English Recordings

Wear either coat.
Are you injured?
Here it is!
Sling cargo into a hold.
His legs dangled over the wall.
Cassava is the staple of more than 200 million individuals worldwide
future.
Two businessmen standing across from each other, both looking down stock photography by PhotoAlto.
Began.
Begun.
Sunk.
Sank.
Clad.

Three biggest challenges facing an English learner
© Tomasz P. Szynalski, Antimoon.com
1. Developing a passion for learning English
All English learners would like to speak English well. They are excited at the idea of being able to communicate in English fluently. However, they usually don't care about the learning process itself. For most learners, learning English is a duty — something that they have to, but don't want to do. They don't see pleasure in learning English.

In short, most learners would like to speak English well but don't like to be learning English. This is the first and biggest problem facing an English learner, because a person who doesn't like to learn English will not learn it well. If you don't love English, English won't love you back!

If you want to become a successful learner, you need to like the learning process itself. You need to treat time spent on English as time for pleasure and relaxation. For example, you need to enjoy:

1-reading English sentences and thinking about their structure
2-learning new words from a dictionary
3-writing a correct English sentence by consulting dictionaries, grammar guides, and the Web
4-practicing the pronunciation of English sounds and words
Ideally, learning English should be your hobby. You should think of yourself as an English Learner — a person who has chosen learning English as one of their favorite activities.

2. Making the first change to one's life
The decision to learn English requires changes in your life. For example, deciding that one will read a book in English for 30 minutes every day and keeping to that decision. It's very difficult to make a small, but permanent change to your life, especially if learning English doesn't seem "fun". However, learners should remember that studying English for 15 minutes every day gives you much better results than studying for a whole day once a month.

3. Making further changes to one's life
While the first change is the most difficult, each subsequent one is hard, too. A lot of learners take the first step (e.g. they start reading a book in English every day) and stop there. They do not engage in other English-building activities.

A good learner will have a set of activities (reading, watching TV, practicing pronunciation, listening to recordings, etc.) and choose from that set according to his or her mood. One activity is not good enough, because (1) you get bored more quickly, and (2) it gives you a range of language skills that is typically too narrow. For example, reading in English can't improve your pronunciation, although it can improve your grammar, vocabulary, reading comprehension, and writing skills.)

영어를 배울 때 직면하는 세 가지 어려움
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원문: Three biggest challenges facing an English learner

1. 영어를 배우려는 열정을 갖기
누구나 영어를 잘하고 싶어합니다. 영어로 유창하게 대화하는 모습을 상상하면서 기대에 부풉니다. 그러나 실제로 영어를 공부해나가는 과정은 생각하지 않습니다. 대부분의 사람들에게 영어는 의무입니다. 해야 하지만, 하고 싶지는 않지요. 영어 배우면서 어떠한 즐거움도 느끼지 못합니다.

간단히 말해, 영어를 잘하고는 싶지만, 공부하고 싶지는 않은 것이죠. 이것이 첫째 난관입니다. 영어 공부를 하고 싶은 마음이 없으니 영어 실력이 늘 리가 없지요. 영어를 사랑하지 않으면, 영어도 여러분을 사랑해 주지 않습니다!

영어에 성공하려면, 영어를 공부하는 과정 자체를 즐겨야 합니다. 영어 공부에 들이는 시간을 놀이나 휴식을 위한 시간처럼 받아들여야 합니다. 예를 들어, 다음과 같은 활동을 즐길 수 있어야 합니다.

영어 문장을 읽고 그 구조에 대해 고민하기
사전을 찾아가면서 새 단어를 공부하기
사전이나 문법책, 인터넷을 활용해서 정확한 영어 문장 만들기
영어의 음운과 단어의 발음을 연습하기
영어를 취미로 삼는 것이 가장 이상적입니다. 영어를 즐기는 사람이 되세요.

2. 생활을 바꾸기
영어를 배우려면 생활을 바꿔야 합니다. 예를 들어, 하루에 30분씩 영어책을 읽겠다는 다짐을 할 수 있습니다. 적은 시간이지만 꾸준히 지키려면 아주 어렵습니다. 특히 영어 공부가 재미없을 때는 더 그렇고요. 하지만, 꼭 기억해야 할 점은, 매일 15분씩 공부하는 것이 한 달에 한 번 온종일 공부하는 것보다 낫다는 사실입니다.

[edit] 3. 생활을 더 바꾸기
처음 생활의 일부를 바꿀 때도 어렵지만, 그 다음 변화도 어렵습니다. 많은 사람이 첫 단계(예를 들어, 매일 영어책을 읽는 것)에 머무릅니다. 영어 실력을 향상시키는 다른 활동까지 뻗어나가지 못합니다.

제대로 배우려면, 다양한 활동을 마련해서 (책 읽기, TV 보기, 발음 연습, 오디오북 듣기)상황에 따라 공부할 수 있어야 합니다. 한 가지 활동만으로는 충분하지 않습니다. 왜냐하면, (1) 금방 질리고, (2) 영어의 특정한 분야만 공부하기 때문입니다. 예를 들어, 영어책을 읽는 것은 문법이나 어휘, 독해력, 작문 실력은 향상시켜주지만, 발음에는 도움이 안 됩니다.

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Example sentences in dictionaries: More important than definitions(2)
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One more example
We have said that example sentences give important grammar/usage information and program your brain to produce its own sentences. Let's see one more example of how this works.

Suppose we look up the word shroud in a dictionary and find this definition:

[Longman Dictionary of English Language and Culture]
Great, so now we know what shroud means. It means "to cover and hide". We even know that we usually use shroud in the passive voice with the preposition in. But can we really use the word shroud, i.e. can we make our own sentences with it?

For example, you could say "I was hidden in the corner" — but would it be OK to say "I was shrouded in the corner"? Or, you could say that "The street was covered in darkness" — but could you say "The street was shrouded in darkness" instead?

Well, we don't know that. All we know is, shroud is probably NOT used in the same way as cover and hide, but the definition does not say in what situations (contexts) it IS used. So after seeing the definition, we know what shroud means, but we still can't do anything useful with it.

Now let's read the definition with example sentences:

http://www.antimoon.com/how/shroud-ex.gif

What do these examples tell us? They tell us many things:

ⓐWe usually say that something is shrouded in something, and not, for example, that something shrouds something. (We could have learned this from the definition, which says (in) usually pass., but examples are nicer than codes.)

ⓑBoth physical (hills) and nonphysical (affair) things can be shrouded in something.

ⓒThings can be shrouded in mist or shrouded in mystery. "Shrouded in the corner" will probably sound strange to native speakers.
With this information, you are finally prepared to use the word shroud in speaking or writing. For example, you can imitate the example sentences and say "The negotiations are shrouded in mystery" or "The street was shrouded in fog". This imitation can happen consciously (if you look at the examples while writing your own sentence) or in the magical "learning by input" way (if, say, in a week, you're writing a composition and the phrase "shrouded in something" appears in your head because you have seen the phrase before in the example sentences).

Final advice
First, make sure your dictionary has lots of example sentences. Better yet, use two or more dictionaries.
The next time you look up a word in a dictionary, and you want to use that word in your own speech or writing, concentrate on the example sentences — maybe even try to memorize them. You will not only learn incredibly useful information on the word's usage; you will program your brain to produce similar sentences. You'll be surprised at how much your brain can do if you feed it with enough input.

<또 다른 예 >
지금까지 사전의 예문이 중요한 문법/용법을 가르쳐주고, 나중에 직접 문장을 만들 때도 도움을 준다는 사실을 설명했습니다. 실제로 어떻게 예문을 활용하는지 예를 하나 더 들어보겠습니다.

shroud라는 단어를 찾는다고 합시다.

shroud [(in) usually pass.] to cover and hide
[Longman Dictionary of English Language and Culture]

자, 이제 shroud의 뜻을 파악했습니다. "감추거나 숨다"라고 하네요. 그리고 주로 수동형으로 전치사 in과 함께 쓴다는 것까지 알았습니다. 하지만, 이 정보만으로 shroud를 넣어 직접 문장을 만들 수 있겠습니까?

예를 들어, "I was hidden in the corner"라는 문장이 맞는다는 건 알지만, "I was shrouded in the corner"라는 문장은 올바를까요? 아니면, "The street was covered in darkness"라는 문장이 맞는다는 건 알지만, "The street was shrouded in darkness"라는 문장은 올바를까요?

아직까진 알 수 없습니다. 아마도 cover나 hide와는 쓰임이 다를 것 같지만, 사전 정의만으로는 어떤 상황(맥락)에서 사용하는지는 모릅니다. 뜻만 알아서는 실제로 아무런 일도 할 수 없습니다.

그럼 예문과 함께 살펴봅시다.

shroud [(in) usually pass.] to cover and hide; "The hills were shrouded in mist. The whole affair was shrouded in mystery."
이 예문으로 무엇을 알 수 있을까요? 많은 것을 알 수 있습니다:

*sth is shrouded in sth라고 쓰지, sth shrouds sth라고 쓰지는 않네요. (이건 "(in) usually pass"라는 표시를 보고도 알 수 있지만, 예문으로 확인하는 것이 더 직접적으로 느껴지죠)

*물질(hills)과 비물질(affair) 모두에 'be shrouded in'을 쓸 수 있습니다.

*감추는 주체가 안개나 미스터리입니다. "Shrouded in the corner"라고 하면 원어민한테 이상하게 들릴 수 있겠네요.
이 정도 정보는 있어야, 실제 말과 글에서 shroud란 단어를 사용할 준비가 된 겁니다. 예를 들어, 예문을 모방해서 "The negotiations are shrouded in mystery"나 "The street was shrouded in fog"라고 쓸 수 있는 거지요. 이런 모방은 의식적으로 이루어질 수도 있고(문장을 만들다가 사전을 찾아서 예문을 확인했을 때), "입력을 통한 습득"을 통해 마법같이 이루어질 수도 있습니다(작문 숙제를 하다가, 예전에 봤던 "shrouded in something"이라는 표현이 불현듯 떠오르는 때).

< 마치는 조언 >
1-먼저, 예문이 풍부한 사전이 필요하겠죠. 사전을 두 개 이상 보는 것도 좋은 방법입니다.

2-사전에서 찾은 단어를 실제로 직접 사용해보고 싶다면, 예문에 특별히 집중하세요. 나아가 외워도 보세요. 단어의 용법에 대한 귀중한 정보를 얻는 것뿐만 아니라, 우리의 머리가 비슷한 문장을 만들어 내는데도 도움을 줍니다. 충분한 입력이 주어진다면, 우리의 두뇌는 놀랄만한 일을 할 수 있습니다.

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Example sentences in dictionaries: More important than definitions-(part 2)

In an English dictionary, example sentences are even more important than definitions. A definition does one job: it tells you what a word means. Example sentences, on the other hand, perform at least three tasks:

①They let you check if you've understood the definition correctly.

②They show you how to use a word in sentences — how to connect it with other words and with grammar structures.

③They program your brain to produce correct English sentences.

Understanding meanings

After reading the definition of a word, you can read the example sentences which contain the word. If you can understand them, you know you've understood the definition correctly. For example, it is nice to read that surpass means "to go beyond in amount, quality or degree", but it is even nicer to see an example:

[ The results surpassed all our expectations. ]

You'll probably agree that after seeing the sentence, the meaning of the word surpass becomes much clearer and easier to remember.

Sometimes a definition is so complicated that the example sentences are your only hope. Consider this definition from the Collins COBUILD Advanced Learner's Dictionary, an otherwise fine product:
http://www.antimoon.com/how/examplesent-accountfor-noex.gif

"That part or proportion consists of that thing"? Yeah, whatever. Let's see the example sentence, which makes things a lot clearer: http://www.antimoon.com/how/examplesent-accountfor-ex.gif

<Grammar and usage>

A definition tells you what a word means, i.e. it helps you understand the word when you see it. However, the meaning is only half of the picture. In language, there are not only meanings, but also grammar and collocations. Some words simply "go with" other words.

* For example, the verb to suffer goes with the preposition from (as in "Alice suffers from insomnia"), and not with some other preposition.

* Lethal and mortal both mean "deadly", but we only talk about a lethal injection, not a mortal one.

*The adjective major has the same meaning as important, but it must come before a noun (as in "Drug abuse is a major problem" or "Religion has played a major role in the history of mankind"), so it would be wrong to say "It is major to remember people's birthdays".

*Danger (definition: "the possibility of something bad happening") is often used with in ("Our lives are in danger"), with of ("The building is in danger of collapsing"), or with a that-clause ("There's a danger that the plan will fail").

Such information is often not found in the definition, and you need to read the example sentences to learn how to connect a word with other words to produce correct sentences.

But — you might say — most dictionaries for English learners include grammar/usage information in the definitions. You would be right, of course. For example, the entry for suffer might include the label +from; or major might be labeled with something like ADJ + N to show that the adjective must come before a noun.

However, such "codes" can be tricky to interpret. A person who only knows that suffer means "to feel pain" and goes with the preposition from may produce the perfectly logical sentence "I suffer from doing homework" rather than "I suffer when I have to do homework". It is also easier to remember one or two example phrases (e.g. major problem, to play a major role) than to remember the abstract rule that "major has to be followed by a noun".

-------------------------------------------
단어의 정의보다 중요한 예문
From Antimoon Translation Project
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원문: Example sentences in dictionaries: More important than definitions

영어 사전을 볼 때, 예문을 정의보다 중요하게 살펴봐야 합니다. 정의가 하는 일은 한 가지입니다:
단어의 뜻을 알려주지요. 반면에, 예문은 다음 3가지 기능이 있습니다:

1-정의를 제대로 이해했는지 확인할 수 있습니다.

2-문장 속에서 단어를 어떻게 쓰는지 알 수 있습니다. 다른 문장 요소들과 문법적으로 어떻게 결합하는지 알 수 있죠.

3-올바른 문장을 머리에 입력시킵니다.
Contents [hide]
1 정의 이해하기
2 문법과 용법
3 뇌를 프로그램하기
4 또 다른 예
5 마치는 조언

< 정의 이해하기 >
단어의 정의를 확인한 다음엔, 그 단어가 들어 있는 예문을 읽어보세요. 문장의 뜻을 파악할 수 있다면, 단어의 정의를 잘 이해한 것입니다.
예를 들어, surpass의 뜻이 "to go beyond in amount, quality or degree"라는 걸 아는 것도 좋지만, 예문으로 다시 확인하면 더 좋습니다:

The results surpass all our expectations.
예문을 읽고 나면, surpass의 의미가 더 분명하게 느껴지고, 기억하기가 쉬워지는 것을 느낄 수 있을 겁니다.

때로는 정의만으로는 너무 어려워서, 예문이 유일한 해결책일 때가 있습니다. Collins COBUILD Advanced Learner's Dictionary에서 뽑은 부분을 예로 들겠습니다(물론, 이 사전은 전반적으로 훌륭합니다):
account for - if a particular thing accounts for a part or proportion of something, that part or proportion consists of that thing, or is used or produced by it.
"That part or proportion consists of that thing"? 음, 뭔 소린지. 예문을 보면 뜻이 훨씬 분명해집니다:

Computers account for 5% of the country's commercial electricity consumption.

< 문법과 용법 >
정의가 알려주는 단어의 뜻은, 글을 읽다가 단어를 발견하고 뜻을 이해하는 데는 도움을 줍니다. 그러나 뜻은 그 단어가 가진 수많은 특징 중의 하나일 뿐입니다. 뜻뿐만 아니라, 문법 규칙도 있고, 같이 자주 쓰는 단어도 있습니다. 어떤 단어들은 서로 친해서 같이 쓸 때가 많습니다.

*-예를 들어, suffer라는 동사는 전치사 from과 친하고("Alice suffers from insomnia"), 다른 전치사와는 연결되지 않습니다.
*-Lethal과 mortal은 둘 다 "치명적인"이란 뜻이지만, lethal injection이라고 하지, mortal injection이라고 하진 않습니다.
*major는 important와 같은 뜻의 형용사이지만, major는 항상 명사 앞에만 오기 때문에("Drug abuse is a major problem", "Religion has played a major role in the history of mankind"), "It is major to remember people's birthdays"라고 쓰면 틀립니다.
*-Danger("나쁜 일이 일어날 가능성")는 대개 in("Our lives are in danger"), with("The building is in danger of collapsing"), 또는 that-절("There's a danger that the plan will fail")과 함께 씁니다.

단어의 정의는 이런 정보를 담고 있지 않아서, 정확한 문장을 만들려면, 예문들을 읽고 공부해야 합니다.

사전에는 문법이나 용법에 관한 정보가 따로 나와있기도 합니다. 예를 들어, suffer에는 "+from", major에는 "ADJ + N"이라는 표시가 붙어서 용법을 설명해주기도 합니다.

그러나 그런 '표시'들은 조심해서 이해해야 합니다. suffer의 뜻을 "고통을 느끼다"로만 안 상태에서 from이라는 전치사와 이어진다는 규칙을 보게 되면, 아주 논리적으로 "I suffer from doing homework"라는 어색한 표현을 만들게 됩니다. 사실 "I suffer when I have to do homework"가 더 자연스럽지요. 그리고 짧은 예문 한두 개를 기억하는 것이(major problem, to play a major role), "major 다음에는 반드시 명사가 뒤따라야 한다"처럼 추상적인 규칙을 외우는기보다 쉽습니다.

<뇌를 프로그램하기 >

자기네 나라말을 할 때는 문법을 떠올리지 않습니다. 마음에 떠오르는 대로 다 맞는 표현이죠. 자국어를 하는 데는 특별한 지적 능력이나 기억력이 필요하지 않습니다.

이게 가능한 이유는 뇌에는 언어를 담당하는 특별한 모듈이 있기 때문입니다. 이 모듈은 읽고, 들은 문장들을 수집하고 가공해서 새 문장을 만들어 냅니다. 어린아이들이 바로 이렇게 말을 배웁니다. 처음엔 부모와 주변 어른들을 말을 듣기만 하다가, 나중에는 흉내 내서 문장을 만들지요.

외국어도 같은 방식으로 습득됩니다. 정확한 영어 문장을 많이 들을수록, 영어에 대한 정보를 많이 수집하게 되고, 더 많은 문장을 만들어 낼 수 있습니다. 안티문인 이것을, 입력을 통한 습득이라고 부릅니다. 스티븐 크래션 박사는 자연적 접근법이라고 부르지요.

이제 왜 사전에 나온 예문을 읽어봐야 하는지 감이 잡힐 겁니다. 문장을 읽어놓으면, 그 표현이 필요할 때 머릿속에 쉽게 떠오를 것이고, 그에 맞추어 여러분 자신의 새 문장을 만들 수 있습니다.

Cutting speed influences the power required for the cutting process and the tool life. It does not influence the forces acting on the cutting tool. The forces acting on the cutting tool depend solely upon the properties of the workpiece material, the cutting-tool geometry, and the depth of cut and rate of feed. Example 2.22 shows how increasing the cutting speed affects the power required for a given process. The upper limit is set by the rigidity of the machine tool being used and the power available at its spindle.
The cutting speed also influences the tool life. It has just been shown that increasing the cutting speed increases the power required. Since power can be defined as the rate of doing work or using energy, increasing the cutting speed increases the rate at which energy is dissipated at the cutting zone. Since energy cannot be created or destroyed (law of conservation of energy), the mechanical energy of cutting is converted into heat energy in the cutting zone. This increases the temperature at the tool tip and reduces the tool life. The relationship between cutting speed and tool life is logarithmic; an empirical relationship has been derived experimentally:
(V * t)^n = C

where:
V...cutting speed in m/min
t...tool life in minutes
n...tool life index
C...a constant for a given set of cutting conditions

CUTTING FLUIDS

The correct selection and use of cutting fluids is one of the most important, and often one of the cheapest, factors in enhancing the performance of cutting tools. To obtain optimum rates of metal removal and to maintain optimum tool service life, it is necessary to lubricate and cool the chip-tool interface. Cutting fluids are designed to fulfil one of more of the following functions:
- to cool the tool and workpiece,
- to lubricate the chip-tool interface and reduce tool wear due to friction and abrasion,
- to prevent chip welding (formation of a built-up edge),
- to improve the finish of the machined surface,
- to flush away the chips from the cutting zone,
- to prevent corrosion of the work and the machine.

Experiments have shown that, for the majority of machining operations, the cooling and flushing action of the cutting fluid is most important as the rate of tool wear is extremely sensitive to small temperature changes at the chip-tool interface. For this reason, emulsified cutting fluids are used in most workshop applications since the high water content improves the cooling action and reduces the cost.
However, the lubricating action of the cutting fluid becomes of prime importance in reducing the wear rate of the tool in such operations as tapping, broaching and gear cutting, where expensive form tools are used. In these operations the cutting speeds are relatively low and the chip force on the rake face of the tool is very high, thus straight (undiluted) cutting lubricants are used. These lubricants often contain an extreme-pressure addictive.
Mineral lubricating oils are unsuitable as cutting fluids. Their viscosity is too high and their specific heat capacity is too low to make them effective coolants; their lubricity is inadequate to withstand the high contact pressure between the chip and the tool, and they give off noxious fumes when raised to the cutting temperature. They also represent a fire hazard.

45.
Many years ago, psychologists performed an experiment in which they put a number of people in a
room, alone except for a ring toss set. It was one of those children’s toys with a short wooden post held upright on the floor and a bunch of round rings. The subjects were
left alone to amuse themselves as best they could. As expected, with time to kill, they began trying to toss the rings around the post. What the psychologists discovered was that most of the people moved far enough away from the post so that tossing the rings around it was
challenging but not so difficult as to be totally frustrating.
In other words, they deliberately positioned themselves between frustration on the one hand and boredom on the other. The process of alternately producing and relieving
tension was what made the activity stimulating.
Subjects tended to make a ring toss activity stimulating by producing just enough tension through varying the distance to the post so as to balance frustration and boredom.

46-48.
On the wall of our dining room was a framed quotation: “Let me live in a house by the side of the road and be a friend to man.” It inspired in me countless childhood daydreams about meeting new people from exotic places.
I was a child who desperately wanted to connect with others. We did live ‘by the side of the road’ ― on Route 9 between Keene and Portsmouth ― but in a place so remote it was extremely difficult to be a ‘friend to man.’
One day when our family drove into town, I focused intently on the big, paper, grocery store signs advertising the same type of produce that we grew: ‘carrots, 50 cents a
bunch,’ ‘tomatoes, 99 cents a pound.’ Meanwhile, I thought of how the type of ‘imperfect’ produce we ate for dinner, just as healthy as that sold at the store, was often tossed on the compost heap or left in the ground.
The unattractive produce such as crooked carrots and odd-looking tomatoes was not valuable to the grocery store, where only ‘perfect’ produce was sold. But I knew they would have value to people who would chop them into salads or soups, can them, or use them to make pies, because that is what our family did with them. They were fresh and clean and came straight from the good earth.
Why couldn’t others also benefit from that value? I could save people the trouble of going into the store by making my produce accessible at the side of the road, and that
would provide value, too. Surely I could convince people to pay half of what the grocery store charged and to feel lucky about the bargain. Suddenly, I saw a connection between those bumpy vegetables on our table and the quotation on the wall; I found a way to satisfy my longing
for new friends. These homely fruits and vegetables
would become my golden apples.

49-50.
A friend of mine and his wife were in Hawaii, standing on a beach, watching a beautiful sunset ― hardly able to believe how magnificent the sight was. A woman approached them and overheard my friend’s wife say,
“I can’t believe how beautiful this is.” While walking away from the spectacular display, the woman said, “You should have seen it in Tahiti.”
When your attention is not on the present moment but on something else, you will tend to compare even good experiences with others, as the Tahiti traveler did, or you will wonder about future experiences instead of enjoying the present one, and regret past experiences because they are already over. But as you
learn to bring your attention back to the here and now, life will come alive again, providing the enjoyment and satisfaction it was meant to. Thus, when you live in the present moment, one of the nice things that happens to you is that ordinary, everyday life takes on a new significance.
Taking walks, watching a sunset, gardening, reading a book, all begin to feel special. When your attention is brought back to the here and now, you engage in life rather than think about life.

42.
The age of 3½ is not without its charm. One of the
more amusing aspects of this age is the child’s often vivid
imagination, expressed most strikingly in his enjoyment of
imaginary companions. Though some people have felt that
only the lonely play with imaginary playmates, our research
makes it very evident that it is often the highly superior
and imaginative child who invents these creatures. They are
very real to him, very important, and, we can assure you,
quite harmless. Even though it may be annoying to have to
lay a place at dinner or keep an extra seat in the family
automobile for his ‘friend’ who exists only in your child’s
imagination, it is probably well worthwhile.

43.
Rosalyn’s parents did everything possible to avoid
favoring one child over the others, and this resulted in
her feelings being hurt. One year Rosalyn asked her
mother to prepare a special treat for her birthday: the
honey cake that Rosalyn had always loved.
Her mother said she couldn’t. If she made a honey cake
for Rosalyn, she’d have to make cakes for Rosalyn’s
two sisters, and she didn’t have time to make three cakes.
In the end, her mother did give Rosalyn a honey cake
on her birthday ― a really small one, because she
split the batter for one cake into three parts, to treat
her daughters equally.
Upon receiving the cake, Rosalyn became disappointed.
It was, after all, her birthday; couldn’t she be singled
out on one day of the year? A parent’s admirable
efforts not to play favorites can mean that no child gets
the whole cake of parental love.

44.
How can you create closeness when the two of you are
hundreds of miles apart? How can you make the person you
are talking to on the phone feel special when you cannot pat
their back or give them a little hug? The answer is simple.
Just use your caller’s name far more often than you would
in person. In fact, shower your conversations with his or her
name. Saying a person’s name too often in face-to-face
conversation sounds manipulative. However, on the phone
the effect is dramatically different. If you heard someone say
your name, even if you were being pushed around in a big
noisy crowd, you would pay attention and listen.

39.
Although a speech can be effective, all the words in the
world cannot measure up to the example of a leader,
especially in communicating new behaviors and values.
There is often no more effective way to help people
understand the message than to have it modeled for them by
the manager. Words can yield a variety of interpretations in
terms of the kind of behaviors people think they mean. But
a manager’s actions provide a clear model of exactly the
kind of behavior required. Managers who want people to
take a more team-based approach with their people, for
example, will almost certainly get better results by taking a
more team-based approach themselves rather than just by
making a speech on teamwork.

40.
Now, as always, cities are desperate to create the
impression that they lie at the center of something or other.
This idea of centrality may be locational, namely
that a city lies at the geographical center of England, Europe,
and so on. This draws on a well-established notion
that geographical centrality makes a place more accessible,
easing communication and communication costs. However, now that the economy is characterized more by the exchange of information than by hard goods, geographical centrality has been replaced by attempts to create a sense of cultural centrality.
Cultural centrality usually demonstrates itself as a cry that a
city is at the center of the action. This means that the city has an abundance of cultural activities, such as
restaurants, theater, ballet, music, sport, and scenery.
The suggestion is that people will want for nothing in this
city.

41.
Young children rarely think of their art as personal
property. Often they throw it away or give it away. This
suggests that much of the value of art for a child consists
in making it. Interestingly, art in tribal societies is
frequently abandoned after it has served its purpose. The
focus is on the magical, expressive, and social value of the
act of making. Some contemporary artists share this
feeling, but they are also caught up in the system of art
exhibition, the selling of their art, and the requirements of
an art market. This results in a tension in the art world that
is largely unresolved ― the tension between art as a
satisfying mode of expression and art as a precious
collectible object, between the experience of making and
the experience of owning.

Can you give me just a minute to finish writing this?