Later on, we read, A sign of destiny. When this subtitle appears, there are actually two to three people speaking with equal force at the same time. Space and time constraints render it impossible to have them all translated, so only the quoted subtitle appears, using the strategy known as Condensation. Finally, we read scopa an Italian word referring to a variation of the central card game. Being unique to Italy, there is no equivalent word in English, so the strategy used here is Regination, where the subtitler leaves the word in the original language. The meaning remains obvious from the context, and only in such minimal and unlikely situations does this strategy become acceptable. | The English title is a subtitling lapse. | entailment |
id_5621 | Subtitling: Some Strategies When movies made in one language are shown to speakers of another, the two methods of resolving the language barrier are subtitling and dubbing. Subtitling is the written translation of the words, usually appearing discreetly at the bottom of the screen, while dubbing is the recording of voices in the target language. Dubbing, although seemingly more accessible to movie watches, comes with many disadvantages. For a start, it is expensive, hence it needs a large audience to justify the cost, yet even big films carry no guarantee of such commercial success. In addition, the dubbed voices may seem detached or inappropriate to the characters, or otherwise, the absurdity of having an undereducated American ranffian saying. Je voudrais declarer un vol becomes too much, affecting appreciation of the film. Finally, films and TV programs now have an increasingly rapid turnover rate, and subtitling is faster and more practical in such situations. However, one should not assume subtitling is easier than dubbing. Subtitling requires careful strategies, and here I will outline some of them. In order to do this, a sample movie is needed, and the one examined here is an Italian movie subtitled into English. Comprehension of subtitles will always be affected by lack of familiarity with the values, beliefs, and interactive differences between the host and viewing cultures. The subtitlers need to be aware of this in order to translate true meaning. Thus, before beginning any work, a brief cultural audit is absolutely necessary, involving a comparison of the two cultures in relation to the storyline of the movie. The movie is set in the late 1960s, at a time when the wealth and materialism of American society was very high, contrasting the relative poverty of Italian village life. The plot tells the story of a poor couple who dream of winning large sums of money by gambling in a card game against a wealthy elderly American woman, who occasionally visits Italy just for that purpose. The final thematic assertion that there are more important factors than money reflects the warmth and solidarity of the Italian village in the face of adversity. Although these themes are universal, one could speculate that a Western audience might not like or identify with them as much, give the increasing urbanisation and materialism of their own society. The most immediate translation issue relates to the movies title, Lo Scopone Scientifico, translates as Scientific Scopone, whereas the English title is, The Scientific Card Player. Scopone is the name of a traditional Italian card game of great antiquity. Obviously, the translators could not use this name, obscure to the Westren viewers, but they insert a blander and inappropriate term. An even clearer subtitling lapse is that the betting is always done using, apparently, ludicrously high figures. Subtitles such as, Lets start with a million regularly jump out. This is a literal translation of the figures (in Italian lira), yet it is the dollar with which the English-speaking audience would associate. The result is an apparent lack of plausibility, changing the comedic nature of the film. With respect to the specific subtitling used, there are five. Let us begin with the subtitle, The old bags here. This is idiomatic in English, being an insulting term for an elderly woman. However, it is a simple expression comprising only two words, one of which is literally intended (old). I would speculate that the same idiom occurs in Italian (that is, the direct translation of old and bag in Italian carries the same idiomatic meaning). This is the strategy of Transfer, where the full expression without time or space consideration is given. Otherwise, there could well be a closely aligned idiom, in which case the strategy would be Imitation, where there are similar lexical elements between both languages. Continuing with idioms, we read, Catches win matches. This derives from certain ball games, such as cricket, where catching the ball after it is struck by the batsman contributes towards winning the game. There are no such sporting cultures in Italy followed. Thus, one can be certain that other words were used in the original Italian, but that these have a similar pragmatic effect (in meaning and idiomatic nature). The strategy used is thus Paraphrasing, where different expressions specific to the source language (Italian) and target language (English) are required. Later on, we read, A sign of destiny. When this subtitle appears, there are actually two to three people speaking with equal force at the same time. Space and time constraints render it impossible to have them all translated, so only the quoted subtitle appears, using the strategy known as Condensation. Finally, we read scopa an Italian word referring to a variation of the central card game. Being unique to Italy, there is no equivalent word in English, so the strategy used here is Regination, where the subtitler leaves the word in the original language. The meaning remains obvious from the context, and only in such minimal and unlikely situations does this strategy become acceptable. | Transfer and imitation are interesting strategies. | neutral |
id_5622 | Subtitling: Some Strategies When movies made in one language are shown to speakers of another, the two methods of resolving the language barrier are subtitling and dubbing. Subtitling is the written translation of the words, usually appearing discreetly at the bottom of the screen, while dubbing is the recording of voices in the target language. Dubbing, although seemingly more accessible to movie watches, comes with many disadvantages. For a start, it is expensive, hence it needs a large audience to justify the cost, yet even big films carry no guarantee of such commercial success. In addition, the dubbed voices may seem detached or inappropriate to the characters, or otherwise, the absurdity of having an undereducated American ranffian saying. Je voudrais declarer un vol becomes too much, affecting appreciation of the film. Finally, films and TV programs now have an increasingly rapid turnover rate, and subtitling is faster and more practical in such situations. However, one should not assume subtitling is easier than dubbing. Subtitling requires careful strategies, and here I will outline some of them. In order to do this, a sample movie is needed, and the one examined here is an Italian movie subtitled into English. Comprehension of subtitles will always be affected by lack of familiarity with the values, beliefs, and interactive differences between the host and viewing cultures. The subtitlers need to be aware of this in order to translate true meaning. Thus, before beginning any work, a brief cultural audit is absolutely necessary, involving a comparison of the two cultures in relation to the storyline of the movie. The movie is set in the late 1960s, at a time when the wealth and materialism of American society was very high, contrasting the relative poverty of Italian village life. The plot tells the story of a poor couple who dream of winning large sums of money by gambling in a card game against a wealthy elderly American woman, who occasionally visits Italy just for that purpose. The final thematic assertion that there are more important factors than money reflects the warmth and solidarity of the Italian village in the face of adversity. Although these themes are universal, one could speculate that a Western audience might not like or identify with them as much, give the increasing urbanisation and materialism of their own society. The most immediate translation issue relates to the movies title, Lo Scopone Scientifico, translates as Scientific Scopone, whereas the English title is, The Scientific Card Player. Scopone is the name of a traditional Italian card game of great antiquity. Obviously, the translators could not use this name, obscure to the Westren viewers, but they insert a blander and inappropriate term. An even clearer subtitling lapse is that the betting is always done using, apparently, ludicrously high figures. Subtitles such as, Lets start with a million regularly jump out. This is a literal translation of the figures (in Italian lira), yet it is the dollar with which the English-speaking audience would associate. The result is an apparent lack of plausibility, changing the comedic nature of the film. With respect to the specific subtitling used, there are five. Let us begin with the subtitle, The old bags here. This is idiomatic in English, being an insulting term for an elderly woman. However, it is a simple expression comprising only two words, one of which is literally intended (old). I would speculate that the same idiom occurs in Italian (that is, the direct translation of old and bag in Italian carries the same idiomatic meaning). This is the strategy of Transfer, where the full expression without time or space consideration is given. Otherwise, there could well be a closely aligned idiom, in which case the strategy would be Imitation, where there are similar lexical elements between both languages. Continuing with idioms, we read, Catches win matches. This derives from certain ball games, such as cricket, where catching the ball after it is struck by the batsman contributes towards winning the game. There are no such sporting cultures in Italy followed. Thus, one can be certain that other words were used in the original Italian, but that these have a similar pragmatic effect (in meaning and idiomatic nature). The strategy used is thus Paraphrasing, where different expressions specific to the source language (Italian) and target language (English) are required. Later on, we read, A sign of destiny. When this subtitle appears, there are actually two to three people speaking with equal force at the same time. Space and time constraints render it impossible to have them all translated, so only the quoted subtitle appears, using the strategy known as Condensation. Finally, we read scopa an Italian word referring to a variation of the central card game. Being unique to Italy, there is no equivalent word in English, so the strategy used here is Regination, where the subtitler leaves the word in the original language. The meaning remains obvious from the context, and only in such minimal and unlikely situations does this strategy become acceptable. | Almost all Italians love scopa. | entailment |
id_5623 | Subtitling: Some Strategies When movies made in one language are shown to speakers of another, the two methods of resolving the language barrier are subtitling and dubbing. Subtitling is the written translation of the words, usually appearing discreetly at the bottom of the screen, while dubbing is the recording of voices in the target language. Dubbing, although seemingly more accessible to movie watches, comes with many disadvantages. For a start, it is expensive, hence it needs a large audience to justify the cost, yet even big films carry no guarantee of such commercial success. In addition, the dubbed voices may seem detached or inappropriate to the characters, or otherwise, the absurdity of having an undereducated American ranffian saying. Je voudrais declarer un vol becomes too much, affecting appreciation of the film. Finally, films and TV programs now have an increasingly rapid turnover rate, and subtitling is faster and more practical in such situations. However, one should not assume subtitling is easier than dubbing. Subtitling requires careful strategies, and here I will outline some of them. In order to do this, a sample movie is needed, and the one examined here is an Italian movie subtitled into English. Comprehension of subtitles will always be affected by lack of familiarity with the values, beliefs, and interactive differences between the host and viewing cultures. The subtitlers need to be aware of this in order to translate true meaning. Thus, before beginning any work, a brief cultural audit is absolutely necessary, involving a comparison of the two cultures in relation to the storyline of the movie. The movie is set in the late 1960s, at a time when the wealth and materialism of American society was very high, contrasting the relative poverty of Italian village life. The plot tells the story of a poor couple who dream of winning large sums of money by gambling in a card game against a wealthy elderly American woman, who occasionally visits Italy just for that purpose. The final thematic assertion that there are more important factors than money reflects the warmth and solidarity of the Italian village in the face of adversity. Although these themes are universal, one could speculate that a Western audience might not like or identify with them as much, give the increasing urbanisation and materialism of their own society. The most immediate translation issue relates to the movies title, Lo Scopone Scientifico, translates as Scientific Scopone, whereas the English title is, The Scientific Card Player. Scopone is the name of a traditional Italian card game of great antiquity. Obviously, the translators could not use this name, obscure to the Westren viewers, but they insert a blander and inappropriate term. An even clearer subtitling lapse is that the betting is always done using, apparently, ludicrously high figures. Subtitles such as, Lets start with a million regularly jump out. This is a literal translation of the figures (in Italian lira), yet it is the dollar with which the English-speaking audience would associate. The result is an apparent lack of plausibility, changing the comedic nature of the film. With respect to the specific subtitling used, there are five. Let us begin with the subtitle, The old bags here. This is idiomatic in English, being an insulting term for an elderly woman. However, it is a simple expression comprising only two words, one of which is literally intended (old). I would speculate that the same idiom occurs in Italian (that is, the direct translation of old and bag in Italian carries the same idiomatic meaning). This is the strategy of Transfer, where the full expression without time or space consideration is given. Otherwise, there could well be a closely aligned idiom, in which case the strategy would be Imitation, where there are similar lexical elements between both languages. Continuing with idioms, we read, Catches win matches. This derives from certain ball games, such as cricket, where catching the ball after it is struck by the batsman contributes towards winning the game. There are no such sporting cultures in Italy followed. Thus, one can be certain that other words were used in the original Italian, but that these have a similar pragmatic effect (in meaning and idiomatic nature). The strategy used is thus Paraphrasing, where different expressions specific to the source language (Italian) and target language (English) are required. Later on, we read, A sign of destiny. When this subtitle appears, there are actually two to three people speaking with equal force at the same time. Space and time constraints render it impossible to have them all translated, so only the quoted subtitle appears, using the strategy known as Condensation. Finally, we read scopa an Italian word referring to a variation of the central card game. Being unique to Italy, there is no equivalent word in English, so the strategy used here is Regination, where the subtitler leaves the word in the original language. The meaning remains obvious from the context, and only in such minimal and unlikely situations does this strategy become acceptable. | Paraphrasing is often used. | neutral |
id_5624 | Subtitling: Some Strategies When movies made in one language are shown to speakers of another, the two methods of resolving the language barrier are subtitling and dubbing. Subtitling is the written translation of the words, usually appearing discreetly at the bottom of the screen, while dubbing is the recording of voices in the target language. Dubbing, although seemingly more accessible to movie watches, comes with many disadvantages. For a start, it is expensive, hence it needs a large audience to justify the cost, yet even big films carry no guarantee of such commercial success. In addition, the dubbed voices may seem detached or inappropriate to the characters, or otherwise, the absurdity of having an undereducated American ranffian saying. Je voudrais declarer un vol becomes too much, affecting appreciation of the film. Finally, films and TV programs now have an increasingly rapid turnover rate, and subtitling is faster and more practical in such situations. However, one should not assume subtitling is easier than dubbing. Subtitling requires careful strategies, and here I will outline some of them. In order to do this, a sample movie is needed, and the one examined here is an Italian movie subtitled into English. Comprehension of subtitles will always be affected by lack of familiarity with the values, beliefs, and interactive differences between the host and viewing cultures. The subtitlers need to be aware of this in order to translate true meaning. Thus, before beginning any work, a brief cultural audit is absolutely necessary, involving a comparison of the two cultures in relation to the storyline of the movie. The movie is set in the late 1960s, at a time when the wealth and materialism of American society was very high, contrasting the relative poverty of Italian village life. The plot tells the story of a poor couple who dream of winning large sums of money by gambling in a card game against a wealthy elderly American woman, who occasionally visits Italy just for that purpose. The final thematic assertion that there are more important factors than money reflects the warmth and solidarity of the Italian village in the face of adversity. Although these themes are universal, one could speculate that a Western audience might not like or identify with them as much, give the increasing urbanisation and materialism of their own society. The most immediate translation issue relates to the movies title, Lo Scopone Scientifico, translates as Scientific Scopone, whereas the English title is, The Scientific Card Player. Scopone is the name of a traditional Italian card game of great antiquity. Obviously, the translators could not use this name, obscure to the Westren viewers, but they insert a blander and inappropriate term. An even clearer subtitling lapse is that the betting is always done using, apparently, ludicrously high figures. Subtitles such as, Lets start with a million regularly jump out. This is a literal translation of the figures (in Italian lira), yet it is the dollar with which the English-speaking audience would associate. The result is an apparent lack of plausibility, changing the comedic nature of the film. With respect to the specific subtitling used, there are five. Let us begin with the subtitle, The old bags here. This is idiomatic in English, being an insulting term for an elderly woman. However, it is a simple expression comprising only two words, one of which is literally intended (old). I would speculate that the same idiom occurs in Italian (that is, the direct translation of old and bag in Italian carries the same idiomatic meaning). This is the strategy of Transfer, where the full expression without time or space consideration is given. Otherwise, there could well be a closely aligned idiom, in which case the strategy would be Imitation, where there are similar lexical elements between both languages. Continuing with idioms, we read, Catches win matches. This derives from certain ball games, such as cricket, where catching the ball after it is struck by the batsman contributes towards winning the game. There are no such sporting cultures in Italy followed. Thus, one can be certain that other words were used in the original Italian, but that these have a similar pragmatic effect (in meaning and idiomatic nature). The strategy used is thus Paraphrasing, where different expressions specific to the source language (Italian) and target language (English) are required. Later on, we read, A sign of destiny. When this subtitle appears, there are actually two to three people speaking with equal force at the same time. Space and time constraints render it impossible to have them all translated, so only the quoted subtitle appears, using the strategy known as Condensation. Finally, we read scopa an Italian word referring to a variation of the central card game. Being unique to Italy, there is no equivalent word in English, so the strategy used here is Regination, where the subtitler leaves the word in the original language. The meaning remains obvious from the context, and only in such minimal and unlikely situations does this strategy become acceptable. | Resignation can be used in many situations. | contradiction |
id_5625 | Successful and cost-effective advertising is an important issue to consider when starting up a business. A comprehensive business plan should include details of advertising strategies, a helpful starting point for which is an analysis of the advertising currently being used by competitors in the same line of business. The rise of the internet has provided a variety of new opportunities for advertising, of which an innovative business should take full advantage. A well-designed website should ideally combine a professional appearance with user-friendly functionality, and be widely promoted to draw as much traffic as possible. This not only increases the visibility of a company, but assures potential clients that the company has a forward-thinking, enterprising outlook, and is willing to embrace as well as exploit the latest technological developments. | A professional and user-friendly website will attract a lot of traffic. | neutral |
id_5626 | Successful and cost-effective advertising is an important issue to consider when starting up a business. A comprehensive business plan should include details of advertising strategies, a helpful starting point for which is an analysis of the advertising currently being used by competitors in the same line of business. The rise of the internet has provided a variety of new opportunities for advertising, of which an innovative business should take full advantage. A well-designed website should ideally combine a professional appearance with user-friendly functionality, and be widely promoted to draw as much traffic as possible. This not only increases the visibility of a company, but assures potential clients that the company has a forward-thinking, enterprising outlook, and is willing to embrace as well as exploit the latest technological developments. | Clients prefer a company that is forward-thinking and enterprising. | neutral |
id_5627 | Successful and cost-effective advertising is an important issue to consider when starting up a business. A comprehensive business plan should include details of advertising strategies, a helpful starting point for which is an analysis of the advertising currently being used by competitors in the same line of business. The rise of the internet has provided a variety of new opportunities for advertising, of which an innovative business should take full advantage. A well-designed website should ideally combine a professional appearance with user-friendly functionality, and be widely promoted to draw as much traffic as possible. This not only increases the visibility of a company, but assures potential clients that the company has a forward-thinking, enterprising outlook, and is willing to embrace as well as exploit the latest technological developments. | An analysis of competitors' advertisements is helpful in laying out advertising strategies for a new business | entailment |
id_5628 | Such a Fascinating Game It is one of the worlds most popular games, played by millions of people at home, in clubs, online, by correspondence, and in tournaments. It is chess, a humble arrangement where two players stare at a checkered board with 64 squares arranged in an eight-by-eight grid, eyeing their 16 pieces each as the first move is played. When the opponents king is checkmated, the game is over, but between the beginning and the end, a wealth of elegant, complicated, and fascinating moves and combinations can unfold. The origins of chess lie in Northwest India, around the 6th century. At that time there existed a game known as caturanga, which means four division, those divisions being of the military, represented by the infantry, cavalry, elephants, and chariotry. These pieces were eventually to become the pawn, knight, bishop, and rook, respectively, in the modern descendant of the game. Around 600 AD, caturanga spread to Persia, then, after the Muslim conquest of that region (beginning around that time), the game gained ground throughout the Islamic world, from where it eventually spread to Europe. Around 1200 AD, Southern Europe began modifying the rules, and within 300 years the game had become recognisably the one we play today. The queen had long replaced the earlier vizier to become the most powerful piece, while the pawns were given the option of advancing two squares on the first move in order to accelerate play. These new rules quickly spread across Western Europe, creating the game now known as western chess or international chess, to distinguish it from older or regional variants of the game. As for the players themselves, one world think that the best of them are necessarily smart, with extremely high IQs; however, research has not been able to confirm this link. Some studies have shown that good chess players may have strong IQs, but there appears to be no direct correlation between this and chess ability. Paradoxically, the academically brilliant may even be less able at chess, and vice versa. Evidently, there are other factors involved, such as spacio-visual insight and subliminal memory, not necessarily picked up by conventional intelligence tests, readily noticeable, or even useful in real life. But there are non-mental factors which clearly play a role. No one can doubt that raw talent is necessary, but even the best and brightest must systematically undergo at least 10 to 15 years of theoretical study and competitive practice before reaching world championship levels. The American chess genius, Bobby Fischer, was only 13 when he produced the Game of the Century, but he was not world champion until he was 29. The Russian chess player, Garry Kasparov, was the youngest world champion ever, at 22, but he began dedicated state-sponsored training from the age of ten onwards, complete with personal chess coaches. All this shows the fixed place chess has in western culture, meaning also that this region has, historically, produced all the greatest players. However, interest in chess is now growing in the East, although there is one problem being the stiff competition it faces with local board games, such as Xiangqi and Go. These are more popular by a wide margin, but regarding China for example, with its huge population and state-sponsored training, it is fast becoming a major chess power. The reigning womens world chess champion is Chinese, and the country performs well in chess Olympiads. The future for the game in this country looks bright indeed. Talking about the future inevitably leads to the subject of computer chess. Serious chess-playing machines began to emerge in the 1970s and 1980s, but their abilities were far below that of the top human players. Progress, although slow, was steady, and with increasing memory and faster processing, it was inevitable that one day a computer would be able to match humans. Yet this is merely by brutally going through all the possible moves, millions per second, deeper and deeper into the position. The final move-choices give the appearance of intuition and long-term strategy, when in actual fact they are simply based on an unthinking and directionless material count. In 1989, the computer Deep Thought scored some wins against top human players, although the world champion at that time, Garry Kasparov, easily defeated the machine in some arranged games. In 1996, however, IBM brought out the next generation computer, Deep Blue , Pitting it in s match with this same player. Although it managed to score the first win against a reigning world champion, by losing three and drawing two of the remaining games, it lost the match. However, a return match the following year saw Kasparov facing an even better machine, Deeper Blue. This time, the computer triumphed 3 1/2 2 1/2. And they are only getting better. As impressive as these results seem, most people agree that it is similar to a forklift beating a weightlifter somehow not a valid contest, and of little significance. Yes, computers can win games, but creativity and intelligence are still the province of human players. It is these factors, as well as the tense psychological struggle of minds and the personalities involved, together with the limitless artistry of the positions themselves, which will always make chess such a fascinating game. | The popularity of caturanga increased after the Muslims took control | entailment |
id_5629 | Such a Fascinating Game It is one of the worlds most popular games, played by millions of people at home, in clubs, online, by correspondence, and in tournaments. It is chess, a humble arrangement where two players stare at a checkered board with 64 squares arranged in an eight-by-eight grid, eyeing their 16 pieces each as the first move is played. When the opponents king is checkmated, the game is over, but between the beginning and the end, a wealth of elegant, complicated, and fascinating moves and combinations can unfold. The origins of chess lie in Northwest India, around the 6th century. At that time there existed a game known as caturanga, which means four division, those divisions being of the military, represented by the infantry, cavalry, elephants, and chariotry. These pieces were eventually to become the pawn, knight, bishop, and rook, respectively, in the modern descendant of the game. Around 600 AD, caturanga spread to Persia, then, after the Muslim conquest of that region (beginning around that time), the game gained ground throughout the Islamic world, from where it eventually spread to Europe. Around 1200 AD, Southern Europe began modifying the rules, and within 300 years the game had become recognisably the one we play today. The queen had long replaced the earlier vizier to become the most powerful piece, while the pawns were given the option of advancing two squares on the first move in order to accelerate play. These new rules quickly spread across Western Europe, creating the game now known as western chess or international chess, to distinguish it from older or regional variants of the game. As for the players themselves, one world think that the best of them are necessarily smart, with extremely high IQs; however, research has not been able to confirm this link. Some studies have shown that good chess players may have strong IQs, but there appears to be no direct correlation between this and chess ability. Paradoxically, the academically brilliant may even be less able at chess, and vice versa. Evidently, there are other factors involved, such as spacio-visual insight and subliminal memory, not necessarily picked up by conventional intelligence tests, readily noticeable, or even useful in real life. But there are non-mental factors which clearly play a role. No one can doubt that raw talent is necessary, but even the best and brightest must systematically undergo at least 10 to 15 years of theoretical study and competitive practice before reaching world championship levels. The American chess genius, Bobby Fischer, was only 13 when he produced the Game of the Century, but he was not world champion until he was 29. The Russian chess player, Garry Kasparov, was the youngest world champion ever, at 22, but he began dedicated state-sponsored training from the age of ten onwards, complete with personal chess coaches. All this shows the fixed place chess has in western culture, meaning also that this region has, historically, produced all the greatest players. However, interest in chess is now growing in the East, although there is one problem being the stiff competition it faces with local board games, such as Xiangqi and Go. These are more popular by a wide margin, but regarding China for example, with its huge population and state-sponsored training, it is fast becoming a major chess power. The reigning womens world chess champion is Chinese, and the country performs well in chess Olympiads. The future for the game in this country looks bright indeed. Talking about the future inevitably leads to the subject of computer chess. Serious chess-playing machines began to emerge in the 1970s and 1980s, but their abilities were far below that of the top human players. Progress, although slow, was steady, and with increasing memory and faster processing, it was inevitable that one day a computer would be able to match humans. Yet this is merely by brutally going through all the possible moves, millions per second, deeper and deeper into the position. The final move-choices give the appearance of intuition and long-term strategy, when in actual fact they are simply based on an unthinking and directionless material count. In 1989, the computer Deep Thought scored some wins against top human players, although the world champion at that time, Garry Kasparov, easily defeated the machine in some arranged games. In 1996, however, IBM brought out the next generation computer, Deep Blue , Pitting it in s match with this same player. Although it managed to score the first win against a reigning world champion, by losing three and drawing two of the remaining games, it lost the match. However, a return match the following year saw Kasparov facing an even better machine, Deeper Blue. This time, the computer triumphed 3 1/2 2 1/2. And they are only getting better. As impressive as these results seem, most people agree that it is similar to a forklift beating a weightlifter somehow not a valid contest, and of little significance. Yes, computers can win games, but creativity and intelligence are still the province of human players. It is these factors, as well as the tense psychological struggle of minds and the personalities involved, together with the limitless artistry of the positions themselves, which will always make chess such a fascinating game. | There are 32 pieces at the beginning of a chess game. | entailment |
id_5630 | Such a Fascinating Game It is one of the worlds most popular games, played by millions of people at home, in clubs, online, by correspondence, and in tournaments. It is chess, a humble arrangement where two players stare at a checkered board with 64 squares arranged in an eight-by-eight grid, eyeing their 16 pieces each as the first move is played. When the opponents king is checkmated, the game is over, but between the beginning and the end, a wealth of elegant, complicated, and fascinating moves and combinations can unfold. The origins of chess lie in Northwest India, around the 6th century. At that time there existed a game known as caturanga, which means four division, those divisions being of the military, represented by the infantry, cavalry, elephants, and chariotry. These pieces were eventually to become the pawn, knight, bishop, and rook, respectively, in the modern descendant of the game. Around 600 AD, caturanga spread to Persia, then, after the Muslim conquest of that region (beginning around that time), the game gained ground throughout the Islamic world, from where it eventually spread to Europe. Around 1200 AD, Southern Europe began modifying the rules, and within 300 years the game had become recognisably the one we play today. The queen had long replaced the earlier vizier to become the most powerful piece, while the pawns were given the option of advancing two squares on the first move in order to accelerate play. These new rules quickly spread across Western Europe, creating the game now known as western chess or international chess, to distinguish it from older or regional variants of the game. As for the players themselves, one world think that the best of them are necessarily smart, with extremely high IQs; however, research has not been able to confirm this link. Some studies have shown that good chess players may have strong IQs, but there appears to be no direct correlation between this and chess ability. Paradoxically, the academically brilliant may even be less able at chess, and vice versa. Evidently, there are other factors involved, such as spacio-visual insight and subliminal memory, not necessarily picked up by conventional intelligence tests, readily noticeable, or even useful in real life. But there are non-mental factors which clearly play a role. No one can doubt that raw talent is necessary, but even the best and brightest must systematically undergo at least 10 to 15 years of theoretical study and competitive practice before reaching world championship levels. The American chess genius, Bobby Fischer, was only 13 when he produced the Game of the Century, but he was not world champion until he was 29. The Russian chess player, Garry Kasparov, was the youngest world champion ever, at 22, but he began dedicated state-sponsored training from the age of ten onwards, complete with personal chess coaches. All this shows the fixed place chess has in western culture, meaning also that this region has, historically, produced all the greatest players. However, interest in chess is now growing in the East, although there is one problem being the stiff competition it faces with local board games, such as Xiangqi and Go. These are more popular by a wide margin, but regarding China for example, with its huge population and state-sponsored training, it is fast becoming a major chess power. The reigning womens world chess champion is Chinese, and the country performs well in chess Olympiads. The future for the game in this country looks bright indeed. Talking about the future inevitably leads to the subject of computer chess. Serious chess-playing machines began to emerge in the 1970s and 1980s, but their abilities were far below that of the top human players. Progress, although slow, was steady, and with increasing memory and faster processing, it was inevitable that one day a computer would be able to match humans. Yet this is merely by brutally going through all the possible moves, millions per second, deeper and deeper into the position. The final move-choices give the appearance of intuition and long-term strategy, when in actual fact they are simply based on an unthinking and directionless material count. In 1989, the computer Deep Thought scored some wins against top human players, although the world champion at that time, Garry Kasparov, easily defeated the machine in some arranged games. In 1996, however, IBM brought out the next generation computer, Deep Blue , Pitting it in s match with this same player. Although it managed to score the first win against a reigning world champion, by losing three and drawing two of the remaining games, it lost the match. However, a return match the following year saw Kasparov facing an even better machine, Deeper Blue. This time, the computer triumphed 3 1/2 2 1/2. And they are only getting better. As impressive as these results seem, most people agree that it is similar to a forklift beating a weightlifter somehow not a valid contest, and of little significance. Yes, computers can win games, but creativity and intelligence are still the province of human players. It is these factors, as well as the tense psychological struggle of minds and the personalities involved, together with the limitless artistry of the positions themselves, which will always make chess such a fascinating game. | Caturanga was more complicated than modern chess. | neutral |
id_5631 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | A registration fee is required for all classes. | entailment |
id_5632 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | You will not get your money back if you withdraw after the second class. | entailment |
id_5633 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | You are allowed to register for only two classes at a time. | neutral |
id_5634 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | You must visit a website in order to sign up for classes. | contradiction |
id_5635 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | Classes at the Community Center are for people of all ages. | contradiction |
id_5636 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | Dance classes cost less than computer classes. | neutral |
id_5637 | Summer Classes at the Community Center The Community Center is offering adult summer classes again this year. The schedule includes classes in basic computer skills, martial arts, painting and drawing, and dance. Registration There are two ways to register for classes: 1. Go to our website: www. cc. org/classes/winterschedule. Click on Class Descriptions to see a full listing of the classes that are available this winter. Decide which class or classes you are interested in. Then click on Register Now and a registration form will appear. * Complete the form and calculate the amount of money you owe. This will include the cost of your classes plus a $15 registration fee. Any materials fees will be payable to the instructor on the first day of class. In addition, if your address is outside of the city, you will pay a nonresident fee of $25 per class. Fill in your credit card information and click Send Now. You will receive registration confirmation by e-mail. 2. If you do not have access to a computer, you can call the Community Center at 872-555-5068 to request a class catalog and registration form. Select your classes from the catalog, complete the form, and return it by mail with your check or credit card information. Withdrawal Policy Full refunds, minus the $25 registration fee, will be given for any withdrawals made up to one week before the class begins. Withdrawals made before the start of the second class will receive a 50 percent refund, minus the registration fee. No refunds will be made after the start of the second class. Classes offered by the Community Center are for adults only. You must be eighteen years of age or older to participate. Classes for children and teens are offered through the City Department of Recreation. | People who live outside of the city pay an extra fee. | entailment |
id_5638 | Sun's fickle heart may leave us cold There's a dimmer switch inside the sun that causes its brightness to rise and fall on timescales of around 100,000 years - exactly the same period as between ice ages on Earth. So says a physicist who has created a computer model of our star's core. Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled the effect of temperature fluctuations in the sun's interior. According to the standard view, the temperature of the sun's core is held constant by the opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that slight variations should be possible. He took as his starting point the work of Attila Grandpierre of the Konkoly Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a collaborator, Gabor agoston, calculated that magnetic fields in the sun's core could produce small instabilities in the solar plasma. These instabilities would induce localised oscillations in temperature. Ehrlich's model shows that whilst most of these oscillations cancel each other out, some reinforce one another and become long-lived temperature variations. The favoured frequencies allow the sun's core temperature to oscillate around its average temperature of 13.6 million kelvin in cycles lasting either 100,000 or 41,000 years. Ehrlich says that random interactions within the sun's magnetic field could flip the fluctuations from one cycle length to the other. These two timescales are instantly recognisable to anyone familiar with Earth's ice ages: for the past million years, ice ages have occurred roughly every 100,000 years. Before that, they occurred roughly every 41,000 years. Most scientists believe that the ice ages are the result of subtle changes in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the way Earth's orbit gradually changes shape from a circle to a slight ellipse and back again roughly every 100,000 years. The theory says this alters the amount of solar radiation that Earth receives, triggering the ice ages. However, a persistent problem with this theory has been its inability to explain why the ice ages changed frequency a million years ago. "In Milankovitch, there is certainly no good idea why the frequency should change from one to another, " says Neil Edwards, a climatologist at the Open University in Milton Keynes, UK. Nor is the transition problem the only one the Milankovitch theory faces. Ehrlich and other critics claim that the temperature variations caused by Milankovitch cycles are simply not big enough to drive ice ages. However, Edwards believes the small changes in solar heating produced by Milankovitch cycles are then amplified by feedback mechanisms on Earth. For example, if sea ice begins to form because of a slight cooling, carbon dioxide that would otherwise have found its way into the atmosphere as part of the carbon cycle is locked into the ice. That weakens the greenhouse effect and Earth grows even colder. According to Edwards, there is no lack of such mechanisms. "If you add their effects together, there is more than enough feedback to make Milankovitch work, " he says. "The problem now is identifying which mechanisms are at work. " This is why scientists like Edwards are not yet ready to give up on the current theory. "Milankovitch cycles give us ice ages roughly when we observe them to happen. We can calculate where we are in the cycle and compare it with observation, " he says. "I can't see any way of testing Ehrlich's idea to see where we are in the temperature oscillation. " Ehrlich concedes this. "If there is a way to test this theory on the sun, I can't think of one that is practical, " he says. That's because variation over 41,000 to 100,000 years is too gradual to be observed. However, there may be a way to test it in other stars: red dwarfs. Their cores are much smaller than that of the sun, and so Ehrlich believes that the oscillation periods could be short enough to be observed. He has yet to calculate the precise period or the extent of variation in brightness to be expected. Nigel Weiss, a solar physicist at the University of Cambridge, is far from convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich counters that Weiss's opinion is based on the standard solar model, which fails to take into account the magnetic instabilities that cause the temperature fluctuations. | The sole problem that the Milankovitch theory can not solve is to explain why the ice age frequency should shift from one to another. | contradiction |
id_5639 | Sun's fickle heart may leave us cold There's a dimmer switch inside the sun that causes its brightness to rise and fall on timescales of around 100,000 years - exactly the same period as between ice ages on Earth. So says a physicist who has created a computer model of our star's core. Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled the effect of temperature fluctuations in the sun's interior. According to the standard view, the temperature of the sun's core is held constant by the opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that slight variations should be possible. He took as his starting point the work of Attila Grandpierre of the Konkoly Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a collaborator, Gabor agoston, calculated that magnetic fields in the sun's core could produce small instabilities in the solar plasma. These instabilities would induce localised oscillations in temperature. Ehrlich's model shows that whilst most of these oscillations cancel each other out, some reinforce one another and become long-lived temperature variations. The favoured frequencies allow the sun's core temperature to oscillate around its average temperature of 13.6 million kelvin in cycles lasting either 100,000 or 41,000 years. Ehrlich says that random interactions within the sun's magnetic field could flip the fluctuations from one cycle length to the other. These two timescales are instantly recognisable to anyone familiar with Earth's ice ages: for the past million years, ice ages have occurred roughly every 100,000 years. Before that, they occurred roughly every 41,000 years. Most scientists believe that the ice ages are the result of subtle changes in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the way Earth's orbit gradually changes shape from a circle to a slight ellipse and back again roughly every 100,000 years. The theory says this alters the amount of solar radiation that Earth receives, triggering the ice ages. However, a persistent problem with this theory has been its inability to explain why the ice ages changed frequency a million years ago. "In Milankovitch, there is certainly no good idea why the frequency should change from one to another, " says Neil Edwards, a climatologist at the Open University in Milton Keynes, UK. Nor is the transition problem the only one the Milankovitch theory faces. Ehrlich and other critics claim that the temperature variations caused by Milankovitch cycles are simply not big enough to drive ice ages. However, Edwards believes the small changes in solar heating produced by Milankovitch cycles are then amplified by feedback mechanisms on Earth. For example, if sea ice begins to form because of a slight cooling, carbon dioxide that would otherwise have found its way into the atmosphere as part of the carbon cycle is locked into the ice. That weakens the greenhouse effect and Earth grows even colder. According to Edwards, there is no lack of such mechanisms. "If you add their effects together, there is more than enough feedback to make Milankovitch work, " he says. "The problem now is identifying which mechanisms are at work. " This is why scientists like Edwards are not yet ready to give up on the current theory. "Milankovitch cycles give us ice ages roughly when we observe them to happen. We can calculate where we are in the cycle and compare it with observation, " he says. "I can't see any way of testing Ehrlich's idea to see where we are in the temperature oscillation. " Ehrlich concedes this. "If there is a way to test this theory on the sun, I can't think of one that is practical, " he says. That's because variation over 41,000 to 100,000 years is too gradual to be observed. However, there may be a way to test it in other stars: red dwarfs. Their cores are much smaller than that of the sun, and so Ehrlich believes that the oscillation periods could be short enough to be observed. He has yet to calculate the precise period or the extent of variation in brightness to be expected. Nigel Weiss, a solar physicist at the University of Cambridge, is far from convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich counters that Weiss's opinion is based on the standard solar model, which fails to take into account the magnetic instabilities that cause the temperature fluctuations. | The ice ages changed frequency from 100,000 to 41,000 years a million years ago. | contradiction |
id_5640 | Sun's fickle heart may leave us cold There's a dimmer switch inside the sun that causes its brightness to rise and fall on timescales of around 100,000 years - exactly the same period as between ice ages on Earth. So says a physicist who has created a computer model of our star's core. Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled the effect of temperature fluctuations in the sun's interior. According to the standard view, the temperature of the sun's core is held constant by the opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that slight variations should be possible. He took as his starting point the work of Attila Grandpierre of the Konkoly Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a collaborator, Gabor agoston, calculated that magnetic fields in the sun's core could produce small instabilities in the solar plasma. These instabilities would induce localised oscillations in temperature. Ehrlich's model shows that whilst most of these oscillations cancel each other out, some reinforce one another and become long-lived temperature variations. The favoured frequencies allow the sun's core temperature to oscillate around its average temperature of 13.6 million kelvin in cycles lasting either 100,000 or 41,000 years. Ehrlich says that random interactions within the sun's magnetic field could flip the fluctuations from one cycle length to the other. These two timescales are instantly recognisable to anyone familiar with Earth's ice ages: for the past million years, ice ages have occurred roughly every 100,000 years. Before that, they occurred roughly every 41,000 years. Most scientists believe that the ice ages are the result of subtle changes in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the way Earth's orbit gradually changes shape from a circle to a slight ellipse and back again roughly every 100,000 years. The theory says this alters the amount of solar radiation that Earth receives, triggering the ice ages. However, a persistent problem with this theory has been its inability to explain why the ice ages changed frequency a million years ago. "In Milankovitch, there is certainly no good idea why the frequency should change from one to another, " says Neil Edwards, a climatologist at the Open University in Milton Keynes, UK. Nor is the transition problem the only one the Milankovitch theory faces. Ehrlich and other critics claim that the temperature variations caused by Milankovitch cycles are simply not big enough to drive ice ages. However, Edwards believes the small changes in solar heating produced by Milankovitch cycles are then amplified by feedback mechanisms on Earth. For example, if sea ice begins to form because of a slight cooling, carbon dioxide that would otherwise have found its way into the atmosphere as part of the carbon cycle is locked into the ice. That weakens the greenhouse effect and Earth grows even colder. According to Edwards, there is no lack of such mechanisms. "If you add their effects together, there is more than enough feedback to make Milankovitch work, " he says. "The problem now is identifying which mechanisms are at work. " This is why scientists like Edwards are not yet ready to give up on the current theory. "Milankovitch cycles give us ice ages roughly when we observe them to happen. We can calculate where we are in the cycle and compare it with observation, " he says. "I can't see any way of testing Ehrlich's idea to see where we are in the temperature oscillation. " Ehrlich concedes this. "If there is a way to test this theory on the sun, I can't think of one that is practical, " he says. That's because variation over 41,000 to 100,000 years is too gradual to be observed. However, there may be a way to test it in other stars: red dwarfs. Their cores are much smaller than that of the sun, and so Ehrlich believes that the oscillation periods could be short enough to be observed. He has yet to calculate the precise period or the extent of variation in brightness to be expected. Nigel Weiss, a solar physicist at the University of Cambridge, is far from convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich counters that Weiss's opinion is based on the standard solar model, which fails to take into account the magnetic instabilities that cause the temperature fluctuations. | Both Edwards and Ehrlich believe that there is no practical way to test when the solar temperature oscillation begins and when ends. | entailment |
id_5641 | Sun's fickle heart may leave us cold There's a dimmer switch inside the sun that causes its brightness to rise and fall on timescales of around 100,000 years - exactly the same period as between ice ages on Earth. So says a physicist who has created a computer model of our star's core. Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled the effect of temperature fluctuations in the sun's interior. According to the standard view, the temperature of the sun's core is held constant by the opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that slight variations should be possible. He took as his starting point the work of Attila Grandpierre of the Konkoly Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a collaborator, Gabor agoston, calculated that magnetic fields in the sun's core could produce small instabilities in the solar plasma. These instabilities would induce localised oscillations in temperature. Ehrlich's model shows that whilst most of these oscillations cancel each other out, some reinforce one another and become long-lived temperature variations. The favoured frequencies allow the sun's core temperature to oscillate around its average temperature of 13.6 million kelvin in cycles lasting either 100,000 or 41,000 years. Ehrlich says that random interactions within the sun's magnetic field could flip the fluctuations from one cycle length to the other. These two timescales are instantly recognisable to anyone familiar with Earth's ice ages: for the past million years, ice ages have occurred roughly every 100,000 years. Before that, they occurred roughly every 41,000 years. Most scientists believe that the ice ages are the result of subtle changes in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the way Earth's orbit gradually changes shape from a circle to a slight ellipse and back again roughly every 100,000 years. The theory says this alters the amount of solar radiation that Earth receives, triggering the ice ages. However, a persistent problem with this theory has been its inability to explain why the ice ages changed frequency a million years ago. "In Milankovitch, there is certainly no good idea why the frequency should change from one to another, " says Neil Edwards, a climatologist at the Open University in Milton Keynes, UK. Nor is the transition problem the only one the Milankovitch theory faces. Ehrlich and other critics claim that the temperature variations caused by Milankovitch cycles are simply not big enough to drive ice ages. However, Edwards believes the small changes in solar heating produced by Milankovitch cycles are then amplified by feedback mechanisms on Earth. For example, if sea ice begins to form because of a slight cooling, carbon dioxide that would otherwise have found its way into the atmosphere as part of the carbon cycle is locked into the ice. That weakens the greenhouse effect and Earth grows even colder. According to Edwards, there is no lack of such mechanisms. "If you add their effects together, there is more than enough feedback to make Milankovitch work, " he says. "The problem now is identifying which mechanisms are at work. " This is why scientists like Edwards are not yet ready to give up on the current theory. "Milankovitch cycles give us ice ages roughly when we observe them to happen. We can calculate where we are in the cycle and compare it with observation, " he says. "I can't see any way of testing Ehrlich's idea to see where we are in the temperature oscillation. " Ehrlich concedes this. "If there is a way to test this theory on the sun, I can't think of one that is practical, " he says. That's because variation over 41,000 to 100,000 years is too gradual to be observed. However, there may be a way to test it in other stars: red dwarfs. Their cores are much smaller than that of the sun, and so Ehrlich believes that the oscillation periods could be short enough to be observed. He has yet to calculate the precise period or the extent of variation in brightness to be expected. Nigel Weiss, a solar physicist at the University of Cambridge, is far from convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich counters that Weiss's opinion is based on the standard solar model, which fails to take into account the magnetic instabilities that cause the temperature fluctuations. | Carbon dioxide can be locked artificially into sea ice to eliminate the greenhouse effect. | neutral |
id_5642 | Sun's fickle heart may leave us cold There's a dimmer switch inside the sun that causes its brightness to rise and fall on timescales of around 100,000 years - exactly the same period as between ice ages on Earth. So says a physicist who has created a computer model of our star's core. Robert Ehrlich of George Mason University in Fairfax, Virginia, modelled the effect of temperature fluctuations in the sun's interior. According to the standard view, the temperature of the sun's core is held constant by the opposing pressures of gravity and nuclear fusion. However, Ehrlich believed that slight variations should be possible. He took as his starting point the work of Attila Grandpierre of the Konkoly Observatory of the Hungarian Academy of Sciences. In 2005, Grandpierre and a collaborator, Gabor agoston, calculated that magnetic fields in the sun's core could produce small instabilities in the solar plasma. These instabilities would induce localised oscillations in temperature. Ehrlich's model shows that whilst most of these oscillations cancel each other out, some reinforce one another and become long-lived temperature variations. The favoured frequencies allow the sun's core temperature to oscillate around its average temperature of 13.6 million kelvin in cycles lasting either 100,000 or 41,000 years. Ehrlich says that random interactions within the sun's magnetic field could flip the fluctuations from one cycle length to the other. These two timescales are instantly recognisable to anyone familiar with Earth's ice ages: for the past million years, ice ages have occurred roughly every 100,000 years. Before that, they occurred roughly every 41,000 years. Most scientists believe that the ice ages are the result of subtle changes in Earth's orbit, known as the Milankovitch cycles. One such cycle describes the way Earth's orbit gradually changes shape from a circle to a slight ellipse and back again roughly every 100,000 years. The theory says this alters the amount of solar radiation that Earth receives, triggering the ice ages. However, a persistent problem with this theory has been its inability to explain why the ice ages changed frequency a million years ago. "In Milankovitch, there is certainly no good idea why the frequency should change from one to another, " says Neil Edwards, a climatologist at the Open University in Milton Keynes, UK. Nor is the transition problem the only one the Milankovitch theory faces. Ehrlich and other critics claim that the temperature variations caused by Milankovitch cycles are simply not big enough to drive ice ages. However, Edwards believes the small changes in solar heating produced by Milankovitch cycles are then amplified by feedback mechanisms on Earth. For example, if sea ice begins to form because of a slight cooling, carbon dioxide that would otherwise have found its way into the atmosphere as part of the carbon cycle is locked into the ice. That weakens the greenhouse effect and Earth grows even colder. According to Edwards, there is no lack of such mechanisms. "If you add their effects together, there is more than enough feedback to make Milankovitch work, " he says. "The problem now is identifying which mechanisms are at work. " This is why scientists like Edwards are not yet ready to give up on the current theory. "Milankovitch cycles give us ice ages roughly when we observe them to happen. We can calculate where we are in the cycle and compare it with observation, " he says. "I can't see any way of testing Ehrlich's idea to see where we are in the temperature oscillation. " Ehrlich concedes this. "If there is a way to test this theory on the sun, I can't think of one that is practical, " he says. That's because variation over 41,000 to 100,000 years is too gradual to be observed. However, there may be a way to test it in other stars: red dwarfs. Their cores are much smaller than that of the sun, and so Ehrlich believes that the oscillation periods could be short enough to be observed. He has yet to calculate the precise period or the extent of variation in brightness to be expected. Nigel Weiss, a solar physicist at the University of Cambridge, is far from convinced. He describes Ehrlich's claims as "utterly implausible". Ehrlich counters that Weiss's opinion is based on the standard solar model, which fails to take into account the magnetic instabilities that cause the temperature fluctuations. | Some scientists are not ready to give up the Milankovitch theory though they haven't figured out which mechanisms amplify the changes in solar heating. | entailment |
id_5643 | Sunday Is a Fun Day for Modern Brits In a new study, Essex University sociologists have dissected the typical British Sunday, and found we get up later and do fewer chores than we did 40 years ago and we are far more likely to be out shopping or enjoying ourselves than cooking Sunday lunch. Academics at the universitys Institute of Social and Economic Research asked 10,000 people to keep a detailed diary of how they spent Sundays in 2001. Then they compared the results with 3,500 diaries written in 1961, a treasure trove of information that had been uncovered in two egg boxes and a tea chest in the basement of the BBC by ISERs director, Professor Jonathan Gershuny. The contrast between the two periods could not be more striking. Forty years ago, Sunday mornings were a flurry of activity as men and women especially women caught up on their weekly chores and cooked up a storm in the kitchen. Women rarely allowed themselves any leisure until the afternoon, after the dishes were cleaned. In 1961, more than a fifth of all men and women in Britain were sitting at a table by 2 p. m. , most likely tucking into a roast with all the trimmings. Then there would be another rush to the table between 5 p. m. and 6 p. m. for high tea. Since the arrival of brunch, the gastropub and the all-you-can-eat Sunday buffet at the local curry house, such institutions have become extinct. Today, we graze the entire day. You only have two free days a week. You dont want to have to waste one because there is nothing to do but watch TV. Sunday has leapfrogged Saturday in the fun stakes. On Saturdays, you are recovering from the week. Sundays are the last bastion of the weekend you want to get as much as you can out of the day before you have to go back to work. According to researchers, the ability to trail around B&Q has made the most dramatic difference to our Sundays. In 1961, adults spent an average of 20 minutes a day shopping; by 2001, it was 50 minutes. Shopping used to be a gender segregated activity that would take place during the week, while the husband was at work. Now its as much men as women, said Gershuny. Were all more likely to be relaxing or shopping on a Sunday morning these days than scrubbing the floor or putting up shelves. Men now stay in bed longer, and get up not, as previously, to work around the house, but rather to shop or to pursue other outside leisure activities. Men do about the same amount of unpaid work around the house as they used to on a Sunday, but its spread throughout the whole day, instead of crammed into the morning. Women do considerably less than 40 years ago. Indeed, men and women were pretty much different species in 1961, as far as the way they spent Sundays was concerned, with men far more likely to be out of the house at the pub or playing football before lunch. For women, leisure happened only in the afternoon. But by 2001, the shapes of mens and womens Sundays were much more similar, says the report. Sunday for me is all about holding on to the weekend and trying to stave off Monday. An ideal Sunday would involve getting up and having a nice lunch. Sometimes we cook, but more often I go out to get a roast or bangers and mash at a gastropub. If it is a nice day, there is nothing better than sitting outside in the beer garden, reading the Sunday papers one tabloid and one broadsheet with a Guinness, extra cold. Sunday is often a chance to visit other parts of London, as long as it is not too far. I use Sundays to go clothes shopping, or to the cinema. I often go to Camden market, as I love the international foods on offer and hunting for bargains and vintage clothes. Jonathan Bentley Atchison (25, Clapham, London, works in communications) I am usually at home making the Sunday lunch. Some friends go out to eat, but my husband Mark loves a roast, so we dont. After that, I do the washing, like every day, and then I take my daughter Grace to netball and watch her play. Mark potters around last Sunday, he tidied the garage. He works six days a week, so on Sunday he stays at home. I dont like shopping on a Sunday because every man and his dog is out. I dont work, so I can do it in the week. I tend to watch television and chill out. When summer comes, we go to barbecues at family or friends houses. When I was growing up, my dad would do the gardening and paint the fences while my mum would do housework. Hazel Hallows (42, Manchester, housewife, married with three children) When we were at home, I would get out in the garden, and my late wife Rose would cook the Sunday lunch and do the housework. I was an engineer, and Rose worked full-time as a supermarket manageress. In 1961, we had just moved to Bristol, and I spent Sunday maintaining the new house. The washing and ironing had to be done it was a working-together atmosphere. We would sometimes go and spend the day with Roses sister or other relatives. In 1961, it was the first time I had a new car, so we spent time in the countryside or garden centres. Now, I get up on Sundays and spend a couple of hours reading the newspapers. Bryan Jones (79, pensioner, Frampton Cotterell, near Bristol) | Mrs. Hallows husband does no household chores on Sundays. | contradiction |
id_5644 | Sunday Is a Fun Day for Modern Brits In a new study, Essex University sociologists have dissected the typical British Sunday, and found we get up later and do fewer chores than we did 40 years ago and we are far more likely to be out shopping or enjoying ourselves than cooking Sunday lunch. Academics at the universitys Institute of Social and Economic Research asked 10,000 people to keep a detailed diary of how they spent Sundays in 2001. Then they compared the results with 3,500 diaries written in 1961, a treasure trove of information that had been uncovered in two egg boxes and a tea chest in the basement of the BBC by ISERs director, Professor Jonathan Gershuny. The contrast between the two periods could not be more striking. Forty years ago, Sunday mornings were a flurry of activity as men and women especially women caught up on their weekly chores and cooked up a storm in the kitchen. Women rarely allowed themselves any leisure until the afternoon, after the dishes were cleaned. In 1961, more than a fifth of all men and women in Britain were sitting at a table by 2 p. m. , most likely tucking into a roast with all the trimmings. Then there would be another rush to the table between 5 p. m. and 6 p. m. for high tea. Since the arrival of brunch, the gastropub and the all-you-can-eat Sunday buffet at the local curry house, such institutions have become extinct. Today, we graze the entire day. You only have two free days a week. You dont want to have to waste one because there is nothing to do but watch TV. Sunday has leapfrogged Saturday in the fun stakes. On Saturdays, you are recovering from the week. Sundays are the last bastion of the weekend you want to get as much as you can out of the day before you have to go back to work. According to researchers, the ability to trail around B&Q has made the most dramatic difference to our Sundays. In 1961, adults spent an average of 20 minutes a day shopping; by 2001, it was 50 minutes. Shopping used to be a gender segregated activity that would take place during the week, while the husband was at work. Now its as much men as women, said Gershuny. Were all more likely to be relaxing or shopping on a Sunday morning these days than scrubbing the floor or putting up shelves. Men now stay in bed longer, and get up not, as previously, to work around the house, but rather to shop or to pursue other outside leisure activities. Men do about the same amount of unpaid work around the house as they used to on a Sunday, but its spread throughout the whole day, instead of crammed into the morning. Women do considerably less than 40 years ago. Indeed, men and women were pretty much different species in 1961, as far as the way they spent Sundays was concerned, with men far more likely to be out of the house at the pub or playing football before lunch. For women, leisure happened only in the afternoon. But by 2001, the shapes of mens and womens Sundays were much more similar, says the report. Sunday for me is all about holding on to the weekend and trying to stave off Monday. An ideal Sunday would involve getting up and having a nice lunch. Sometimes we cook, but more often I go out to get a roast or bangers and mash at a gastropub. If it is a nice day, there is nothing better than sitting outside in the beer garden, reading the Sunday papers one tabloid and one broadsheet with a Guinness, extra cold. Sunday is often a chance to visit other parts of London, as long as it is not too far. I use Sundays to go clothes shopping, or to the cinema. I often go to Camden market, as I love the international foods on offer and hunting for bargains and vintage clothes. Jonathan Bentley Atchison (25, Clapham, London, works in communications) I am usually at home making the Sunday lunch. Some friends go out to eat, but my husband Mark loves a roast, so we dont. After that, I do the washing, like every day, and then I take my daughter Grace to netball and watch her play. Mark potters around last Sunday, he tidied the garage. He works six days a week, so on Sunday he stays at home. I dont like shopping on a Sunday because every man and his dog is out. I dont work, so I can do it in the week. I tend to watch television and chill out. When summer comes, we go to barbecues at family or friends houses. When I was growing up, my dad would do the gardening and paint the fences while my mum would do housework. Hazel Hallows (42, Manchester, housewife, married with three children) When we were at home, I would get out in the garden, and my late wife Rose would cook the Sunday lunch and do the housework. I was an engineer, and Rose worked full-time as a supermarket manageress. In 1961, we had just moved to Bristol, and I spent Sunday maintaining the new house. The washing and ironing had to be done it was a working-together atmosphere. We would sometimes go and spend the day with Roses sister or other relatives. In 1961, it was the first time I had a new car, so we spent time in the countryside or garden centres. Now, I get up on Sundays and spend a couple of hours reading the newspapers. Bryan Jones (79, pensioner, Frampton Cotterell, near Bristol) | Mr. Jones is a widower. | entailment |
id_5645 | Sunday Is a Fun Day for Modern Brits In a new study, Essex University sociologists have dissected the typical British Sunday, and found we get up later and do fewer chores than we did 40 years ago and we are far more likely to be out shopping or enjoying ourselves than cooking Sunday lunch. Academics at the universitys Institute of Social and Economic Research asked 10,000 people to keep a detailed diary of how they spent Sundays in 2001. Then they compared the results with 3,500 diaries written in 1961, a treasure trove of information that had been uncovered in two egg boxes and a tea chest in the basement of the BBC by ISERs director, Professor Jonathan Gershuny. The contrast between the two periods could not be more striking. Forty years ago, Sunday mornings were a flurry of activity as men and women especially women caught up on their weekly chores and cooked up a storm in the kitchen. Women rarely allowed themselves any leisure until the afternoon, after the dishes were cleaned. In 1961, more than a fifth of all men and women in Britain were sitting at a table by 2 p. m. , most likely tucking into a roast with all the trimmings. Then there would be another rush to the table between 5 p. m. and 6 p. m. for high tea. Since the arrival of brunch, the gastropub and the all-you-can-eat Sunday buffet at the local curry house, such institutions have become extinct. Today, we graze the entire day. You only have two free days a week. You dont want to have to waste one because there is nothing to do but watch TV. Sunday has leapfrogged Saturday in the fun stakes. On Saturdays, you are recovering from the week. Sundays are the last bastion of the weekend you want to get as much as you can out of the day before you have to go back to work. According to researchers, the ability to trail around B&Q has made the most dramatic difference to our Sundays. In 1961, adults spent an average of 20 minutes a day shopping; by 2001, it was 50 minutes. Shopping used to be a gender segregated activity that would take place during the week, while the husband was at work. Now its as much men as women, said Gershuny. Were all more likely to be relaxing or shopping on a Sunday morning these days than scrubbing the floor or putting up shelves. Men now stay in bed longer, and get up not, as previously, to work around the house, but rather to shop or to pursue other outside leisure activities. Men do about the same amount of unpaid work around the house as they used to on a Sunday, but its spread throughout the whole day, instead of crammed into the morning. Women do considerably less than 40 years ago. Indeed, men and women were pretty much different species in 1961, as far as the way they spent Sundays was concerned, with men far more likely to be out of the house at the pub or playing football before lunch. For women, leisure happened only in the afternoon. But by 2001, the shapes of mens and womens Sundays were much more similar, says the report. Sunday for me is all about holding on to the weekend and trying to stave off Monday. An ideal Sunday would involve getting up and having a nice lunch. Sometimes we cook, but more often I go out to get a roast or bangers and mash at a gastropub. If it is a nice day, there is nothing better than sitting outside in the beer garden, reading the Sunday papers one tabloid and one broadsheet with a Guinness, extra cold. Sunday is often a chance to visit other parts of London, as long as it is not too far. I use Sundays to go clothes shopping, or to the cinema. I often go to Camden market, as I love the international foods on offer and hunting for bargains and vintage clothes. Jonathan Bentley Atchison (25, Clapham, London, works in communications) I am usually at home making the Sunday lunch. Some friends go out to eat, but my husband Mark loves a roast, so we dont. After that, I do the washing, like every day, and then I take my daughter Grace to netball and watch her play. Mark potters around last Sunday, he tidied the garage. He works six days a week, so on Sunday he stays at home. I dont like shopping on a Sunday because every man and his dog is out. I dont work, so I can do it in the week. I tend to watch television and chill out. When summer comes, we go to barbecues at family or friends houses. When I was growing up, my dad would do the gardening and paint the fences while my mum would do housework. Hazel Hallows (42, Manchester, housewife, married with three children) When we were at home, I would get out in the garden, and my late wife Rose would cook the Sunday lunch and do the housework. I was an engineer, and Rose worked full-time as a supermarket manageress. In 1961, we had just moved to Bristol, and I spent Sunday maintaining the new house. The washing and ironing had to be done it was a working-together atmosphere. We would sometimes go and spend the day with Roses sister or other relatives. In 1961, it was the first time I had a new car, so we spent time in the countryside or garden centres. Now, I get up on Sundays and spend a couple of hours reading the newspapers. Bryan Jones (79, pensioner, Frampton Cotterell, near Bristol) | Mr. Jones does household chores on Sundays. | neutral |
id_5646 | Sunday Is a Fun Day for Modern Brits In a new study, Essex University sociologists have dissected the typical British Sunday, and found we get up later and do fewer chores than we did 40 years ago and we are far more likely to be out shopping or enjoying ourselves than cooking Sunday lunch. Academics at the universitys Institute of Social and Economic Research asked 10,000 people to keep a detailed diary of how they spent Sundays in 2001. Then they compared the results with 3,500 diaries written in 1961, a treasure trove of information that had been uncovered in two egg boxes and a tea chest in the basement of the BBC by ISERs director, Professor Jonathan Gershuny. The contrast between the two periods could not be more striking. Forty years ago, Sunday mornings were a flurry of activity as men and women especially women caught up on their weekly chores and cooked up a storm in the kitchen. Women rarely allowed themselves any leisure until the afternoon, after the dishes were cleaned. In 1961, more than a fifth of all men and women in Britain were sitting at a table by 2 p. m. , most likely tucking into a roast with all the trimmings. Then there would be another rush to the table between 5 p. m. and 6 p. m. for high tea. Since the arrival of brunch, the gastropub and the all-you-can-eat Sunday buffet at the local curry house, such institutions have become extinct. Today, we graze the entire day. You only have two free days a week. You dont want to have to waste one because there is nothing to do but watch TV. Sunday has leapfrogged Saturday in the fun stakes. On Saturdays, you are recovering from the week. Sundays are the last bastion of the weekend you want to get as much as you can out of the day before you have to go back to work. According to researchers, the ability to trail around B&Q has made the most dramatic difference to our Sundays. In 1961, adults spent an average of 20 minutes a day shopping; by 2001, it was 50 minutes. Shopping used to be a gender segregated activity that would take place during the week, while the husband was at work. Now its as much men as women, said Gershuny. Were all more likely to be relaxing or shopping on a Sunday morning these days than scrubbing the floor or putting up shelves. Men now stay in bed longer, and get up not, as previously, to work around the house, but rather to shop or to pursue other outside leisure activities. Men do about the same amount of unpaid work around the house as they used to on a Sunday, but its spread throughout the whole day, instead of crammed into the morning. Women do considerably less than 40 years ago. Indeed, men and women were pretty much different species in 1961, as far as the way they spent Sundays was concerned, with men far more likely to be out of the house at the pub or playing football before lunch. For women, leisure happened only in the afternoon. But by 2001, the shapes of mens and womens Sundays were much more similar, says the report. Sunday for me is all about holding on to the weekend and trying to stave off Monday. An ideal Sunday would involve getting up and having a nice lunch. Sometimes we cook, but more often I go out to get a roast or bangers and mash at a gastropub. If it is a nice day, there is nothing better than sitting outside in the beer garden, reading the Sunday papers one tabloid and one broadsheet with a Guinness, extra cold. Sunday is often a chance to visit other parts of London, as long as it is not too far. I use Sundays to go clothes shopping, or to the cinema. I often go to Camden market, as I love the international foods on offer and hunting for bargains and vintage clothes. Jonathan Bentley Atchison (25, Clapham, London, works in communications) I am usually at home making the Sunday lunch. Some friends go out to eat, but my husband Mark loves a roast, so we dont. After that, I do the washing, like every day, and then I take my daughter Grace to netball and watch her play. Mark potters around last Sunday, he tidied the garage. He works six days a week, so on Sunday he stays at home. I dont like shopping on a Sunday because every man and his dog is out. I dont work, so I can do it in the week. I tend to watch television and chill out. When summer comes, we go to barbecues at family or friends houses. When I was growing up, my dad would do the gardening and paint the fences while my mum would do housework. Hazel Hallows (42, Manchester, housewife, married with three children) When we were at home, I would get out in the garden, and my late wife Rose would cook the Sunday lunch and do the housework. I was an engineer, and Rose worked full-time as a supermarket manageress. In 1961, we had just moved to Bristol, and I spent Sunday maintaining the new house. The washing and ironing had to be done it was a working-together atmosphere. We would sometimes go and spend the day with Roses sister or other relatives. In 1961, it was the first time I had a new car, so we spent time in the countryside or garden centres. Now, I get up on Sundays and spend a couple of hours reading the newspapers. Bryan Jones (79, pensioner, Frampton Cotterell, near Bristol) | Mrs. Hallows thinks the shops are too busy on Sundays. | entailment |
id_5647 | Sunday Is a Fun Day for Modern Brits In a new study, Essex University sociologists have dissected the typical British Sunday, and found we get up later and do fewer chores than we did 40 years ago and we are far more likely to be out shopping or enjoying ourselves than cooking Sunday lunch. Academics at the universitys Institute of Social and Economic Research asked 10,000 people to keep a detailed diary of how they spent Sundays in 2001. Then they compared the results with 3,500 diaries written in 1961, a treasure trove of information that had been uncovered in two egg boxes and a tea chest in the basement of the BBC by ISERs director, Professor Jonathan Gershuny. The contrast between the two periods could not be more striking. Forty years ago, Sunday mornings were a flurry of activity as men and women especially women caught up on their weekly chores and cooked up a storm in the kitchen. Women rarely allowed themselves any leisure until the afternoon, after the dishes were cleaned. In 1961, more than a fifth of all men and women in Britain were sitting at a table by 2 p. m. , most likely tucking into a roast with all the trimmings. Then there would be another rush to the table between 5 p. m. and 6 p. m. for high tea. Since the arrival of brunch, the gastropub and the all-you-can-eat Sunday buffet at the local curry house, such institutions have become extinct. Today, we graze the entire day. You only have two free days a week. You dont want to have to waste one because there is nothing to do but watch TV. Sunday has leapfrogged Saturday in the fun stakes. On Saturdays, you are recovering from the week. Sundays are the last bastion of the weekend you want to get as much as you can out of the day before you have to go back to work. According to researchers, the ability to trail around B&Q has made the most dramatic difference to our Sundays. In 1961, adults spent an average of 20 minutes a day shopping; by 2001, it was 50 minutes. Shopping used to be a gender segregated activity that would take place during the week, while the husband was at work. Now its as much men as women, said Gershuny. Were all more likely to be relaxing or shopping on a Sunday morning these days than scrubbing the floor or putting up shelves. Men now stay in bed longer, and get up not, as previously, to work around the house, but rather to shop or to pursue other outside leisure activities. Men do about the same amount of unpaid work around the house as they used to on a Sunday, but its spread throughout the whole day, instead of crammed into the morning. Women do considerably less than 40 years ago. Indeed, men and women were pretty much different species in 1961, as far as the way they spent Sundays was concerned, with men far more likely to be out of the house at the pub or playing football before lunch. For women, leisure happened only in the afternoon. But by 2001, the shapes of mens and womens Sundays were much more similar, says the report. Sunday for me is all about holding on to the weekend and trying to stave off Monday. An ideal Sunday would involve getting up and having a nice lunch. Sometimes we cook, but more often I go out to get a roast or bangers and mash at a gastropub. If it is a nice day, there is nothing better than sitting outside in the beer garden, reading the Sunday papers one tabloid and one broadsheet with a Guinness, extra cold. Sunday is often a chance to visit other parts of London, as long as it is not too far. I use Sundays to go clothes shopping, or to the cinema. I often go to Camden market, as I love the international foods on offer and hunting for bargains and vintage clothes. Jonathan Bentley Atchison (25, Clapham, London, works in communications) I am usually at home making the Sunday lunch. Some friends go out to eat, but my husband Mark loves a roast, so we dont. After that, I do the washing, like every day, and then I take my daughter Grace to netball and watch her play. Mark potters around last Sunday, he tidied the garage. He works six days a week, so on Sunday he stays at home. I dont like shopping on a Sunday because every man and his dog is out. I dont work, so I can do it in the week. I tend to watch television and chill out. When summer comes, we go to barbecues at family or friends houses. When I was growing up, my dad would do the gardening and paint the fences while my mum would do housework. Hazel Hallows (42, Manchester, housewife, married with three children) When we were at home, I would get out in the garden, and my late wife Rose would cook the Sunday lunch and do the housework. I was an engineer, and Rose worked full-time as a supermarket manageress. In 1961, we had just moved to Bristol, and I spent Sunday maintaining the new house. The washing and ironing had to be done it was a working-together atmosphere. We would sometimes go and spend the day with Roses sister or other relatives. In 1961, it was the first time I had a new car, so we spent time in the countryside or garden centres. Now, I get up on Sundays and spend a couple of hours reading the newspapers. Bryan Jones (79, pensioner, Frampton Cotterell, near Bristol) | Mr. Atchison usually eats out. | entailment |
id_5648 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends on who you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by the American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial, and obfuscation by government, industry, and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out someday, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell-shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. Dr. Hubberts analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr. Campbell used to argue that the peak should have come already; he now thinks it is just around the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubberts Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr. Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet the demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobils top managers, goes further: with an assurance characteristic of the worlds largest energy company, he insists that the world will be awash in oil for another 70 years. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. Americas Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $ 100. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr. Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industrys jargon: that figure, he insists, is actually a dynamic one, as improvements in infrastructure, knowledge, and technology raise the amount of oil which is recoverable. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr. Deffeyes captures this end-of-technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. Given the industrys astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalizations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr. Hubberts assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. Such miracles will not come cheap, however, since much of the worlds oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the worlds ever-rising demand for oil, the agency reckons they must invest $ 1 trillion in non-OPEC countries over the next decade alone. Thats quite a figure. | Oil is likely to last longer than some other energy sources. | neutral |
id_5649 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends on who you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by the American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial, and obfuscation by government, industry, and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out someday, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell-shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. Dr. Hubberts analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr. Campbell used to argue that the peak should have come already; he now thinks it is just around the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubberts Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr. Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet the demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobils top managers, goes further: with an assurance characteristic of the worlds largest energy company, he insists that the world will be awash in oil for another 70 years. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. Americas Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $ 100. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr. Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industrys jargon: that figure, he insists, is actually a dynamic one, as improvements in infrastructure, knowledge, and technology raise the amount of oil which is recoverable. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr. Deffeyes captures this end-of-technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. Given the industrys astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalizations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr. Hubberts assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. Such miracles will not come cheap, however, since much of the worlds oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the worlds ever-rising demand for oil, the agency reckons they must invest $ 1 trillion in non-OPEC countries over the next decade alone. Thats quite a figure. | Hubbert has a high-profile reputation amongst ODAC members. | entailment |
id_5650 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends on who you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by the American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial, and obfuscation by government, industry, and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out someday, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell-shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. Dr. Hubberts analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr. Campbell used to argue that the peak should have come already; he now thinks it is just around the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubberts Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr. Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet the demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobils top managers, goes further: with an assurance characteristic of the worlds largest energy company, he insists that the world will be awash in oil for another 70 years. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. Americas Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $ 100. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr. Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industrys jargon: that figure, he insists, is actually a dynamic one, as improvements in infrastructure, knowledge, and technology raise the amount of oil which is recoverable. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr. Deffeyes captures this end-of-technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. Given the industrys astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalizations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr. Hubberts assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. Such miracles will not come cheap, however, since much of the worlds oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the worlds ever-rising demand for oil, the agency reckons they must invest $ 1 trillion in non-OPEC countries over the next decade alone. Thats quite a figure. | The majority of geologists believe that oil will start to run out sometime this decade. | contradiction |
id_5651 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends on who you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by the American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial, and obfuscation by government, industry, and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out someday, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell-shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. Dr. Hubberts analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr. Campbell used to argue that the peak should have come already; he now thinks it is just around the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubberts Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr. Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet the demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobils top managers, goes further: with an assurance characteristic of the worlds largest energy company, he insists that the world will be awash in oil for another 70 years. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. Americas Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $ 100. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr. Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industrys jargon: that figure, he insists, is actually a dynamic one, as improvements in infrastructure, knowledge, and technology raise the amount of oil which is recoverable. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr. Deffeyes captures this end-of-technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. Given the industrys astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalizations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr. Hubberts assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. Such miracles will not come cheap, however, since much of the worlds oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the worlds ever-rising demand for oil, the agency reckons they must invest $ 1 trillion in non-OPEC countries over the next decade alone. Thats quite a figure. | Over 50 percent of the oil we know about is currently being recovered. | contradiction |
id_5652 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends on who you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by the American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial, and obfuscation by government, industry, and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out someday, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell-shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. Dr. Hubberts analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr. Campbell used to argue that the peak should have come already; he now thinks it is just around the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubberts Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr. Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet the demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobils top managers, goes further: with an assurance characteristic of the worlds largest energy company, he insists that the world will be awash in oil for another 70 years. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. Americas Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $ 100. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr. Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industrys jargon: that figure, he insists, is actually a dynamic one, as improvements in infrastructure, knowledge, and technology raise the amount of oil which is recoverable. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr. Deffeyes captures this end-of-technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. Given the industrys astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalizations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr. Hubberts assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. Such miracles will not come cheap, however, since much of the worlds oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the worlds ever-rising demand for oil, the agency reckons they must invest $ 1 trillion in non-OPEC countries over the next decade alone. Thats quite a figure. | History has shown that some of Hubberts principles were mistaken. | entailment |
id_5653 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends whom you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial and obfuscation by government, industry and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out some day, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. C. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell- shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. D. Dr Hubbert's analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. E. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr Campbell used to argue that the peak should have come already; he now thinks it is just round the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubbert's Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobil's top managers, goes further: with an assurance characteristic of the world's largest energy company, he insists that the world will be awash in oil for another 70 years. G. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. America's Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $100. H. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industry's jargon: that figure, he insists, isactually a dynamic one, as improvements in infrastructure, knowledge and technology raise the amount of oil which is recoverable. I. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr Deffeyes captures this end-of- technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. J. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. K. Given the industry's astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalisations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr Hubbert's assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. L. Such miracles will not come cheap, however, since much of the world's oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the world's ever- rising demand for oil, the agency reckons they must invest $1 trillion in non- OPEC countries over the next decade alone. That's quite a figure. | Over 50 percent of the oil we know about is currently being recovered. | contradiction |
id_5654 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends whom you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial and obfuscation by government, industry and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out some day, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. C. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell- shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. D. Dr Hubbert's analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. E. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr Campbell used to argue that the peak should have come already; he now thinks it is just round the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubbert's Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobil's top managers, goes further: with an assurance characteristic of the world's largest energy company, he insists that the world will be awash in oil for another 70 years. G. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. America's Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $100. H. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industry's jargon: that figure, he insists, isactually a dynamic one, as improvements in infrastructure, knowledge and technology raise the amount of oil which is recoverable. I. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr Deffeyes captures this end-of- technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. J. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. K. Given the industry's astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalisations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr Hubbert's assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. L. Such miracles will not come cheap, however, since much of the world's oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the world's ever- rising demand for oil, the agency reckons they must invest $1 trillion in non- OPEC countries over the next decade alone. That's quite a figure. | History has shown that some of Hubbet's principles were mistaken. | entailment |
id_5655 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends whom you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial and obfuscation by government, industry and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out some day, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. C. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell- shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. D. Dr Hubbert's analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. E. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr Campbell used to argue that the peak should have come already; he now thinks it is just round the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubbert's Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobil's top managers, goes further: with an assurance characteristic of the world's largest energy company, he insists that the world will be awash in oil for another 70 years. G. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. America's Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $100. H. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industry's jargon: that figure, he insists, isactually a dynamic one, as improvements in infrastructure, knowledge and technology raise the amount of oil which is recoverable. I. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr Deffeyes captures this end-of- technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. J. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. K. Given the industry's astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalisations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr Hubbert's assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. L. Such miracles will not come cheap, however, since much of the world's oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the world's ever- rising demand for oil, the agency reckons they must invest $1 trillion in non- OPEC countries over the next decade alone. That's quite a figure. | The majority of geologists believe that oil will start to run out some time this decade. | contradiction |
id_5656 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends whom you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial and obfuscation by government, industry and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out some day, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. C. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell- shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. D. Dr Hubbert's analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. E. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr Campbell used to argue that the peak should have come already; he now thinks it is just round the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubbert's Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobil's top managers, goes further: with an assurance characteristic of the world's largest energy company, he insists that the world will be awash in oil for another 70 years. G. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. America's Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $100. H. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industry's jargon: that figure, he insists, isactually a dynamic one, as improvements in infrastructure, knowledge and technology raise the amount of oil which is recoverable. I. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr Deffeyes captures this end-of- technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. J. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. K. Given the industry's astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalisations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr Hubbert's assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. L. Such miracles will not come cheap, however, since much of the world's oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the world's ever- rising demand for oil, the agency reckons they must invest $1 trillion in non- OPEC countries over the next decade alone. That's quite a figure. | Hubbert has a high-profile reputation amongst ODAC members. | entailment |
id_5657 | Sunset for the Oil Business The world is about to run out of oil. Or perhaps not. It depends whom you believe... Members of the Department Analysis Centre (ODAC) recently met in London and presented technical data that support their grim forecast that the world is perilously close to running out of oil. Leading lights of this moment, including the geologists Colin Campbell, rejected rival views presented by American geological survey and the international energy agency that contradicted their findings. Dr. Campbell even decried the amazing display of ignorance, denial and obfuscation by government, industry and academics on this topic. So is the oil really running out? The answer is easy: Yes. Nobody seriously disputes the notion that oil is, for all practical purposes, a non-renewable resource that will run out some day, be that years or decades away. The harder question is determining when precisely oil will begin to get scarce. And answering that question involves scaling Hubberts peak. C. M. King Hubbert, a Shell geologist of legendary status among depletion experts, forecast in 1956 that oil production in the United States would peak in the early 1970s and then slowly decline, in something resembling a bell- shaped curve. At the time, his forecast was controversial, and many rubbished it. After 1970, however, empirical evidence proved him correct: oil production in America did indeed peak and has been in decline ever since. D. Dr Hubbert's analysis drew on the observation that oil production in a new area typically rises quickly at first, as the easiest and cheapest reserves are tapped. Over time, reservoirs age and go into decline, and so lifting oil becomes more expensive. Oil from that area then becomes less competitive in relation to other fuels, or to oil from other areas. As a result, production slows down and usually tapers off and declines. That, he argued, made for a bell-shaped curve. E. His successful prediction has emboldened a new generation of geologists to apply his methodology on a global scale. Chief among them are the experts at ODAC, who worry that the global peak in production will come in the next decade. Dr Campbell used to argue that the peak should have come already; he now thinks it is just round the comer. A heavyweight has now joined this gloomy chorus. Kenneth Deffeyes of Princeton University argues in a lively new book (The View from Hubbert's Peak) that global oil production could peak as soon as 2004. That sharply contradicts mainstream thinking. Americas Geological Survey prepared an exhaustive study of oil depletion last year (in part to rebut Dr Campbells arguments) that put the peak of production some decades off. The IEA has just weighed in with its new World Energy Outlook, which foresees enough oil to comfortably meet demand to 2020 from remaining reserves. Rene Dahan, one of ExxonMobil's top managers, goes further: with an assurance characteristic of the world's largest energy company, he insists that the world will be awash in oil for another 70 years. G. Who is right? In making sense of these wildly opposing views, it is useful to look back at the pitiful history of oil forecasting. Doomsters have been predicting dry wells since the 1970s, but so far the oil is still gushing. Nearly all the predictions for 2000 made after the 1970s oil shocks were far too pessimistic. America's Department of Energy thought that oil would reach $150 a barrel (at 2000 prices); even Exxon predicted a price of $100. H. Michael Lynch of DRI-WEFA, an economic consultancy, is one of the few oil forecasters who has got things generally right. In a new paper, Dr Lynch analyses those historical forecasts. He finds evidence of both bias and recurring errors, which suggests that methodological mistakes (rather than just poor data) were the problem. In particular, he faults forecasters who used Hubbert-style analysis for relying on fixed estimates of how much ultimately recoverable oil there really is below ground, in the industry's jargon: that figure, he insists, isactually a dynamic one, as improvements in infrastructure, knowledge and technology raise the amount of oil which is recoverable. I. That points to what will probably determine whether the pessimists or the optimists are right: technological innovation. The first camp tends to be dismissive of claims of forthcoming technological revolutions in such areas as deep-water drilling and enhanced recovery. Dr Deffeyes captures this end-of- technology mindset well. He argues that because the industry has already spent billions on technology development, it makes it difficult to ask today for new technology, as most of the wheels have already been invented. J. Yet techno-optimists argue that the technological revolution in oil has only just begun. Average recovery rates (how much of the known oil in a reservoir can actually be brought to the surface) are still only around 30-35%. Industry optimists believe that new techniques on the drawing board today could lift that figure to 50-60% within a decade. K. Given the industry's astonishing track record of innovation, it may be foolish to bet against it. That is the result of adversity: the nationalisations of the 1970s forced Big Oil to develop reserves in expensive, inaccessible places such as the North Sea and Alaska, undermining Dr Hubbert's assumption that cheap reserves are developed first. The resulting upstream investments have driven down the cost of finding and developing wells over the last two decades from over $20 a barrel to around $6 a barrel. The cost of producing oil has fallen by half, to under $4 a barrel. L. Such miracles will not come cheap, however, since much of the world's oil is now produced in ageing fields that are rapidly declining. The IEA concludes that global oil production need not peak in the next two decades if the necessary investments are made. So how much is necessary? If oil companies are to replace the output lost at those ageing fields and meet the world's ever- rising demand for oil, the agency reckons they must invest $1 trillion in non- OPEC countries over the next decade alone. That's quite a figure. | Oil is likely to last longer than some other energy sources. | neutral |
id_5658 | Surface Fluids on Venus and Earth A fluid is a substance, such as a liquid or gas, in which the component particles (usually molecules) can move past one another. Fluids flow easily and conform to the shape of their containers. The geologic processes related to the movement of fluids on a planet's surface can completely resurface a planet many times. These processes derive their energy from the Sun and the gravitational forces of the planet itself. As these fluids interact with surface materials, they move particles about or react chemically with them to modify or produce materials. On a solid planet with a hydrosphere and an atmosphere, only a tiny fraction of the planetary mass flows as surface fluids. Yet the movements of these fluids can drastically alter a planet. Consider Venus and Earth, both terrestrial planets with atmospheres. Venus and Earth are commonly regarded as twin planets but not identical twins. They are about the same size, are composed of roughly the same mix of materials, and may have been comparably endowed at their beginning with carbon dioxide and water. However, the twins evolved differently largely because of differences in their distance from the Sun. With a significant amount of internal heat, Venus may continue to be geologically active with volcanoes, rifting, and folding. However, it lacks any sign of a hydrologic system (water circulation and distribution): there are no streams, lakes oceans or glaciers. Space probes suggest that Venus may have started with as much water as Earth, but it was unable to keep its water in liquid form. Because Venus receives more heat from the Sun, water released from the interior evaporated and rose to the upper atmosphere where the Sun's ultraviolet rays broke the molecules apart. Much of the freed hydrogen escaped into space, and Venus lost its water. Without water, Venus became less and less like Earth and kept an atmosphere filled with carbon dioxide. The carbon dioxide acts as a blanket, creating an intense greenhouse effect and driving surface temperatures high enough to melt lead and to prohibit the formation of carbonate minerals. Volcanoes continually vented more carbon dioxide into the atmosphere. On Earth, liquid water removes carbon dioxide from the atmosphere and combines it with calcium, from rock weathering, to form carbonate sedimentary rocks. Without liquid water to remove carbon from the atmosphere, the level of carbon dioxide in the atmosphere of Venus remains high. Like Venus, Earth is large enough to be geologically active and for its gravitational field to hold an atmosphere. Unlike Venus, it is just the right distance from the Sun so that temperature ranges allow water to exist as a liquid, a solid, and a gas. Water is thus extremely mobile and moves rapidly over the planet in a continuous hydrologic cycle. Heated by the Sun, the water moves in great cycles from the oceans to the atmosphere, over the landscape in river systems, and ultimately back to the oceans. As a result, Earth's surface has been continually changed and eroded into delicate systems of river valleys - a remarkable contrast to the surfaces of other planetary bodies where impact craters dominate. Few areas on Earth have been untouched by flowing water. As a result, river valleys are the dominant feature of its landscape. Similarly, wind action has scoured fine particles away from large areas, depositing them elsewhere as vast sand seas dominated by dunes or in sheets of loess (fine-grained soil deposits). These fluid movements are caused by gravity flow systems energized by heat from the Sun. Other geologic changes occur when the gases in the atmosphere or water react with rocks at the surface to form new chemical compounds with different properties. An important example of this process was the removal of most of Earth's carbon dioxide from its atmosphere to form carbonate rocks. However, if Earth were a little closer to the Sun, its oceans would evaporate; if it were farther from the Sun, the oceans would freeze solid. Because liquid water was present, self-replicating molecules of carbon, hydrogen, and oxygen developed life early in Earth's history and have radically modified its surface, blanketing huge parts of the continents with greenery. Life thrives on this planet, and it helped create the planet's oxygen- and nitrogen-rich atmosphere and moderate temperatures. | Their movement can reshape the surface of certain kinds of planets. | entailment |
id_5659 | Surface Fluids on Venus and Earth A fluid is a substance, such as a liquid or gas, in which the component particles (usually molecules) can move past one another. Fluids flow easily and conform to the shape of their containers. The geologic processes related to the movement of fluids on a planet's surface can completely resurface a planet many times. These processes derive their energy from the Sun and the gravitational forces of the planet itself. As these fluids interact with surface materials, they move particles about or react chemically with them to modify or produce materials. On a solid planet with a hydrosphere and an atmosphere, only a tiny fraction of the planetary mass flows as surface fluids. Yet the movements of these fluids can drastically alter a planet. Consider Venus and Earth, both terrestrial planets with atmospheres. Venus and Earth are commonly regarded as twin planets but not identical twins. They are about the same size, are composed of roughly the same mix of materials, and may have been comparably endowed at their beginning with carbon dioxide and water. However, the twins evolved differently largely because of differences in their distance from the Sun. With a significant amount of internal heat, Venus may continue to be geologically active with volcanoes, rifting, and folding. However, it lacks any sign of a hydrologic system (water circulation and distribution): there are no streams, lakes oceans or glaciers. Space probes suggest that Venus may have started with as much water as Earth, but it was unable to keep its water in liquid form. Because Venus receives more heat from the Sun, water released from the interior evaporated and rose to the upper atmosphere where the Sun's ultraviolet rays broke the molecules apart. Much of the freed hydrogen escaped into space, and Venus lost its water. Without water, Venus became less and less like Earth and kept an atmosphere filled with carbon dioxide. The carbon dioxide acts as a blanket, creating an intense greenhouse effect and driving surface temperatures high enough to melt lead and to prohibit the formation of carbonate minerals. Volcanoes continually vented more carbon dioxide into the atmosphere. On Earth, liquid water removes carbon dioxide from the atmosphere and combines it with calcium, from rock weathering, to form carbonate sedimentary rocks. Without liquid water to remove carbon from the atmosphere, the level of carbon dioxide in the atmosphere of Venus remains high. Like Venus, Earth is large enough to be geologically active and for its gravitational field to hold an atmosphere. Unlike Venus, it is just the right distance from the Sun so that temperature ranges allow water to exist as a liquid, a solid, and a gas. Water is thus extremely mobile and moves rapidly over the planet in a continuous hydrologic cycle. Heated by the Sun, the water moves in great cycles from the oceans to the atmosphere, over the landscape in river systems, and ultimately back to the oceans. As a result, Earth's surface has been continually changed and eroded into delicate systems of river valleys - a remarkable contrast to the surfaces of other planetary bodies where impact craters dominate. Few areas on Earth have been untouched by flowing water. As a result, river valleys are the dominant feature of its landscape. Similarly, wind action has scoured fine particles away from large areas, depositing them elsewhere as vast sand seas dominated by dunes or in sheets of loess (fine-grained soil deposits). These fluid movements are caused by gravity flow systems energized by heat from the Sun. Other geologic changes occur when the gases in the atmosphere or water react with rocks at the surface to form new chemical compounds with different properties. An important example of this process was the removal of most of Earth's carbon dioxide from its atmosphere to form carbonate rocks. However, if Earth were a little closer to the Sun, its oceans would evaporate; if it were farther from the Sun, the oceans would freeze solid. Because liquid water was present, self-replicating molecules of carbon, hydrogen, and oxygen developed life early in Earth's history and have radically modified its surface, blanketing huge parts of the continents with greenery. Life thrives on this planet, and it helped create the planet's oxygen- and nitrogen-rich atmosphere and moderate temperatures. | Most of their mass does not flow but remains in place. | contradiction |
id_5660 | Surface Fluids on Venus and Earth A fluid is a substance, such as a liquid or gas, in which the component particles (usually molecules) can move past one another. Fluids flow easily and conform to the shape of their containers. The geologic processes related to the movement of fluids on a planet's surface can completely resurface a planet many times. These processes derive their energy from the Sun and the gravitational forces of the planet itself. As these fluids interact with surface materials, they move particles about or react chemically with them to modify or produce materials. On a solid planet with a hydrosphere and an atmosphere, only a tiny fraction of the planetary mass flows as surface fluids. Yet the movements of these fluids can drastically alter a planet. Consider Venus and Earth, both terrestrial planets with atmospheres. Venus and Earth are commonly regarded as twin planets but not identical twins. They are about the same size, are composed of roughly the same mix of materials, and may have been comparably endowed at their beginning with carbon dioxide and water. However, the twins evolved differently largely because of differences in their distance from the Sun. With a significant amount of internal heat, Venus may continue to be geologically active with volcanoes, rifting, and folding. However, it lacks any sign of a hydrologic system (water circulation and distribution): there are no streams, lakes oceans or glaciers. Space probes suggest that Venus may have started with as much water as Earth, but it was unable to keep its water in liquid form. Because Venus receives more heat from the Sun, water released from the interior evaporated and rose to the upper atmosphere where the Sun's ultraviolet rays broke the molecules apart. Much of the freed hydrogen escaped into space, and Venus lost its water. Without water, Venus became less and less like Earth and kept an atmosphere filled with carbon dioxide. The carbon dioxide acts as a blanket, creating an intense greenhouse effect and driving surface temperatures high enough to melt lead and to prohibit the formation of carbonate minerals. Volcanoes continually vented more carbon dioxide into the atmosphere. On Earth, liquid water removes carbon dioxide from the atmosphere and combines it with calcium, from rock weathering, to form carbonate sedimentary rocks. Without liquid water to remove carbon from the atmosphere, the level of carbon dioxide in the atmosphere of Venus remains high. Like Venus, Earth is large enough to be geologically active and for its gravitational field to hold an atmosphere. Unlike Venus, it is just the right distance from the Sun so that temperature ranges allow water to exist as a liquid, a solid, and a gas. Water is thus extremely mobile and moves rapidly over the planet in a continuous hydrologic cycle. Heated by the Sun, the water moves in great cycles from the oceans to the atmosphere, over the landscape in river systems, and ultimately back to the oceans. As a result, Earth's surface has been continually changed and eroded into delicate systems of river valleys - a remarkable contrast to the surfaces of other planetary bodies where impact craters dominate. Few areas on Earth have been untouched by flowing water. As a result, river valleys are the dominant feature of its landscape. Similarly, wind action has scoured fine particles away from large areas, depositing them elsewhere as vast sand seas dominated by dunes or in sheets of loess (fine-grained soil deposits). These fluid movements are caused by gravity flow systems energized by heat from the Sun. Other geologic changes occur when the gases in the atmosphere or water react with rocks at the surface to form new chemical compounds with different properties. An important example of this process was the removal of most of Earth's carbon dioxide from its atmosphere to form carbonate rocks. However, if Earth were a little closer to the Sun, its oceans would evaporate; if it were farther from the Sun, the oceans would freeze solid. Because liquid water was present, self-replicating molecules of carbon, hydrogen, and oxygen developed life early in Earth's history and have radically modified its surface, blanketing huge parts of the continents with greenery. Life thrives on this planet, and it helped create the planet's oxygen- and nitrogen-rich atmosphere and moderate temperatures. | They can chemically react with particles on a planet's surface. | entailment |
id_5661 | Surface Fluids on Venus and Earth A fluid is a substance, such as a liquid or gas, in which the component particles (usually molecules) can move past one another. Fluids flow easily and conform to the shape of their containers. The geologic processes related to the movement of fluids on a planet's surface can completely resurface a planet many times. These processes derive their energy from the Sun and the gravitational forces of the planet itself. As these fluids interact with surface materials, they move particles about or react chemically with them to modify or produce materials. On a solid planet with a hydrosphere and an atmosphere, only a tiny fraction of the planetary mass flows as surface fluids. Yet the movements of these fluids can drastically alter a planet. Consider Venus and Earth, both terrestrial planets with atmospheres. Venus and Earth are commonly regarded as twin planets but not identical twins. They are about the same size, are composed of roughly the same mix of materials, and may have been comparably endowed at their beginning with carbon dioxide and water. However, the twins evolved differently largely because of differences in their distance from the Sun. With a significant amount of internal heat, Venus may continue to be geologically active with volcanoes, rifting, and folding. However, it lacks any sign of a hydrologic system (water circulation and distribution): there are no streams, lakes oceans or glaciers. Space probes suggest that Venus may have started with as much water as Earth, but it was unable to keep its water in liquid form. Because Venus receives more heat from the Sun, water released from the interior evaporated and rose to the upper atmosphere where the Sun's ultraviolet rays broke the molecules apart. Much of the freed hydrogen escaped into space, and Venus lost its water. Without water, Venus became less and less like Earth and kept an atmosphere filled with carbon dioxide. The carbon dioxide acts as a blanket, creating an intense greenhouse effect and driving surface temperatures high enough to melt lead and to prohibit the formation of carbonate minerals. Volcanoes continually vented more carbon dioxide into the atmosphere. On Earth, liquid water removes carbon dioxide from the atmosphere and combines it with calcium, from rock weathering, to form carbonate sedimentary rocks. Without liquid water to remove carbon from the atmosphere, the level of carbon dioxide in the atmosphere of Venus remains high. Like Venus, Earth is large enough to be geologically active and for its gravitational field to hold an atmosphere. Unlike Venus, it is just the right distance from the Sun so that temperature ranges allow water to exist as a liquid, a solid, and a gas. Water is thus extremely mobile and moves rapidly over the planet in a continuous hydrologic cycle. Heated by the Sun, the water moves in great cycles from the oceans to the atmosphere, over the landscape in river systems, and ultimately back to the oceans. As a result, Earth's surface has been continually changed and eroded into delicate systems of river valleys - a remarkable contrast to the surfaces of other planetary bodies where impact craters dominate. Few areas on Earth have been untouched by flowing water. As a result, river valleys are the dominant feature of its landscape. Similarly, wind action has scoured fine particles away from large areas, depositing them elsewhere as vast sand seas dominated by dunes or in sheets of loess (fine-grained soil deposits). These fluid movements are caused by gravity flow systems energized by heat from the Sun. Other geologic changes occur when the gases in the atmosphere or water react with rocks at the surface to form new chemical compounds with different properties. An important example of this process was the removal of most of Earth's carbon dioxide from its atmosphere to form carbonate rocks. However, if Earth were a little closer to the Sun, its oceans would evaporate; if it were farther from the Sun, the oceans would freeze solid. Because liquid water was present, self-replicating molecules of carbon, hydrogen, and oxygen developed life early in Earth's history and have radically modified its surface, blanketing huge parts of the continents with greenery. Life thrives on this planet, and it helped create the planet's oxygen- and nitrogen-rich atmosphere and moderate temperatures. | Their movement is driven by the Sun and by gravity. | entailment |
id_5662 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | More children are injured when walking or cycling to school than when travelling by car. | neutral |
id_5663 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | The number of children in schools has risen in recent years. | entailment |
id_5664 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | The Council is disappointed with the small reduction in the number of cars taking children to school. | contradiction |
id_5665 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | Children who are driven to school are more ready to learn than those who walk or cycle. | contradiction |
id_5666 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | Parents can get help with paying for their children to travel to school by public transport. | neutral |
id_5667 | Sustainable School Travel Strategy Over the last 20 years, the number of children being driven to school in England has doubled. National data suggests that one in five cars on the road at 8.50 am is engaged in the school run. Children are subject to up to 3.9 times more pollution in a car that is standing in traffic than when walking or cycling to school. Reducing cars around schools makes them safer places, and walking and cycling are better for health and the environment. It has been noted by teachers that children engaging in active travel arrive at school more alert and ready to learn. The County Council has a strong commitment to supporting and promoting sustainable school travel. We collect data annually about how pupils get to school, and our report on the Sustainable School Travel Strategy sets out in detail what we have achieved so far and what we intend to do in the future. Different parts of the County Council are working together to address the actions identified in the strategy, and we are proud that we have been able to reduce the number of cars on the daily school run by an average of 1% in each of the last three years, which is equivalent to taking approximately 175 cars off the road annually, despite an increase in pupil numbers. All schools have a School Travel Plan, which sets out how the school and the Council can collaborate to help reduce travel to school by car and encourage the use of public transport. Contact your school to find out what they are doing as part of their School Travel Plan to help you get your child to school in a sustainable, safe way. | Every year the Council gathers information about travel to schools. | entailment |
id_5668 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | The hypothesis that T-rex is top predator conflicts with the fact of predator-prey ratio which Jack found. | entailment |
id_5669 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | Jack Horner is the first man that discovered T-rexs bones in the world. | neutral |
id_5670 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | T-rexs number is equivalent to the number of vulture in the Serengeti. | neutral |
id_5671 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | Jack Horner knew exactly the bone picked up in his fathers ranch belonged to a certain dinosaur when he was at the age of 8. | entailment |
id_5672 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | Jack Horner achieved a distinctive degree in university when he graduated. | contradiction |
id_5673 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | Jack Horner believes that the number of prey should be more than that of predators. | entailment |
id_5674 | T-Rex: Hunter or Scavenger? Jack Homer is an unlikely academic: his dyslexia is so bad that he has trouble reading a book. But he can read the imprint of life in sandstone or muddy shale across a distance of l00 years, and it is this gift that has made him curator of palaeontology at Montana State Universitys Museum of the Rockies, the leader of a multi-million dollar scientific project to expose a complete slice of life 68 million years ago, and a consultant to Steven Spielberg and other Hollywood figures. His father had a sand and gravel quarry in Montana, and the young Horner was a collector of stones and bones, complete with notes about when and where he found them. My father had owned a ranch when he was younger, in Montana, he says. He was enough of a geologist, being a sand and gravel man, to have a pretty good notion that they were dinosaur bones. So when I was eight years old he took me back to the area that had been his ranch, to where he had seen these big old bones. I picked up one. I am pretty sure it was the upper arm bone of a duckbilled dinosaur: it probably wasnt a duckbilled dinosaur but closely related to that. I catalogued it, and took good care of it, and then later when I was in high school; excavated my first dinosaur skeleton. It obviously started earlier than eight and I literally have been driven ever since. I feel like I was born this way. Horner spent seven years at university, but never graduated. I have a learning disability, I would call it a learning difference dyslexia, they call it and I just had a terrible time with English and foreign languages and things like that. For a degree in geology or biology they required two years of a foreign language. There was no way in the world I could do that. In fact, I didnt really pass English. So I couldnt get a degree, I just wasnt capable of it. But I took all of the courses required and I wrote a thesis and I did all sorts of things. So I have the education, I just dont have the piece of paper, he says. We definitely know we are working on a very broad coastal plain with the streams and rivers bordered by conifers and hardwood plants, and the areas in between these rivers were probably fern-covered. There were no grasses at all: just ferns and bushes -an unusual landscape, kind of taking the south-eastern United States Georgia, Florida and mixing it with the moors of England and flattening it out, he says. Triceratops is very common: they are the cows of the Cretaceous, they are everywhere. Duckbilled dinosaurs are relatively common but not as common as triceratops and T-rex, for a meat-eating dinosaur, is very common. What we would consider the predator-prey ratio seems really off the scale. What is interesting is the little dromaeosaurs, the ones we know for sure were good predators, are havent been found. That is why he sees T-rex not as the lion of the Cretaceous savannah but its vulture. Look at the wildebeest that migrate in the Serengeti of Africa, a million individuals lose about 200,000 individuals in that annual migration. There is a tremendous carrion base there. And so you have hyenas, you have tremendous numbers of vultures that are scavenging, you dont have all that many animals that are good predators. If T-rex was a top predator, especially considering how big it is, youd expect it to be extremely rare, much rarer than the little dromaeosaurs, and yet they are everywhere, they are a dime a dozen, he says. A 12-tonne T-rex is a lot of vulture, but he doesnt see the monster as clumsy. He insisted his theory and finding, dedicated to further research upon it, of course, he would like to reevaluate if there is any case that additional evidence found or explanation raised by others in the future. He examined the leg bones of the T-rex, and compared the length of the thigh bone (upper leg), to the shin bone (lower leg). He found that the thigh bone was equal in length or slightly longer than the shin bone, and much thicker and heavier, which proves that the animal was built to be a slow walker rather than fast running. On the other hand, the fossils of fast hunting dinosaurs always showed that the shin bone was longer than the thigh bone. This same truth can be observed in many animals of today which are designed to run fast: the ostrich, cheetah, etc. He also studied the fossil teeth of the T-rex, and compared them with the teeth of the Velociraptor, and put the nail in the coffin of the hunter T-rex theory. The Velociraptors teeth which like stake knives: sharp, razor-edged, and capable of tearing through flesh with ease. The T-rexs teeth were huge, sharp at their tip, but blunt, propelled by enormous jaw muscles, which enabled them to only crush bones. With the evidence presented in his documentary, Horner was able to prove that the idea of the T-rex as being a hunting and ruthless killing machine is probably just a myth. In light of the scientific clues he was able to unearth, the T-rex was a slow, sluggish animal which had poor vision, an extraordinary sense of smell, that often reached its prey after the real hunters were done feeding, and sometimes it had to scare the hunters away from a corpse. In order to do that, the T-rex had to have been ugly, nasty-looking, and stinky. This is actually true of nearly all scavenger animals. They are usually vile and nasty looking. | Jack Horner refused to accept any other viewpoints about T-rexs theory. | contradiction |
id_5675 | TALKING POINT Learning a second language fuels childrens intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four per cent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages-a small percentage of whom were born in New Zealand. No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. Thats why eight-year-old Tiffany Dvorak no longer wishes to speak her mother tongue German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori*. As Joanne Powell, Ani mother, points out: In Europe, its not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society. But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals people who speak two languages have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesnt matter whether they are learning Maori or German or Chinese or any other language. Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language. Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. Bilinguals tend to use language better as a whole, she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily. So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame. In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffanys mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject. The idea was to have as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German. Today, when Susanne speaks to her daughter in German, she still answers in English. Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. Its her German thats behind, says Susanne. Professor Halford, also a mother of two bilingual children, says, Its normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents. She supports Susannes approach of not pressuring her daughter. Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so. Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the childs language development to provide a lot of language experience in any language. There can be differences between children in attitudes to learning languages. Susanne Dvoraks two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ideal scenario hasnt happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on. Joanne Powell feels the same way about her daughter, Ani. At the moment she may not want to speak Maori but thats okay because shell pick it up again in her own time. Its more important that she has the ability to understand who she is. By learning another language she can open the door to another culture. Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. Its quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors, she says | Some languages develop your intelligence more than others. | contradiction |
id_5676 | TALKING POINT Learning a second language fuels childrens intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four per cent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages-a small percentage of whom were born in New Zealand. No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. Thats why eight-year-old Tiffany Dvorak no longer wishes to speak her mother tongue German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori*. As Joanne Powell, Ani mother, points out: In Europe, its not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society. But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals people who speak two languages have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesnt matter whether they are learning Maori or German or Chinese or any other language. Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language. Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. Bilinguals tend to use language better as a whole, she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily. So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame. In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffanys mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject. The idea was to have as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German. Today, when Susanne speaks to her daughter in German, she still answers in English. Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. Its her German thats behind, says Susanne. Professor Halford, also a mother of two bilingual children, says, Its normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents. She supports Susannes approach of not pressuring her daughter. Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so. Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the childs language development to provide a lot of language experience in any language. There can be differences between children in attitudes to learning languages. Susanne Dvoraks two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ideal scenario hasnt happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on. Joanne Powell feels the same way about her daughter, Ani. At the moment she may not want to speak Maori but thats okay because shell pick it up again in her own time. Its more important that she has the ability to understand who she is. By learning another language she can open the door to another culture. Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. Its quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors, she says | Chinese is the most common foreign language in New Zealand. | neutral |
id_5677 | TALKING POINT Learning a second language fuels childrens intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four per cent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages-a small percentage of whom were born in New Zealand. No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. Thats why eight-year-old Tiffany Dvorak no longer wishes to speak her mother tongue German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori*. As Joanne Powell, Ani mother, points out: In Europe, its not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society. But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals people who speak two languages have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesnt matter whether they are learning Maori or German or Chinese or any other language. Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language. Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. Bilinguals tend to use language better as a whole, she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily. So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame. In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffanys mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject. The idea was to have as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German. Today, when Susanne speaks to her daughter in German, she still answers in English. Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. Its her German thats behind, says Susanne. Professor Halford, also a mother of two bilingual children, says, Its normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents. She supports Susannes approach of not pressuring her daughter. Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so. Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the childs language development to provide a lot of language experience in any language. There can be differences between children in attitudes to learning languages. Susanne Dvoraks two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ideal scenario hasnt happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on. Joanne Powell feels the same way about her daughter, Ani. At the moment she may not want to speak Maori but thats okay because shell pick it up again in her own time. Its more important that she has the ability to understand who she is. By learning another language she can open the door to another culture. Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. Its quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors, she says | Most New Zealanders believe it is good lo teach children a second language. | neutral |
id_5678 | TALKING POINT Learning a second language fuels childrens intelligence and makes their job prospects brighter. But the fact is, in New Zealand, as in many other English-speaking countries, speakers of two or more languages are in the minority. Eighty-four per cent of New Zealanders are monolingual (speakers of only one language). This leaves a small number who claim to speak two or more languages-a small percentage of whom were born in New Zealand. No matter how proud people are of their cultural roots, to speak anything other than English is a marker of difference here. Thats why eight-year-old Tiffany Dvorak no longer wishes to speak her mother tongue German, and eight-year-old Ani Powell is embarrassed when people comment on the fact that she is able to speak Maori*. As Joanne Powell, Ani mother, points out: In Europe, its not unusual for kids to be bilingual. But, if you speak another language to your children in New Zealand, there are some people who think that you are not helping them to become a member of society. But in fact, the general agreement among experts is that learning a second language is good for children. Experts believe that bilinguals people who speak two languages have a clear learning advantage over their monolingual schoolmates. This depends on how much of each language they can speak, not on which language is used, so it doesnt matter whether they are learning Maori or German or Chinese or any other language. Cathie Elder, a professor of Language Teaching and Learning at Auckland University, says: A lot of studies have shown that children who speak more than one language sometimes learn one language more slowly, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects. The view is that there is an improvement in general intelligence from the effort of learning another language. Dr Brigitte Halford, a professor of linguistics at Freiburg University in Germany, agrees. Bilinguals tend to use language better as a whole, she says. They also display greater creativity and problem-solving ability, and they learn further languages more easily. So with all of the benefits, why do we not show more enthusiasm for learning other languages? Parents and teachers involved in bilingual education say pressure from friends at school, general attitudes to other languages in English-speaking countries, and problems in the school system are to blame. In New Zealand, immigrants face the possibility of culture being lost along with the language their children no longer wish to speak. Tiffanys mother, Susanne Dvorak, has experienced this. When she and husband Dieter left Germany six years ago to start up a new life in New Zealand, they thought it would be the perfect opportunity to raise their two-year-old as a bilingual. After all, bilingual Turkish families in Germany were normal and Susanne had read all the books she could find on the subject. The idea was to have as a German language environment and for Tiffany to learn English at nursery school. But when Tiffany went to nursery school she stopped talking completely. She was quiet for about two or three months. Then, when she took up talking again, it was only in English. Concerned for her language development, Dieter started speaking English to his daughter while Susanne continued in German. Today, when Susanne speaks to her daughter in German, she still answers in English. Or sometimes she speaks half and half. I checked with her teacher and she very seldom mixes up German and English at school. She speaks English like a New Zealander. Its her German thats behind, says Susanne. Professor Halford, also a mother of two bilingual children, says, Its normal for kids to refuse to speak their home language at the stage when they start to socialise with other kids in kindergarten or school. But, she says, this depends a lot on the attitudes of the societies in question. In monolingual societies, like New Zealand, kids want to be like all the others and sometimes use bilingualism as one of the battlefields for finding their own identity in contrast to that of their parents. She supports Susannes approach of not pressuring her daughter. Never force the child to use a specific language, just keep using it yourself. The child will accept that. There is often a time when children or teenagers will need to establish their own identity as different from their schoolmates and they may use their other language to do so. Cathie Elder thinks immigrant parents should only speak English to their children if they are able to use English well themselves. What parents should do is provide rich language experiences for their children in whatever language they speak well. They may feel like outsiders and want to speak the local language, but it is more important for the childs language development to provide a lot of language experience in any language. There can be differences between children in attitudes to learning languages. Susanne Dvoraks two-year-old son, Danyon, is already showing signs of speaking German and English equally well. While her ideal scenario hasnt happened with Tiffany, she is aware that her daughter has a certain bilingual ability which, although mainly passive at this stage, may develop later on. Joanne Powell feels the same way about her daughter, Ani. At the moment she may not want to speak Maori but thats okay because shell pick it up again in her own time. Its more important that she has the ability to understand who she is. By learning another language she can open the door to another culture. Donna Chan, 25, a marketing specialist for IBM, arrived here with her parents from Hong Kong when she was four. She also remembers refusing to speak Chinese when she started primary school. But now she appreciates she had the chance to be bilingual. Its quite beneficial speaking another language in my job. Last year, my company sent me to a trade fair in Hong Kong because I could speak Chinese. Being bilingual definitely opens doors, she says | Most people who speak a second language in New Zealand were born in another country. | entailment |
id_5679 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Medical reference books published during the Tang era covered practical and academic issues. | entailment |
id_5680 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Academic staff sometimes taught a range of medical subjects during the Tang era. | entailment |
id_5681 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Waitai miyao contained medical data from the Tang era. | neutral |
id_5682 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | The medical knowledge available during the Tang era only benefited the wealthy. | contradiction |
id_5683 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Tang citizens were encouraged to lead a healthy lifestyle. | neutral |
id_5684 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Chinese medical authors are known to have influenced Indian writing. | contradiction |
id_5685 | THE ART OF HEALING As with so much, the medicine of the Tang dynasty left its European counterpart in the shade. It boasted its own national health service, and left behind the teachings of the incomparable Sun Simiao. If no further evidence was available of the sophistication of China in the Tang era, then a look at Chinese medicine would be sufficient. At the Western end of the Eurasian continent the Roman empire had vanished, and there was nowhere new to claim the status of the cultural and political centre of the world. In fact, for a few centuries, this centre happened to be the capital of the Tang empire, and Chinese medicine under the Tang was far ahead of its European counterpart. The organisational context of health and healing was structured to a degree that had no precedence in Chinese history and found no parallel elsewhere. An Imperial Medical Office had been inherited from previous dynasties: it was immediately restructured and staffed with directors and deputy directors, chief and assistant medical directors, pharmacists and curators of medicinal herb gardens and further personnel. Within the first two decades after consolidating its rule, the Tang administration set up one central and several provincial medical colleges with professors, lecturers, clinical practitioners and pharmacists to train students in one or all of the four departments of medicine, acupuncture, physical therapy and exorcism. Physicians were given positions in governmental medical service only after passing qualifying examinations. They were remunerated in accordance with the number of cures they had effected during the past year. In 723 Emperor Xuanzong personally composed a general formulary of prescriptions recommended to him by one of his imperial pharmacists and sent it to all the provincial medical schools. An Arabic traveller, who visited China in 851, noted with surprise that prescriptions from the emperors formulary were publicised on notice boards at crossroads to enhance the welfare of the population. The government took care to protect the general populace from potentially harmful medical practice. The Tang legal code was the first in China to include laws concerned with harmful and heterodox medical practices. For example, to treat patients for money without adhering to standard procedures was defined as fraud combined with theft and had to be tried in accordance with the legal statutes on theft. If such therapies resulted in the death of a patient, the healer was to be banished for two and a half years. In case a physician purposely failed to practice according to the standards, he was to be tried in accordance with the statutes on premeditated homicide. Even if no harm resulted, he was to be sentenced to sixty strokes with a heavy cane. In fact, physicians practising during the Tang era had access to a wealth of pharmaceutical and medical texts, their contents ranging from purely pragmatic advice to highly sophisticated theoretical considerations. Concise descriptions of the position, morphology, and functions of the organs of the human body stood side by side in libraries with books enabling readers to calculate the daily, seasonal and annual climatic conditions of cycles of sixty years and to understand and predict their effects on health. Several Tang authors wrote large collections of prescriptions, continuing a literary tradition documented since the 2nd century BC. The two most outstanding works to be named here were those by Sun Simiao (581-682? ) and Wang Tao (c.670-755). The latter was a librarian who copied more than six thousand formulas, categorised in 1,104 sections, from sixty-five older works and published them under the title Wciitai miyao. Twenty-four sections, for example, were devoted to ophthalmology. They reflect the Indian origin of much Chinese knowledge on ailments of the eye and, in particular, of cataract surgery. Sun Simiao was the most eminent physician and author not only of the Tang dynasty, but of the entire first millennium AD. He was a broadly educated intellectual and physician; his world view integrated notions of all three of the major currents competing at his time Confucianism, Daoism and Buddhism. Sun Simiao gained fame during his lifetime as a clinician (he was summoned to the imperial court at least once) and as author of the Prescriptions Worth Thousands in Gold (Qianjinfang) and its sequel. In contrast to developments in the 12th century, physicians relied on prescriptions and single substances to treat their patients illnesses. The theories of systematic correspondences, characteristic of the acupuncture tradition, had not been extended to cover pharmacology yet. Sun Simiao rose to the pantheon of Chinese popular Buddhism in about the 13th century. He was revered as paramount Medicine God. He gained this extraordinary position in Chinese collective memory not only because he was an outstanding clinician and writer, but also for his ethical concerns. Sun Simiao was the first Chinese author known to compose an elaborate medical ethical code. Even though based on Buddhist and Confucian values, his deontology is comparable to the Hippocratic Oath. It initiated a debate on the task of medicine, its professional obligations, social position and moral justification that continued until the arrival of Western medicine in the 19th century. Despite or more likely because of its long- lasting affluence and political stability, the Tang dynasty did not add any significantly new ideas to the interpretation of illness, health and healing. Medical thought reflects human anxieties; changes in medical thought always occur in the context of new existential fears or of fundamentally changed social circumstances. Nevertheless, medicine was a most fascinating ingredient of Tang civilisation and it left a rich legacy to subsequent centuries. | Doctors who behaved in a fraudulent manner were treated in the same way as ordinary criminals during the Tang era. | entailment |
id_5686 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | The textile collection of the Department of Ethnography is the largest in the world. | neutral |
id_5687 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | Traditional societies are highly inventive in terms of technology. | entailment |
id_5688 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | Many small-scale societies have survived and adapted in spite of predictions to the contrary. | entailment |
id_5689 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | The Department concentrates on collecting single unrelated objects of great value. | contradiction |
id_5690 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | The twentieth-century collections come mainly from mainstream societies such as the US and Europe. | contradiction |
id_5691 | THE DEPARTMENT OF ETHNOGRAPHY The Department of Ethnography was created as a separate deportment within the British Museum in 1946, offer 140 years of gradual development from the original Department of Antiquities. If is concerned with the people of Africa, the Americas, Asio, the Pacific and parrs of Europe. While this includes complex kingdoms, as in Africa, and ancient empires, such as those of the Americas, the primary focus of attention in the twentieth century has been on small-scale societies. Through its collections, the Departments specific interest is to document how objects are created and used, and to understand their importance and significance to those who produce them. Such objects can include both the extraordinary ond the mundane, the beautiful and the banal. The collections of the Department of Ethnography include approximately 300,000 artefacts, of which about half are the product of fhe present century. The Department has o vital role to play in providing information on non-Western cultures to visitors ond scholars. To this end, the collecting emphasis has often been less on individual objects than on groups of material which allow the display of a btoad range of o societys cultural expressions. 60 Much of the more recent collecting was carried out in the field, sometimes by Museum staff working on general anthropological projects in collaboration with a wide variety of national governments and other institutions. The material collected includes great technical series - for instance, of textiles from Bolivia, Guatemala, Indonesia and ateas of West Africa - or of artefact types such as boats. The latter include working examples of coracles from India, reed boars from Lake Titicaca in fhe Andes, kayaks from fhe Arctic, and dug-out canoes from several countries. The field assemblages, such as those from fhe Sudan, Madagascat and Yemen, include a whole range of material culture represenrarive of one people. This might cover the necessities of life of an African herdsman or on Arabian farmer, ritual objects, or even on occasion airport art. Again, a series of acquisitions mightReading represent a decades fieldwork documenting social experience as expressed in the varieties of clothing and jewellery styles, tents and camel trappings from various Middle Eastern countries, or in the developing preferences in personal adornment and dress from Papua New Guinea. Particularly interesting are a series of collections which continue to document the evolution of ceremony and of material forms for which the Department already possesses early (if nor the earliest) collections formed after the first contact with Europeans. The importance of these acquisitions extends beyond the objects themselves. They come fo the Museum with documentation of the social context, ideally including photographic records. Such acquisitions have multiple purposes. Most significantly they document for future change. Most people think of the cultures represented in the collection in terms of the absence of advanced technology. In fact, traditional practices draw on a continuing wealth of technological ingenuity. Limited resources and ecological constraints are often overcome by personal skills that would be regarded as exceptional in the West. Of growing interest is the way in which much of what we might see as disposable is, elsewhere, recycled and reused. With the Independence of much of Asia and Africa after 1945, if was assumed that economic progress would rapidly lead to the disappearance or assimilation of many small-scale societies. Therefore, it was felt that the Museum should acquire materials representing people whose art or material culture, ritual or political structures were on the point of irrevocable change. This attitude altered with the realisation that marginal communities can survive and adapt In spire of partial integration into a notoriously fickle world economy. Since the seventeenth century, with the advent of trading companies exporting manufactured textiles to North America and Asia, the importation of cheap goods has often contributed to the destruction of local skills and indigenous markets. On fhe one hand modern imported goods may be used in an everyday setting, while on the other hand other traditional objects may still be required for ritually significant events. Within this context trade and exchange aftifudes are inverted. What are utilifarian objects to a Westerner may be prized objects in other cultures - when transformed by locol ingenuity - principally for aesthetic value. In fhe some way, the West imports goods from other peoples and in certain circumsronces categotises them as art. Collections act as an ever-expanding database, nor merely for scholars and anthropologists, bur for people involved in a whole range of educational and artistic purposes. These include schools and universities as well as colleges of art and design. The provision of information about non-Western aesthetics and techniques, not just for designers and artists but for all visitors, is a growing responsibility for a Department whose own context is an increasingly multicultural European society. | The Department of Ethnography focuses mainly on modern societies. | contradiction |
id_5692 | THE DEVELOPING WORLD THE DEVELOPING WORLD the economically underdeveloped countries of Asia. Africa. Oceania and Latin America is considered as an entity with common characteristics, such as poverty, high birth rates, and economic dependence on the advanced countries. Until recently, the developing world was known as the third world. The French demographer Alfred Sauvy coined the expression (in French) in 1952 by analogy with the third estate the commoners of France before and during the French Revolution as opposed to priests and nobles, comprising the First and second estates respectively. Like the third estate, wrote Sauvy, the third world is nothing, and it wants to be something. The term therefore implies that the third world is exploited, much as the third estate was exploited and that, like the third estate, its destiny is a revolutionary one. It conveys as well a second idea, also discussed by Sauvy that of nonalignment, for the developing world belongs neither to the industrialised capitalist world nor to the industrialised former communist bloc. The expression third world was used at the 1955 conference of Afro-Asian countries held in Bandung. Indonesia. In 1956 a group of social scientists associated with Sauvys National Institute of Demographic Studies, in Paris, published a book called Le Tiers-Monde. Three years later, the French economist Francois Perroux launched a new journal, on problems of underdevelopment, with the same title. By the end of the 1950s the term was frequently employed in the French media to refer to the underdeveloped countries of Asia. Africa, Oceania and Latin America. Present day politicians and social commentators, however, now use the term developing world in a politically correct effort to dispel the negative connotations of third world. Countries in the developing world have a number of common traits: distorted and highly dependent economies devoted to producing primary products for the developed world; traditional, rural social structures; high population growth and widespread poverty. Nevertheless, the developing world is sharply differentiated, for it includes countries on various levels of economic development. And despite the poverty of the countryside and the urban shanty towns, the ruling elites of most third world countries are wealthy. This combination of conditions in Asia, Africa, Oceania and Latin America is linked to the absorption of the developing world into the international capitalist economy, by way of conquest or indirect domination. The main economic consequence of Western domination was the creation, for the first time in history, of a world market. By setting up sub-economies linked to the West throughout the developing world, and by introducing other modern institutions, industrial capitalism disrupted traditional economies and, indeed, societies. This disruption led to underdevelopment. Because the economies of underdeveloped countries have been geared to the needs of industrialised countries, they often comprise only a few modem economic activities, such as mining or the cultivation of plantation crops. Control over these activities has often remained in the hands of large foreign firms. The prices of developing world products are usually determined by large buyers in the economically dominant countries of the West, and trade with the West provides almost all the developing worlds income. Throughout the colonial period, outright exploitation severely limited the accumulation of capital within the foreign dominated countries. Even after decolonisation (in the 1950s, 1960s, and 1970s), the economies of the developing world grew slowly, or not at all, owing largely to the deterioration of the terms of trade the relationship between the cost of the goods a nation must import from abroad and its income from the exports it sends to foreign countries. Terms of trade are said to deteriorate when the cost of imports rises faster than income from exports. Since buyers in the industrialised countries determined the prices of most products involved in international trade, the worsening position of the developing world was scarcely surprising. Only the oil-producing countries after 1973 succeeded in escaping the effects of Western domination of the world economy. No study of the developing world could hope to assess its future prospects without taking into account population growth. While the mortality rate from poverty-related diseases continues to cause international concern, the birth rate continues to rise at unprecedented levels. This population explosion in the developing world will surely prevent any substantial improvements in living standards, as well as threaten people in stagnant economies with worsening poverty and starvation levels. | Agriculture still plays a role in the economy of developing countries. | entailment |
id_5693 | THE DEVELOPING WORLD THE DEVELOPING WORLD the economically underdeveloped countries of Asia. Africa. Oceania and Latin America is considered as an entity with common characteristics, such as poverty, high birth rates, and economic dependence on the advanced countries. Until recently, the developing world was known as the third world. The French demographer Alfred Sauvy coined the expression (in French) in 1952 by analogy with the third estate the commoners of France before and during the French Revolution as opposed to priests and nobles, comprising the First and second estates respectively. Like the third estate, wrote Sauvy, the third world is nothing, and it wants to be something. The term therefore implies that the third world is exploited, much as the third estate was exploited and that, like the third estate, its destiny is a revolutionary one. It conveys as well a second idea, also discussed by Sauvy that of nonalignment, for the developing world belongs neither to the industrialised capitalist world nor to the industrialised former communist bloc. The expression third world was used at the 1955 conference of Afro-Asian countries held in Bandung. Indonesia. In 1956 a group of social scientists associated with Sauvys National Institute of Demographic Studies, in Paris, published a book called Le Tiers-Monde. Three years later, the French economist Francois Perroux launched a new journal, on problems of underdevelopment, with the same title. By the end of the 1950s the term was frequently employed in the French media to refer to the underdeveloped countries of Asia. Africa, Oceania and Latin America. Present day politicians and social commentators, however, now use the term developing world in a politically correct effort to dispel the negative connotations of third world. Countries in the developing world have a number of common traits: distorted and highly dependent economies devoted to producing primary products for the developed world; traditional, rural social structures; high population growth and widespread poverty. Nevertheless, the developing world is sharply differentiated, for it includes countries on various levels of economic development. And despite the poverty of the countryside and the urban shanty towns, the ruling elites of most third world countries are wealthy. This combination of conditions in Asia, Africa, Oceania and Latin America is linked to the absorption of the developing world into the international capitalist economy, by way of conquest or indirect domination. The main economic consequence of Western domination was the creation, for the first time in history, of a world market. By setting up sub-economies linked to the West throughout the developing world, and by introducing other modern institutions, industrial capitalism disrupted traditional economies and, indeed, societies. This disruption led to underdevelopment. Because the economies of underdeveloped countries have been geared to the needs of industrialised countries, they often comprise only a few modem economic activities, such as mining or the cultivation of plantation crops. Control over these activities has often remained in the hands of large foreign firms. The prices of developing world products are usually determined by large buyers in the economically dominant countries of the West, and trade with the West provides almost all the developing worlds income. Throughout the colonial period, outright exploitation severely limited the accumulation of capital within the foreign dominated countries. Even after decolonisation (in the 1950s, 1960s, and 1970s), the economies of the developing world grew slowly, or not at all, owing largely to the deterioration of the terms of trade the relationship between the cost of the goods a nation must import from abroad and its income from the exports it sends to foreign countries. Terms of trade are said to deteriorate when the cost of imports rises faster than income from exports. Since buyers in the industrialised countries determined the prices of most products involved in international trade, the worsening position of the developing world was scarcely surprising. Only the oil-producing countries after 1973 succeeded in escaping the effects of Western domination of the world economy. No study of the developing world could hope to assess its future prospects without taking into account population growth. While the mortality rate from poverty-related diseases continues to cause international concern, the birth rate continues to rise at unprecedented levels. This population explosion in the developing world will surely prevent any substantial improvements in living standards, as well as threaten people in stagnant economies with worsening poverty and starvation levels. | The population of the developing world increases at such a fast rate because they constantly need to renew the labour force. | neutral |
id_5694 | THE DEVELOPING WORLD THE DEVELOPING WORLD the economically underdeveloped countries of Asia. Africa. Oceania and Latin America is considered as an entity with common characteristics, such as poverty, high birth rates, and economic dependence on the advanced countries. Until recently, the developing world was known as the third world. The French demographer Alfred Sauvy coined the expression (in French) in 1952 by analogy with the third estate the commoners of France before and during the French Revolution as opposed to priests and nobles, comprising the First and second estates respectively. Like the third estate, wrote Sauvy, the third world is nothing, and it wants to be something. The term therefore implies that the third world is exploited, much as the third estate was exploited and that, like the third estate, its destiny is a revolutionary one. It conveys as well a second idea, also discussed by Sauvy that of nonalignment, for the developing world belongs neither to the industrialised capitalist world nor to the industrialised former communist bloc. The expression third world was used at the 1955 conference of Afro-Asian countries held in Bandung. Indonesia. In 1956 a group of social scientists associated with Sauvys National Institute of Demographic Studies, in Paris, published a book called Le Tiers-Monde. Three years later, the French economist Francois Perroux launched a new journal, on problems of underdevelopment, with the same title. By the end of the 1950s the term was frequently employed in the French media to refer to the underdeveloped countries of Asia. Africa, Oceania and Latin America. Present day politicians and social commentators, however, now use the term developing world in a politically correct effort to dispel the negative connotations of third world. Countries in the developing world have a number of common traits: distorted and highly dependent economies devoted to producing primary products for the developed world; traditional, rural social structures; high population growth and widespread poverty. Nevertheless, the developing world is sharply differentiated, for it includes countries on various levels of economic development. And despite the poverty of the countryside and the urban shanty towns, the ruling elites of most third world countries are wealthy. This combination of conditions in Asia, Africa, Oceania and Latin America is linked to the absorption of the developing world into the international capitalist economy, by way of conquest or indirect domination. The main economic consequence of Western domination was the creation, for the first time in history, of a world market. By setting up sub-economies linked to the West throughout the developing world, and by introducing other modern institutions, industrial capitalism disrupted traditional economies and, indeed, societies. This disruption led to underdevelopment. Because the economies of underdeveloped countries have been geared to the needs of industrialised countries, they often comprise only a few modem economic activities, such as mining or the cultivation of plantation crops. Control over these activities has often remained in the hands of large foreign firms. The prices of developing world products are usually determined by large buyers in the economically dominant countries of the West, and trade with the West provides almost all the developing worlds income. Throughout the colonial period, outright exploitation severely limited the accumulation of capital within the foreign dominated countries. Even after decolonisation (in the 1950s, 1960s, and 1970s), the economies of the developing world grew slowly, or not at all, owing largely to the deterioration of the terms of trade the relationship between the cost of the goods a nation must import from abroad and its income from the exports it sends to foreign countries. Terms of trade are said to deteriorate when the cost of imports rises faster than income from exports. Since buyers in the industrialised countries determined the prices of most products involved in international trade, the worsening position of the developing world was scarcely surprising. Only the oil-producing countries after 1973 succeeded in escaping the effects of Western domination of the world economy. No study of the developing world could hope to assess its future prospects without taking into account population growth. While the mortality rate from poverty-related diseases continues to cause international concern, the birth rate continues to rise at unprecedented levels. This population explosion in the developing world will surely prevent any substantial improvements in living standards, as well as threaten people in stagnant economies with worsening poverty and starvation levels. | Countries that spend more on imports than they can from exports can experience problems. | entailment |
id_5695 | THE DEVELOPING WORLD THE DEVELOPING WORLD the economically underdeveloped countries of Asia. Africa. Oceania and Latin America is considered as an entity with common characteristics, such as poverty, high birth rates, and economic dependence on the advanced countries. Until recently, the developing world was known as the third world. The French demographer Alfred Sauvy coined the expression (in French) in 1952 by analogy with the third estate the commoners of France before and during the French Revolution as opposed to priests and nobles, comprising the First and second estates respectively. Like the third estate, wrote Sauvy, the third world is nothing, and it wants to be something. The term therefore implies that the third world is exploited, much as the third estate was exploited and that, like the third estate, its destiny is a revolutionary one. It conveys as well a second idea, also discussed by Sauvy that of nonalignment, for the developing world belongs neither to the industrialised capitalist world nor to the industrialised former communist bloc. The expression third world was used at the 1955 conference of Afro-Asian countries held in Bandung. Indonesia. In 1956 a group of social scientists associated with Sauvys National Institute of Demographic Studies, in Paris, published a book called Le Tiers-Monde. Three years later, the French economist Francois Perroux launched a new journal, on problems of underdevelopment, with the same title. By the end of the 1950s the term was frequently employed in the French media to refer to the underdeveloped countries of Asia. Africa, Oceania and Latin America. Present day politicians and social commentators, however, now use the term developing world in a politically correct effort to dispel the negative connotations of third world. Countries in the developing world have a number of common traits: distorted and highly dependent economies devoted to producing primary products for the developed world; traditional, rural social structures; high population growth and widespread poverty. Nevertheless, the developing world is sharply differentiated, for it includes countries on various levels of economic development. And despite the poverty of the countryside and the urban shanty towns, the ruling elites of most third world countries are wealthy. This combination of conditions in Asia, Africa, Oceania and Latin America is linked to the absorption of the developing world into the international capitalist economy, by way of conquest or indirect domination. The main economic consequence of Western domination was the creation, for the first time in history, of a world market. By setting up sub-economies linked to the West throughout the developing world, and by introducing other modern institutions, industrial capitalism disrupted traditional economies and, indeed, societies. This disruption led to underdevelopment. Because the economies of underdeveloped countries have been geared to the needs of industrialised countries, they often comprise only a few modem economic activities, such as mining or the cultivation of plantation crops. Control over these activities has often remained in the hands of large foreign firms. The prices of developing world products are usually determined by large buyers in the economically dominant countries of the West, and trade with the West provides almost all the developing worlds income. Throughout the colonial period, outright exploitation severely limited the accumulation of capital within the foreign dominated countries. Even after decolonisation (in the 1950s, 1960s, and 1970s), the economies of the developing world grew slowly, or not at all, owing largely to the deterioration of the terms of trade the relationship between the cost of the goods a nation must import from abroad and its income from the exports it sends to foreign countries. Terms of trade are said to deteriorate when the cost of imports rises faster than income from exports. Since buyers in the industrialised countries determined the prices of most products involved in international trade, the worsening position of the developing world was scarcely surprising. Only the oil-producing countries after 1973 succeeded in escaping the effects of Western domination of the world economy. No study of the developing world could hope to assess its future prospects without taking into account population growth. While the mortality rate from poverty-related diseases continues to cause international concern, the birth rate continues to rise at unprecedented levels. This population explosion in the developing world will surely prevent any substantial improvements in living standards, as well as threaten people in stagnant economies with worsening poverty and starvation levels. | Like the developing world, oil-rich countries are also victims of dominance by Western powers. | contradiction |
id_5696 | THE EVOLUTION OF LANGUAGE Language everywhere changes over time; it has to. A central reason that necessitates modification is to allow for developments in our world to be expressed. For example, the technological revolution alone has been responsible for the addition of a plethora of words to our vocabulary: hard drive, software, modem to name just a few. The Japanese writing script katakana, which was originally introduced in the 9th century as a means by which Buddhist monks could correctly interpret Chinese pronunciations, is now most commonly used to embrace foreign words for which there is no original Japanese character; pizza or hamburger for example. Likewise the western worlds exposure to and familiarity with foreign cultures now means that words such as sushi, nam bread and kebab, for example, are used by diners on a regular basis. However, expansion of our vocabulary is just one element involved in how and why language evolves. Given the variation of dialects or regional accents present in most language systems, it is clear that an individuals interpretation of what is actually correct and commonly used will vary quite dramatically, since this perception is based upon a combination of factors including the age, educational level and region of the country a person is from. As we go about our daily lives and interact with others from different backgrounds and experiences, the language we hear is often taken on board and incorporated into the way in which we communicate ourselves. Many phrases with American origins are now commonplace in British English for example, due to the frequency with which they are heard on television and in the movies. Changes in language are often driven by the young and many such changes are commonly considered by older people to be a disintegration of standards rather than an evolution and an improvement. Lets consider an Americanism commonly used by youngsters in all pans of the English speaking world. Used as an alternative to Tom said... it is now commonplace to hear Tom goes, the pay rise was unacceptable. or, Tom was all, the pay rise was unacceptable. ; much to the horror of many traditionalists. However, this modification could also be considered to be adding to and not detracting from our ability to communicate effectively. To illustrate, lets consider the original phrase Tom said; it is used solely to show the listener that we are reporting the words of Tom, while the modern variation, Tom goes has literally the same meaning. However, if the speaker chooses instead to use the latter phrase, Tom was all, they are also able to convey the message that Tom had an emotional reaction to the situation they are reporting, therefore a much more effective method of communicating information has been created, some may say. However, should the now commonly used texting abbreviations such as gr8t (great) and l8r (later) become permanent replacements of the original words, it is likely that even the most liberal amongst us would be horrified. Variations on language are usually more readily accepted into informal language prior to them being absorbed for use in formal writing. Examples of words that we now commonly use, but were once considered incorrect, are pea and hopefully. Lets take pea; it derived from the word pease, which being an uncountable noun has the same form regardless of whether one or more pease were being spoken about. However, this was commonly overlooked and misunderstood, and through error the singular form of the vegetable became pea. More recently hopefully was considered by many to be an inappropriate alternative to I hope; at best only accepted in informal use. The word hopefully is now fully acceptable in both informal speech and formal writing. Some people believe that traditional usages of language are always more superior and refined than modern variations even when the reasons behind the rule were dubious in the first place. For example, it was once seriously frowned upon to split an infinitive in a sentence and even today it is considered grammatically incorrect to do so. To demonstrate, lets consider the following sentence: The examiner asked me to quietly leave the room; this was considered incorrect as the word quietly splits the infinitive of the verb to leave. The origins of this rule hail back to the 17th century when scholars believed that the English language should be adapted to follow the rules of Latin; then considered the perfect language. Since splitting infinitives in Latin is impossible, it was decided that splitting infinitives in English, even though possible, was not acceptable, Given that initial motivations behind the rule were questionable and the clarity of meaning of the sentence is not compromised in the incorrect form, it could be argued that this grammar rule is a prime example of an unnecessary sanction which is likely to be abandoned in the future. As language evolves, changes in grammar structures which would result in confusion of the actual meaning of the sentences are unlikely; however, the meanings of words are often modified or altered beyond recognition by different generations and can be easily misinterpreted by other social groups. Take, for example, the modern version of the word bad meaning great when used in contemporary slang. Many slang words remain dated in the era in which they are developed, for example words like to beef, meaning to complain (introduced in the 1920s) are not only dated but may not even be understood in a modern context, while others such as guy become absorbed into mainstream language. Who knows what future generations will add to the ever changing environment of communication? | All word usage has changed over time due to misunderstandings of meaning. | contradiction |
id_5697 | THE EVOLUTION OF LANGUAGE Language everywhere changes over time; it has to. A central reason that necessitates modification is to allow for developments in our world to be expressed. For example, the technological revolution alone has been responsible for the addition of a plethora of words to our vocabulary: hard drive, software, modem to name just a few. The Japanese writing script katakana, which was originally introduced in the 9th century as a means by which Buddhist monks could correctly interpret Chinese pronunciations, is now most commonly used to embrace foreign words for which there is no original Japanese character; pizza or hamburger for example. Likewise the western worlds exposure to and familiarity with foreign cultures now means that words such as sushi, nam bread and kebab, for example, are used by diners on a regular basis. However, expansion of our vocabulary is just one element involved in how and why language evolves. Given the variation of dialects or regional accents present in most language systems, it is clear that an individuals interpretation of what is actually correct and commonly used will vary quite dramatically, since this perception is based upon a combination of factors including the age, educational level and region of the country a person is from. As we go about our daily lives and interact with others from different backgrounds and experiences, the language we hear is often taken on board and incorporated into the way in which we communicate ourselves. Many phrases with American origins are now commonplace in British English for example, due to the frequency with which they are heard on television and in the movies. Changes in language are often driven by the young and many such changes are commonly considered by older people to be a disintegration of standards rather than an evolution and an improvement. Lets consider an Americanism commonly used by youngsters in all pans of the English speaking world. Used as an alternative to Tom said... it is now commonplace to hear Tom goes, the pay rise was unacceptable. or, Tom was all, the pay rise was unacceptable. ; much to the horror of many traditionalists. However, this modification could also be considered to be adding to and not detracting from our ability to communicate effectively. To illustrate, lets consider the original phrase Tom said; it is used solely to show the listener that we are reporting the words of Tom, while the modern variation, Tom goes has literally the same meaning. However, if the speaker chooses instead to use the latter phrase, Tom was all, they are also able to convey the message that Tom had an emotional reaction to the situation they are reporting, therefore a much more effective method of communicating information has been created, some may say. However, should the now commonly used texting abbreviations such as gr8t (great) and l8r (later) become permanent replacements of the original words, it is likely that even the most liberal amongst us would be horrified. Variations on language are usually more readily accepted into informal language prior to them being absorbed for use in formal writing. Examples of words that we now commonly use, but were once considered incorrect, are pea and hopefully. Lets take pea; it derived from the word pease, which being an uncountable noun has the same form regardless of whether one or more pease were being spoken about. However, this was commonly overlooked and misunderstood, and through error the singular form of the vegetable became pea. More recently hopefully was considered by many to be an inappropriate alternative to I hope; at best only accepted in informal use. The word hopefully is now fully acceptable in both informal speech and formal writing. Some people believe that traditional usages of language are always more superior and refined than modern variations even when the reasons behind the rule were dubious in the first place. For example, it was once seriously frowned upon to split an infinitive in a sentence and even today it is considered grammatically incorrect to do so. To demonstrate, lets consider the following sentence: The examiner asked me to quietly leave the room; this was considered incorrect as the word quietly splits the infinitive of the verb to leave. The origins of this rule hail back to the 17th century when scholars believed that the English language should be adapted to follow the rules of Latin; then considered the perfect language. Since splitting infinitives in Latin is impossible, it was decided that splitting infinitives in English, even though possible, was not acceptable, Given that initial motivations behind the rule were questionable and the clarity of meaning of the sentence is not compromised in the incorrect form, it could be argued that this grammar rule is a prime example of an unnecessary sanction which is likely to be abandoned in the future. As language evolves, changes in grammar structures which would result in confusion of the actual meaning of the sentences are unlikely; however, the meanings of words are often modified or altered beyond recognition by different generations and can be easily misinterpreted by other social groups. Take, for example, the modern version of the word bad meaning great when used in contemporary slang. Many slang words remain dated in the era in which they are developed, for example words like to beef, meaning to complain (introduced in the 1920s) are not only dated but may not even be understood in a modern context, while others such as guy become absorbed into mainstream language. Who knows what future generations will add to the ever changing environment of communication? | All modern adaptations of language are suitable for mainstream use. | contradiction |
id_5698 | THE EVOLUTION OF LANGUAGE Language everywhere changes over time; it has to. A central reason that necessitates modification is to allow for developments in our world to be expressed. For example, the technological revolution alone has been responsible for the addition of a plethora of words to our vocabulary: hard drive, software, modem to name just a few. The Japanese writing script katakana, which was originally introduced in the 9th century as a means by which Buddhist monks could correctly interpret Chinese pronunciations, is now most commonly used to embrace foreign words for which there is no original Japanese character; pizza or hamburger for example. Likewise the western worlds exposure to and familiarity with foreign cultures now means that words such as sushi, nam bread and kebab, for example, are used by diners on a regular basis. However, expansion of our vocabulary is just one element involved in how and why language evolves. Given the variation of dialects or regional accents present in most language systems, it is clear that an individuals interpretation of what is actually correct and commonly used will vary quite dramatically, since this perception is based upon a combination of factors including the age, educational level and region of the country a person is from. As we go about our daily lives and interact with others from different backgrounds and experiences, the language we hear is often taken on board and incorporated into the way in which we communicate ourselves. Many phrases with American origins are now commonplace in British English for example, due to the frequency with which they are heard on television and in the movies. Changes in language are often driven by the young and many such changes are commonly considered by older people to be a disintegration of standards rather than an evolution and an improvement. Lets consider an Americanism commonly used by youngsters in all pans of the English speaking world. Used as an alternative to Tom said... it is now commonplace to hear Tom goes, the pay rise was unacceptable. or, Tom was all, the pay rise was unacceptable. ; much to the horror of many traditionalists. However, this modification could also be considered to be adding to and not detracting from our ability to communicate effectively. To illustrate, lets consider the original phrase Tom said; it is used solely to show the listener that we are reporting the words of Tom, while the modern variation, Tom goes has literally the same meaning. However, if the speaker chooses instead to use the latter phrase, Tom was all, they are also able to convey the message that Tom had an emotional reaction to the situation they are reporting, therefore a much more effective method of communicating information has been created, some may say. However, should the now commonly used texting abbreviations such as gr8t (great) and l8r (later) become permanent replacements of the original words, it is likely that even the most liberal amongst us would be horrified. Variations on language are usually more readily accepted into informal language prior to them being absorbed for use in formal writing. Examples of words that we now commonly use, but were once considered incorrect, are pea and hopefully. Lets take pea; it derived from the word pease, which being an uncountable noun has the same form regardless of whether one or more pease were being spoken about. However, this was commonly overlooked and misunderstood, and through error the singular form of the vegetable became pea. More recently hopefully was considered by many to be an inappropriate alternative to I hope; at best only accepted in informal use. The word hopefully is now fully acceptable in both informal speech and formal writing. Some people believe that traditional usages of language are always more superior and refined than modern variations even when the reasons behind the rule were dubious in the first place. For example, it was once seriously frowned upon to split an infinitive in a sentence and even today it is considered grammatically incorrect to do so. To demonstrate, lets consider the following sentence: The examiner asked me to quietly leave the room; this was considered incorrect as the word quietly splits the infinitive of the verb to leave. The origins of this rule hail back to the 17th century when scholars believed that the English language should be adapted to follow the rules of Latin; then considered the perfect language. Since splitting infinitives in Latin is impossible, it was decided that splitting infinitives in English, even though possible, was not acceptable, Given that initial motivations behind the rule were questionable and the clarity of meaning of the sentence is not compromised in the incorrect form, it could be argued that this grammar rule is a prime example of an unnecessary sanction which is likely to be abandoned in the future. As language evolves, changes in grammar structures which would result in confusion of the actual meaning of the sentences are unlikely; however, the meanings of words are often modified or altered beyond recognition by different generations and can be easily misinterpreted by other social groups. Take, for example, the modern version of the word bad meaning great when used in contemporary slang. Many slang words remain dated in the era in which they are developed, for example words like to beef, meaning to complain (introduced in the 1920s) are not only dated but may not even be understood in a modern context, while others such as guy become absorbed into mainstream language. Who knows what future generations will add to the ever changing environment of communication? | Some older variations of language are more expressive than more modern forms. | neutral |
id_5699 | THE EVOLUTION OF LANGUAGE Language everywhere changes over time; it has to. A central reason that necessitates modification is to allow for developments in our world to be expressed. For example, the technological revolution alone has been responsible for the addition of a plethora of words to our vocabulary: hard drive, software, modem to name just a few. The Japanese writing script katakana, which was originally introduced in the 9th century as a means by which Buddhist monks could correctly interpret Chinese pronunciations, is now most commonly used to embrace foreign words for which there is no original Japanese character; pizza or hamburger for example. Likewise the western worlds exposure to and familiarity with foreign cultures now means that words such as sushi, nam bread and kebab, for example, are used by diners on a regular basis. However, expansion of our vocabulary is just one element involved in how and why language evolves. Given the variation of dialects or regional accents present in most language systems, it is clear that an individuals interpretation of what is actually correct and commonly used will vary quite dramatically, since this perception is based upon a combination of factors including the age, educational level and region of the country a person is from. As we go about our daily lives and interact with others from different backgrounds and experiences, the language we hear is often taken on board and incorporated into the way in which we communicate ourselves. Many phrases with American origins are now commonplace in British English for example, due to the frequency with which they are heard on television and in the movies. Changes in language are often driven by the young and many such changes are commonly considered by older people to be a disintegration of standards rather than an evolution and an improvement. Lets consider an Americanism commonly used by youngsters in all pans of the English speaking world. Used as an alternative to Tom said... it is now commonplace to hear Tom goes, the pay rise was unacceptable. or, Tom was all, the pay rise was unacceptable. ; much to the horror of many traditionalists. However, this modification could also be considered to be adding to and not detracting from our ability to communicate effectively. To illustrate, lets consider the original phrase Tom said; it is used solely to show the listener that we are reporting the words of Tom, while the modern variation, Tom goes has literally the same meaning. However, if the speaker chooses instead to use the latter phrase, Tom was all, they are also able to convey the message that Tom had an emotional reaction to the situation they are reporting, therefore a much more effective method of communicating information has been created, some may say. However, should the now commonly used texting abbreviations such as gr8t (great) and l8r (later) become permanent replacements of the original words, it is likely that even the most liberal amongst us would be horrified. Variations on language are usually more readily accepted into informal language prior to them being absorbed for use in formal writing. Examples of words that we now commonly use, but were once considered incorrect, are pea and hopefully. Lets take pea; it derived from the word pease, which being an uncountable noun has the same form regardless of whether one or more pease were being spoken about. However, this was commonly overlooked and misunderstood, and through error the singular form of the vegetable became pea. More recently hopefully was considered by many to be an inappropriate alternative to I hope; at best only accepted in informal use. The word hopefully is now fully acceptable in both informal speech and formal writing. Some people believe that traditional usages of language are always more superior and refined than modern variations even when the reasons behind the rule were dubious in the first place. For example, it was once seriously frowned upon to split an infinitive in a sentence and even today it is considered grammatically incorrect to do so. To demonstrate, lets consider the following sentence: The examiner asked me to quietly leave the room; this was considered incorrect as the word quietly splits the infinitive of the verb to leave. The origins of this rule hail back to the 17th century when scholars believed that the English language should be adapted to follow the rules of Latin; then considered the perfect language. Since splitting infinitives in Latin is impossible, it was decided that splitting infinitives in English, even though possible, was not acceptable, Given that initial motivations behind the rule were questionable and the clarity of meaning of the sentence is not compromised in the incorrect form, it could be argued that this grammar rule is a prime example of an unnecessary sanction which is likely to be abandoned in the future. As language evolves, changes in grammar structures which would result in confusion of the actual meaning of the sentences are unlikely; however, the meanings of words are often modified or altered beyond recognition by different generations and can be easily misinterpreted by other social groups. Take, for example, the modern version of the word bad meaning great when used in contemporary slang. Many slang words remain dated in the era in which they are developed, for example words like to beef, meaning to complain (introduced in the 1920s) are not only dated but may not even be understood in a modern context, while others such as guy become absorbed into mainstream language. Who knows what future generations will add to the ever changing environment of communication? | English used in Britain has changed more than American English over recent years. | neutral |
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