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Goingtocollegewasthemostexcitingandstimulatingexperieneeofyourlife.
2Inthe1960s,California'
scollegesanduniversitieshadtransformedthestateinto
theworld'
sseventhlargesteconomy.However,Berkeley,theUniversityofCalifornia'
smaincampus,wasalsowell-knownforitsstudentdemonstrationsandstrikes,andits
atmosphereofpoliticalradicalism.WhenRonaldReaganranforofficeasgovernorofCaliforniain1966,heaskedifCalifornianswouldallow"
agreatuniversitytobebroughttoitskneesbyanoisy,dissidentminority"
.Theliberalsrepliedthatitwastheabilitytotoleratenoisy,dissidentminoritieswhichmadeuniversitiesgreat.
3OnuniversitycampusesinEurope,masssocialistorcommunistmovements
gaverisetoincreasinglyviolentclashesbetweentheestablishmentandthecollege
students,withtheirnewandpassionatecommitmenttofreedomandjustice.Muchof
theprotestwasabouttheVietnamWar.ButinFrance,thestudentsoftheSorbonneinParismanagedtoformanallianeewiththetradeunionsandtolaunchageneralstrike,whichultimatelybroughtabouttheresignationofPresidentdeGaulle.
4Itwasn'
tjusttheactivismthatcharacterizedstudentlifeinthe1960s.Everywhere,
goingtocollegemeantyourfirsttasteofrealfreedom,oflatenightsinthedormorin
theJuniorCommonRoom,discussingthemeaningoflife.Youusedtohavetogotocollegetoreadyourfirstforbiddenbook,seeyourfirstindiefilm,orfindsomeonewho
sharedyourpassionforJimiHendrixorLennyBruce.Itwasamomentof
unimaginablefreedom,themostliberatinginyourlife.
5Butwhere'
sthepassiontoday?
What'
sthematterwithcollege?
Thesedays
political,socialandcreativeawakeningseemstohappennotbecauseofcollege,but
inspiteofit.Ofcourse,it'
struethathighereducationisstillimportant.Forexample,intheUK,PrimeMinisterBlairwasclosetoachievinghisaimofgetting50percentofallunderthirtiesintocollegeby2010(eventhoughacynicwouldsaythatthiswastokeepthemofftheunemploymentstatistics).YetcollegeeducationisnoIongeratopic
ofgreatnationalimportanee.Today,collegeisseenasakindofsmalltownfrom
whichpeoplearekeentoescape.Somepeopledropout,butthemostapatheticstay
thecoursebecauseit'
stoomuchefforttoleave.
6Insteadoftheheadyatmosphereoffreedomwhichstudentsinthe1960sdiscovered,studentstodayaremuchmoreserious.TheBritishCouncilhasrecentlydoneresearchintothefactorswhichhelpinternationalstudentsdecidewheretostudy.Indescendingordertheseare:
qualityofcourses,employabilityprospects,affordability,personalsecurityissues,lifestyle,andaccessibility.Collegehasbecomeameanstoanend,anopportunitytoincreaseone'
schancesontheemploymentmarket,andnotanendinitself,whichgivesyouthechaneetoimagine,justfora
shortwhile,thatyoucanchangetheworld.
7Thegapbetweenchildhoodandcollegehasshrunk,andsohasthegapbetweencollegeandtherealworld.Oneofthereasonsmaybefinancial.Inanuncertainworld,manychildrenrelyontheirparents'
supportmuchIongerthantheyusedto.Studentsleavinguniversityinthe21stcenturysimplycannotaffordtosetuptheirownhomebecauseit'
stooexpensive.Anotherpossiblereasonisthecommunicationsrevolution.Gonearethedayswhenasonordaughterranghomeonceortwiceaterm.Todaystudentsareumbilicallylinkedtotheirparentsbytheircellphones.Andasforfindinglike-mindedfriendstoshareapassionforobscureliteratureormusic,well,wehavetheInternetandchatroomstohelpusdothat.
8"
Blisswasitinthatdawntobealive,
9Buttobeyoungwasveryheaven!
"
10WordsworthmayhavewrittentheselinesabouttheFrenchRevolution,buttheywerealsotrueforthestudentsofthe1960s.Sowhyaren'
ttheytrueforthestudentsoftoday?
UNIT2
Howempathyunfolds
1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;
whenPaulkeptcrying,MichaelretrievedPaul'
ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggest
thattherootsofempathycanbetracedtoinfancy.Virtuallyfromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying—aresponsesomeseeasthe
earliestprecursorofempathy.
2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistressevenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafew
monthsafterbirth,infantsreacttoadisturbaneeinthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild'
stears.Byoneyearorso,theystarttorealizethemiseryisnottheirownbutsomeoneelse'
s,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend'
smother,whowasalsointheroom.Thisconfusionisseentoowhenone-year-oldsimitatethedistressofsomeoneelse,possiblytobetter
comprehendwhattheyarefeeling;
forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.
3Suchmotormimicry,asitiscalled,istheoriginaltechnicalsenseoftheword
empathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener'
stheorywasthatempathystemmedfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself.
Hesoughtawordthatwouldbedistinetfromsympathy,whichcanbefeltforthegeneralplightofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.
4Motormimicryfadesfromtoddlers'
repertoireataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'
spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother'
sdiary:
5Aneighbor'
sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimpertoherself.Shethentriestostrokehishair,buthepullsaway.Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopathisheadandshoulders.
6Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'
semotionalupsets,withsome,likeJenny,
keenlyawareandotherstuningout.AseriesofstudiesbyMarianRadke-Yarrowand
CarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalarge
partofthisdiffereneeinempathicconcernhadtodowithhowparentsdisciplinedtheir
children.Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviorcausedsomeoneelse:
"
Lookhowsadyou'
vemadeherfeel"
insteadof"
Thatwasnaughty"
.Theyfoundtoothat
children'
sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseis
distressed;
byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.■
UNIT3
Stolenidentity
Frankneverwenttopilotschool,medicalschool,lawschool,...becausehe'
sstillinhighschool."
2Thatwasthestraplineofthe2002filmCatchMeIfYouCan,whichtellsthestory
ofFrankAbagnale,Jr.(LeonardoDiCaprio),abrilliantyoungmasterofdeceptionwhoatdifferenttimesimpersonatedadoctor,alawyer,andanairplanepilot,forging
checksworthmorethansixmilliondollarsin26countries.Hebecametheyoungest
mantoevermaketheFBI'
smost-wantedlistforforgery.HuntedandcaughtinthefilmbyfictionalFBIagentCarlHanratty(TomHanks),Abagnalelaterescaped.HeeventuallybecameaconsultantfortheFBIwherehefocusedonwhite-collarcrime.
3It'
sagreatfilm,butcouldithappeninreallife?
Infact,CatchMeIfYouCanisbasedonthetruestoryofFrankAbagnale,whosecareerasafraudsterlastedaboutsixyearsbeforehewascaught,whoescapedfromcustodythreetimes(oncethroughanairplanetoilet),andwhospentatotalofsixyearsinprisoninFrance,Swedenand
theUS.Henowrunsaconsultancyadvisingtheworldofbusinesshowtoavoidfraud.Hehasraisedenoughmoneytopaybackallhisvictims,andisnowamulti-millionaire.
4Since2003,identitythefthasbecomeincreasinglycommon.Fewpeoplecouldimaginehowimportantthingsliketakingmailtothepostofficeandnotleavingitinthemailboxforpickup,shreddingdocumentsinsteadofthrowingthemoutwiththetrash,evenusingapencostingacoupleofbucks,havebecometoavoidlife-changingcrimes.
5Moreandmorepeoplearebecominganonymousvictimsofidentitytheft.We
spendmanyhoursanddollarstryingtorecoverourname,ourcredit,ourmoneyandourlives.Weneedtolookfordifferentwaystoprotectourselves.