Speaking Test B2

This is NOT the format of our Speaking test but it can be used as training material.

Hans Rosling on the importance of washing-machines

TED.com

December 2010

http://www.ted.com/talks/hans_rosling_and_the_magic_washing_machine?language=en

I was only four years old when I saw my mother load a washing machine for the very first time in her life. That was a great day for my mother. My mother and father had been saving money for years to be able to buy that machine. And the first day it was going to be used, even Grandma was invited to see the machine. And Grandma was even more excited. Throughout her life she had been heating water with firewood, and she had hand washed laundry for seven children. And now she was going to watch electricity do that work.

My mother carefully opened the door, and she loaded the laundry into the machine, like this. And then, when she closed the door, Grandma said, "No, no, no, no. Let me, let me push the button." And Grandma pushed the button, and she said, "Oh, fantastic. I want to see this. Give me a chair. Give me a chair. I want to see it." And she sat down in front of the machine, and she watched the entire washing program. She was mesmerized. To my grandmother, the washing machine was a miracle.

Today, in Sweden and other rich countries, people are using so many different machines. Look, the homes are full of machines; I can't even name them all. And they also, when they want to travel, they use flying machines that can take them to remote destinations. And yet, in the world, there are so many people who still heat the water on fire, and they cook their food on fire. Sometimes they don't even have enough food. And they live below the poverty line. There are two billion fellow human beings who live on less than two dollars a day. And the richest people over there -- there's one billion people -- and they live above what I call the air line, because they spend more than $80 a day on their consumption.

But this is just one, two, three billion people, and obviously there are seven billion people in the world, so there must be one, two, three, four billion people more, who live in between the poverty and the air line. They have electricity, but the question is, how many have washing machines? I've done the scrutiny of market data, and I've found that, indeed, the washing machine has penetrated below the air line, and today there's an additional one billion people out there who live above the wash line. And they consume more than $40 per day. So two billion have access to washing machines.

And the remaining five billion, how do they wash? Or, to be more precise, how do most of the women in the world wash? Because it remains hard work for women to wash. They wash like this: by hand. It's a hard, time-consuming labor, which they have to do for hours every week. And sometimes they also have to bring water from far away to do the laundry at home. Or they have to bring the laundry away to a stream far off. And they want the washing machine. They don't want to spend such a large part of their life doing this hard work with so relatively low productivity. And there's nothing different in their wish than it was for my grandma. Look here, two generations ago in Sweden -- picking water from the stream, heating with firework and washing like that. They want the washing machine in exactly the same way.

But when I lecture to environmentally-concerned students, they tell me, "No, everybody in the world cannot have cars and washing machines." How can we tell this woman that she ain't going to have a washing machine? And then I ask my students, I've asked them -- over the last two years I've asked, "How many of you doesn't use a car?" And some of them proudly raise their hand and say, "I don't use a car." And then I put the really tough question: "How many of you hand wash your jeans and your bed sheets?" And no one raised their hand. Even the hardcore in the green movement use washing machines.

So how come this is something that everyone uses and they think others will not stop it; what is special with this? I had to do an analysis about the energy used in the world. Here we are. Look here, you see the seven billion people up there: the air people, the wash people, the bulb people and the fire people. One unit like this is an energy unit of fossil fuel -- oil, coal or gas. That's what most of electricity and the energy in the world is. And it's 12 units used in the entire world, and the richest one billion, they use six of them. Half of the energy is used by one seventh of the world's population. And these ones who have washing machines, but not a house full of other machines, they use two. This group uses three, one each. And they also have electricity. And over there they don't even use one each. That makes 12 of them.

But the main concern for the environmentally-interested students -- and they are right -- is about the future. What are the trends? If we just prolong the trends, without any real advanced analysis, to 2050, there are two things that can increase the energy use. First, population growth. Second, economic growth. Population growth will mainly occur among the poorest people here, because they have high child mortality and they have many children per woman. And [with] that you will get two extra, but that won't change the energy use very much.

What will happen is economic growth. The best of here in the emerging economies -- I call them the New East -- they will jump the air line. "Wopp!" they will say. And they will start to use as much as the Old West are doing already. And these people, they want the washing machine. I told you. They'll go there. And they will double their energy use. And we hope that the poor people will get into the electric light. And they'll get a two child family without a stop in population growth. But the total energy consumption will increase to 22 units. And these 22 units still the richest people use most of it. So what needs to be done? Because the risk, the high probability of climate change is real. It's real. Of course they must be more energy efficient. They must change behavior in some way. They must also start to produce green energy, much more green energy. But until they have the same energy consumption per person, they shouldn't give advice to others -- what to do and what not to do. Here we can get more green energy all over.

This is what we hope may happen. It's a real challenge in the future. But I can assure you that this woman in the favela in Rio, she wants a washing machine. She's very happy about her minister of energy that provided electricity to everyone -- so happy that she even voted for her. And she became Dilma Rousseff, the president elect of one of the biggest democracies in the world -- moving from minister of energy to president. If you have democracy, people will vote for washing machines. They love them.

And what's the magic with them? My mother explained the magic with this machine the very, very first day. She said, "Now Hans, we have loaded the laundry; the machine will make the work. And now we can go to the library." Because this is the magic: you load the laundry, and what do you get out of the machine? You get books out of the machines, children's books. And mother got time to read for me. She loved this. I got the "ABC." This is where I started my career as a professor, when my mother had time to read for me. And she also got books for herself. She managed to study English and learn that as a foreign language. And she read so many novels, so many different novels here. And we really, we really loved this machine.

And what we said, my mother and me, "Thank you industrialization. Thank you steel mill. Thank you power station. And thank you chemical processing industry that gave us time to read books." Thank you very much.

Dr Rosling’s Bio

Hans Rosling (born July 27, 1948 in Uppsala, Sweden) is Professor of International Health at Karolinska Institute and Director of the Gapminder Foundation, which developed the Trendalyzer software system. From 1967 to 1974 he studied statistics and medicine at Uppsala University, and in 1972 he studied public health at St John's Medical College, Bangalore. He became a licensed physician in 1976 and from 1979 to 1981 he served as District Medical Officer in Nacala in northern Mozambique.

Research

On 21 August 1981, Rosling discovered an outbreak (= the appearance, start) of a paralysing disease known as konzo, and described in 1938. The investigations that followed earned him a Ph.D. degree at Uppsala University in 1986. He spent two decades studying outbreaks of this disease in remote rural areas across Africa and supervised more than ten Ph.D. students. Outbreaks occur among hunger-stricken rural populations in Africa where a diet dominated by insufficiently processed cassava results in simultaneous malnutrition and high dietary cyanide intake.

Other work

Rosling's research has also focused on other links between economic development, agriculture, poverty and health in Africa, Asia and Latin America. He has been health adviser to WHO, UNICEF and several aid agencies. In 1993 he was one of the initiators of Médecins sans frontières in Sweden. At Karolinska Institutet he was head of the Division of International Health (IHCAR) from 2001 to 2007. As chairman of Karolinska International Research and Training Committee (1998—2004) he started health research collaborations with universities in Asia, Africa, the Middle East and Latin America. He started new courses on Global Health and co-authored a textbook on Global Health that promotes a fact-based world view. In 2009 he was listed as one of 100 leading global thinkers by Foreign Policy Magazine.

Glossary

throughout all one’s life = until the end of one’s life, all through, for the whole of

to be mesmerised = fascinated, enthralled, attracted

live on (…….€) = subsist on, consume

scrutiny = study, examination, analysis

a stream far off = a small river far away from home

the hardcore = the uncompromising group of people, radical, committed, diehard

how come? = why is this the case?, why has this happened?

trends = tendencies, fashion

steel mill = factory, plant for processing steel (=acero) = siderurgia

How to reinvent the apartment building

Ted.com

March 2014

Moshe Safdie

http://www.ted.com/talks/moshe_safdie_how_to_reinvent_the_apartment_building

When, in 1960, still a student, I got a traveling fellowship to study housing in North America. We traveled the country. We saw public housing high-rise buildings in all major cities: New York, Philadelphia. Those who have no choice lived there. And then we traveled from suburb to suburb, and I came back thinking, we've got to reinvent the apartment building. There has to be another way of doing this. We can't sustain suburbs, so let's design a building which gives the qualities of a house to each unit.

Habitat would be all about gardens, contact with nature, streets instead of corridors. We prefabricated it so we would achieve economy, and there it is almost 50 years later. It's a very desirable place to live in. It's now a heritage building, but it did not proliferate.

In 1973, I made my first trip to China. It was the Cultural Revolution. We traveled the country, met with architects and planners. This is Beijing then, not a single high rise building in Beijing or Shanghai. Shenzhen didn't even exist as a city. There were hardly any cars. Thirty years later, this is Beijing today. This is Hong Kong. If you're wealthy, you live there, if you're poor, you live there, but high density it is, and it's not just Asia. São Paulo, you can travel in a helicopter 45 minutes seeing those high-rise buildings consume the 19th-century low-rise environment. And with it, comes congestion, and we lose mobility, and so on and so forth.

So a few years ago, we decided to go back and rethink Habitat. Could we make it more affordable? Could we actually achieve this quality of life in the densities that are prevailing today? And we realized, it's basically about light, it's about sun, it's about nature, it's about fractalization. Can we open up the surface of the building so that it has more contact with the exterior?

We came up with a number of models: economy models, cheaper to build and more compact; membranes of housing where people could design their own house and create their own gardens. And then we decided to take New York as a test case, and we looked at Lower Manhattan. And we mapped all the building area in Manhattan. On the left is Manhattan today: blue for housing, red for office buildings, retail. On the right, we reconfigured it: the office buildings form the base, and then rising 75 stories above, are apartments. There's a street in the air on the 25th level, a community street. It's permeable. There are gardens and open spaces for the community, almost every unit with its own private garden, and community space all around. And most important, permeable, open. It does not form a wall or an obstruction in the city, and light permeates everywhere.

And in the last two or three years, we've actually been, for the first time, realizing the quality of life of Habitat in real-life projects across Asia. This in Qinhuangdao in China: middle-income housing, where there is a bylaw that every apartment must receive three hours of sunlight. That's measured in the winter solstice. And under construction in Singapore, again middle-income housing, gardens, community streets and parks and so on and so forth. And Colombo.

And I want to touch on one more issue, which is the design of the public realm. A hundred years after we've begun building with tall buildings, we are yet to understand how the tall high-rise building becomes a building block in making a city, in creating the public realm. In Singapore, we had an opportunity: 10 million square feet, extremely high density. Taking the concept of outdoor and indoor, promenades and parks integrated with intense urban life. So they are outdoor spaces and indoor spaces, and you move from one to the other, and there is contact with nature, and most relevantly, at every level of the structure, public gardens and open space: on the roof of the podium, climbing up the towers, and finally on the roof, the sky park, two and a half acres, jogging paths, restaurants, and the world's longest swimming pool. And that's all I can tell you in five minutes. Thank you.

Glossary

fellowship = center, association, brotherhood

heritage (building) = traditional, cultural

low-rise / high-rise = (of buildings) having few / many storeys

and so on and so forth = etcetera, and the like

fractalization = modelling structures in which there is a pattern that repeats over and over

a bylaw = local law, regulation, rule

(the public) realm = domain, sphere, area, region, orbit = ámbito

promenade = front, esplanade, boulevard, walkway

podium = a raised platform

Sir Ken Robinson: Do schools kill creativity?

TED, February 2006

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving.

There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about.

One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it.

The second is, that it's put us in a place where we have no idea what's going to happen, in terms of the future, no idea how this may play out.

I have an interest in education -- actually, what I find is, everybody has an interest in education; don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education, you're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do," and you say you work in education, you can see the blood run from their face. They're like, "Oh my god," you know, "why me? My one night out all week." But if you ask people about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right?, like religion, and money, and other things.

I have a big interest in education, and I think we all do, we have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp.

If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.

And the third part of this is that we've all agreed nonetheless on the really extraordinary capacity that children have, their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she, just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent.

And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly.

So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status...   Thank you.

That was it, by the way, thank you very much. Soooo, 15 minutes left. Well, I was born ...

I heard a great story recently, I love telling it, of a little girl who was in a drawing lesson, she was 6 and she was at the back, drawing, and the teacher said this little girl hardly paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" and the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute."

When my son was 4 in England -- actually he was 4 everywhere, to be honest; if we're being strict about it, wherever he went, he was 4 that year -- he was in the nativity play. Do you remember the story? No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it, "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrhh. This really happened -- we were sitting there and we think they just went out of sequence, we talked to the little boy afterward and we said, "You OK with that" and he said "Yeah, why, was that wrong?" -- they just switched, I think that was it. Anyway, the three boys came in, little 4-year-olds with tea towels on their heads, and they put these boxes down, and the first boy said, "I bring you gold." The second boy said, "I bring you myrhh." And the third boy said, "Frank sent this."

What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong.

Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original. If you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong.

And we run our companies like this, by the way, we stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make.

And the result is, we are educating people out of their creative capacities.

Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather we get educated out of it. So why is this?

I lived in Stratford-on-Avon until about five years ago, in fact we moved from Stratford to Los Angeles, so you can imagine what a seamless transition this was. Actually we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Were you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being 7? I never thought of it. I mean, he was 7 at some point; he was in somebody's English class, wasn't he? How annoying would that be? "Must try harder."

Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody."

Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids, he's 21 now, my daughter's 16; he didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country.

But something strikes you when you move to America and when you travel around the world: every education system on earth has the same hierarchy of subjects. Every one, doesn't matter where you go, you'd think it would be otherwise but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on earth.

And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think maths is very important but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting?

Truthfully what happens is, as children grow up we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.

If you were to visit education as an alien and say what's it for, public education, I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winners, I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious and I say this out of affection for them, there's something curious about them, not all of them but typically, they live in their heads, they live up there, and slightly to one side. They're disembodied. They look upon their bodies as a form of transport for their heads, don't they? It's a way of getting their head to meetings.

If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night, and there you will see it, grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.

Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented… round the world there were no public systems of education really before the 19th century. They all came into being to meet the needs of industrialism.

So the hierarchy is rooted on two ideas: Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you're not going to be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution.

And the second is, academic ability, which has really come to dominate our view of intelligence because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at, at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.

In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population.

Suddenly degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly.

But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.

We know three things about intelligence: One, it's diverse, we think about the world in all the ways we experience it. We think visually, we think in sound, we think kinaesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity, which I define as the process of having original ideas that have value, more often than not comes about through the interaction of different disciplinary ways of seeing things. The brain is intentionally -- by the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum, and it's thicker in women. Following on from Helen yesterday, I think this is probably why women are better at multitasking, because you are, aren't you?, there's a raft of research, but I know it from my personal life.

If my wife is cooking a meal at home, which is not often, thankfully, but you know, she's doing (oh, she's good at some things) but if she's cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here; if I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed, I say "Terry, please, I'm trying to fry an egg in here, give me a break." (You know that old philosophical thing, if a tree falls in the forest and nobody hears it, did it happen, remember that old chestnut, I saw a great T-shirt recently that said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?")

And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called Epiphany which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, she's called Gillian Lynne, have you heard of her? Some have. She's a choreographer and everybody knows her work. She did Cats, and Phantom of the Opera, she's wonderful. I used to be on the board of the Royal Ballet, in England, as you can see, and Gillian and I had lunch one day and I said Gillian, how did you get to be a dancer? And she said it was interesting, when she was at school, she was really hopeless. And the school, in the 30s, wrote her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate, she was fidgeting. I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s and ADHD hadn't been invented at this point. It wasn't an available condition. People weren't aware they could have that.

Anyway, she went to see this specialist, in this oak-paneled room, and she was there with her mother and she was led and sat on a chair at the end, and she sat on her hands for 20 minutes while this doctor talked to her mother about all the problems Gillian was having at school. And at the end of it -because she was disturbing people, her homework was always late, and so on, little kid of 8 - in the end, the doctor went and sat next to Gillian and said, "Gillian I've listened to all these things that your mother's told me, and I need to speak to her privately." He said, "Wait here, we'll be back, we won't be very long," and they went and left her.

But as they went out the room, he turned on the radio that was sitting on his desk, and when they got out the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."

I said, "What happened?"

She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me, people who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet, they did tap, they did jazz, they did modern, they did contemporary. She was eventually auditioned for the Royal Ballet School, she became a soloist, she had a wonderful career at the Royal Ballet, she eventually graduated from the Royal Ballet School and founded her own company, the Gillian Lynne Dance Company, and met Andrew Lloyd Weber.

She's been responsible for some of the most successful musical theater productions in history, she's given pleasure to millions, and she's a multimillionaire.

Somebody else might have put her on medication and told her to calm down.

Now, I think -What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth, for a particular commodity, and for the future, it won't serve us.

We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the earth, within 50 years all life on earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." And he's right.

What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely, and that we avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are, and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future -by the way, we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.

Summary outline (for those of you who would like to prepare a presentation)

- creativity: the process of having original ideas that have value

- creativity and literacy: same status

- kids take a chance at creativity - anecdotes: girl drawing + boy playing 3 kings

- the stigmatization of mistakes: ‘Educating people out of their creative capacities’

- education systems

- share the same hierarchy of subjects

1 mathematics and languages,

2 the humanities

3 the arts

                       - focus on academic ability (the needs of industrialization)

                       - suffer a process of academic inflation

- intelligence is

                       - diverse (visual, auditory, kinaesthetic, abstract, movement)

                       - dynamic (interactive = the brain has no compartments)

                        - distinct (specific e.g. dancer)

- conclusion

We should educate children’s whole being to help them face the future and make something of it.

Glossary and Notes

Sir Ken Robinson

A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His latest book, The Element: How Finding Your Passion Changes Everything, a deep look at human creativity and education, was published in January 2009.

blow sb away = to surprise or please someone very much = encantar, deleitar

The ending will blow you away.

play out =  when a situation plays out, it happens and develops = desarrollarse

The debate will play out in the meetings and in the media over the next week or two.

you're never asked back = you're never invited again

the blood run from sb's face = they turn white/pale

to pin sb to the wall = to immobilise sb, to not let them go away

vested interest = intereses creados

not have a clue = have no idea, be puzzled

on parade = exhibited, shown

we're meant to = we're supposed to, expected to

nonetheless = however

so to speak = por así decirlo

contention = an opinion expressed in an argument; point = argumento

It is her contention that exercise is more important than diet if you want to lose weight.

to squander = waste, misuse, throw away, spend recklessly, spend unwisely, spend like water ANTONYM manage, make good use of, save.

ruthlessly = mercilessly, cruelly, heartlessly, brutally, viciously ANTONYM mercifully

hardly (pay attention) = almost not, scarcely

nativity play = a play (= obra de teatro) about Jesus Christ's birth

to be thrilled about sth = to be excited, feel joy, be happy about

cram sth full = to fill something with a lot of things = rellenar

the bit = the part

gold, frankincense and myrhh = oro, incienso y mirra

to switch  = to change position

tea towel ALSO tea cloth ALSO dishtowel  = a cloth used for drying plates, knives, forks, etc., after you have washed them

to have a go = to take a chance, try to do sth

seamless = without defects, consistent = perfecto, consistente

were you struck (by a new thought?) = have you started thinking about...

he was in somebody's English class = he had a teacher teaching him English

annoying = irritating, exasperating,  difficult

'Must try harder' = 'debes esforzarte más' (what teachers always say)

mind (you) = sth you say to make what you have just said sound less strong = créeme

He's very untidy about the house; mind you, I'm not much better (to be)

upset = disturbed, shaken, tormented, worried, agitated

hierarchy = organisation (top-down)

'Did I miss a meeting?' = LITERALLY '¿Me he perdido un encuentro? (between children and their bodies) 'ironic commentary

waist = the part of the human body below the ribs and above the hips = cintura

If you were to = if you did sth, if you happened to do sth

the output = the result, the consequence

earn/get/score brownie points = imaginary award = reconocimiento

I thought I could score some brownie points with my mother-in-law by offering to cook dinner.

to come out the top = the be the best

so there = ya ves

high-water mark = the maximum recorded level or value

achievement = accomplishment, performance, undertaking, triumph = logro

(I say this) out of (affection for them) = I say this because I like/love them

disembodied = to be separate from one's body

to pop into (a discotheque) = to pay a short visit

to writhe    =  to make large twisting movements with the body = contonearse

The pain was so unbearable that he was writhing in agony.

off the beat = out of tune, not following the rhythm

to come into being = to come into existence, start being applied or used

to be rooted on sth = to have sth as an origin or cause

to steer sb (benignly away from sth)  = guide, conduct, direct, lead, take, usher

benignly = kindly, warmly, tenderly, gently, lovingly

on the grounds that... = using sth as justification for a belief

engulf = to surround and cover something or someone completely = rodear, apoderarse

The flames rapidly engulfed the house.

The war is threatening to engulf the entire region.

in their image = made so that it looks similar to = a su imagen (y semejanza)

protracted = prolonged, lengthy

we can't afford to do sth = we can't continue doing it, we can't carry on like that

degree = an academic rank conferred by a university (= título universitario)

to head home = to go home, walk/travel towards home

to carry on doing sth = to continue, keep on, go on, persist in

BA = Bachelor of Arts (= Licenciado en Humanidades)     BS ALSO BSc = Bachelor of Science (= Licenciado en Ciencias)

MA = Master of Arts    MS ALSO MSc = Master of Science

PhD = Doctor

to shift = to move, alter, change, reverse, turn on, slide

beneath = under, underneath, below, at the bottom of

kinaesthesia  = the senses used as a whole, especially associated with movement

to come about = to happen, take place

shaft  = a bunch, a group = un puñado

multitasking = dealing with several things at the same time

a raft = a large amount

to do open-heart surgery = cirugía a corazón abierto (ironic comment)

on the hook = not ready to be used

an old chestnut = a joke, story that has been repeated too much

to get to be there = to manage to be successful

to be prompted = to be encouraged, induced

to be hopeless = very bad and incompetent

to fidget = play, fool around, fiddle, mess around = moverse constantemente

ADHD  (Spanish ADD) = Attention-deficit/hyperactivity disorder (AD/HD or ADHD) is a neurobehavioral developmental disorder. It affects about 3 to 5% of children globally with symptoms starting before seven years of age. It is characterized by a persistent pattern of impulsiveness and inattention, with or without a component of hyperactivity. ADHD is diagnosed twice as frequently in boys as in girls, though studies suggest this discrepancy may be due to subjective bias. ADHD is generally a chronic disorder with 30 to 50% of those individuals diagnosed in childhood continuing to have symptoms into adulthood. As they mature, adolescents and adults with ADHD are likely to develop coping mechanisms to compensate for their impairment.

ADHD management usually involves some combination of medications, behaviour modifications, life-style changes, and counselling.

ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policymakers, parents, and the media, with opinions regarding ADHD that range from not believing it exists at all to believing there are genetic and physiological bases for the condition, and also include disagreement about the use of stimulant medications in treatment.

oak-paneled = having panels made of oak (= roble) on the walls

to sit still = to sit and not move

richness = wealth

to mine (sb's minds) = to destroy (with an explosive mine) = minar

to strip-mine = to obtain minerals by opencast mining = minería a cielo abierto

commodity = raw material, useful things such as water, copper, coffee, wheat, considered as marketable items

to avert = to avoid, turn aside from, prevent

their whole being = su ser como un todo