2013年4月30日火曜日

Sheryl Sandberg: Why we have too few women leaders


1)So for any of us in this room today, let's start out by admitting we're lucky. We don't live in the world our mothers lived in, our grandmothers lived in, where career choices for women were so limited. And if you're in this room today, most of us grew up in a world where we had basic civil rights, and amazingly, we still live in a world where some women don't have them. But all that aside, we still have a problem, and it's a real problem. And the problem is this: Women are not making it to the top of any profession anywhere in the world. The numbers tell the story quite clearly. 190 heads of state -- nine are women. Of all the people in parliament in the world, 13 percent are women. In the corporate sector, women at the top,C-level jobs, board seats -- tops out at 15, 16 percent. The numbers have not moved since 2002 and are going in the wrong direction. And even in the non-profit world, a world we sometimes think of as being led by more women, women at the top: 20 percent.

2)We also have another problem, which is that women face harder choices between professional success and personal fulfillment. A recent study in the U.S. showed that, of married senior managers, two-thirds of the married men had children and only one-third of the married women had children. A couple of years ago, I was in New York, and I was pitching a deal, and I was in one of those fancy New York private equity offices you can picture. And I'm in the meeting -- it's about a three-hour meeting -- and two hours in, there kind of needs to be that bio break, and everyone stands up, and the partner running the meeting starts looking really embarrassed. And I realized he doesn't know where the women's room is in his office. So I start looking around for moving boxes, figuring they just moved in, but I don't see any. And so I said, "Did you just move into this office?" And he said, "No, we've been here about a year." And I said, "Are you telling me that I am the only woman to have pitched a deal in this office in a year?" And he looked at me, and he said,"Yeah. Or maybe you're the only one who had to go to the bathroom."
(Laughter)


3)So the question is, how are we going to fix this? How do we change these numbers at the top? How do we make this different? I want to start out by saying, I talk about this -- about keeping women in the workforce -- because I really think that's the answer. In the high-income part of our workforce, in the people who end up at the top -- Fortune 500 CEO jobs,or the equivalent in other industries -- the problem, I am convinced, is that women are dropping out. Now people talk about this a lot, and they talk about things like flextime and mentoring and programs companies should have to train women. I want to talk about none of that today, even though that's all really important. Today I want to focus on what we can do as individuals. What are the messages we need to tell ourselves? What are the messages we tell the women who work with and for us? What are the messages we tell our daughters?

4)Now, at the outset, I want to be very clear that this speech comes with no judgments. I don't have the right answer. I don't even have it for myself. I left San Francisco, where I live, on Monday, and I was getting on the plane for this conference. And my daughter, who's three, when I dropped her off at preschool, did that whole hugging-the-leg, crying, "Mommy, don't get on the plane" thing. This is hard. I feel guilty sometimes. I know no women, whether they're at home or whether they're in the workforce, who don't feel that sometimes. So I'm not saying that staying in the workforce is the right thing for everyone.

5)My talk today is about what the messages are if you do want to stay in the workforce, and I think there are three. One, sit at the table. Two, make your partner a real partner. And three, don't leave before you leave. Number one: sit at the table. Just a couple weeks ago at Facebook, we hosted a very senior government official, and he came in to meet with senior execs from around Silicon Valley. And everyone kind of sat at the table. And then he had these two women who were traveling with him who were pretty senior in his department, and I kind of said to them, "Sit at the table. Come on, sit at the table," and they sat on the side of the room. When I was in college my senior year, I took a course called European Intellectual History. Don't you love that kind of thing from college? I wish I could do that now.And I took it with my roommate, Carrie, who was then a brilliant literary student -- and went on to be a brilliant literary scholar -- and my brother -- smart guy, but a water-polo-playing pre-med, who was a sophomore.

6)The three of us take this class together. And then Carrie reads all the books in the original Greek and Latin, goes to all the lectures. I read all the books in English and go to most of the lectures. My brother is kind of busy. He reads one book of 12 and goes to a couple of lectures, marches himself up to our room a couple days before the exam to get himself tutored. The three of us go to the exam together, and we sit down. And we sit there for three hours -- and our little blue notebooks -- yes, I'm that old. And we walk out, and we look at each other, and we say, "How did you do?" And Carrie says, "Boy, I feel like I didn't really draw out the main point on the Hegelian dialectic." And I say, "God, I really wish I had really connected John Locke's theory of property with the philosophers who follow." And my brother says, "I got the top grade in the class." "You got the top grade in the class? You don't know anything."

7)The problem with these stories is that they show what the data shows: women systematically underestimate their own abilities. If you test men and women, and you ask them questions on totally objective criteria like GPAs, men get it wrong slightly high, and women get it wrong slightly low. Women do not negotiate for themselves in the workforce. A study in the last two years of people entering the workforce out of college showed that 57 percent of boys entering, or men, I guess, are negotiating their first salary, and only seven percent of women. And most importantly, men attribute their success to themselves, and women attribute it to other external factors. If you ask men why they did a good job, they'll say, "I'm awesome. Obviously. Why are you even asking?" If you ask women why they did a good job, what they'll say is someone helped them, they got lucky, they worked really hard. Why does this matter? Boy, it matters a lot because no one gets to the corner officeby sitting on the side, not at the table, and no one gets the promotion if they don't think they deserve their success, or they don't even understand their own success.

8)I wish the answer were easy. I wish I could just go tell all the young women I work for, all these fabulous women, "Believe in yourself and negotiate for yourself. Own your own success." I wish I could tell that to my daughter. But it's not that simple. Because what the data shows, above all else, is one thing, which is that success and likeability are positively correlated for men and negatively correlated for women. And everyone's nodding, because we all know this to be true.

9)There's a really good study that shows this really well. There's a famous Harvard Business School study on a woman named Heidi Roizen. And she's an operator in a company in Silicon Valley, and she uses her contacts to become a very successful venture capitalist. In 2002 -- not so long ago -- a professor who was then at Columbia University took that case and made it Howard Roizen. And he gave the case out, both of them, to two groups of students. He changed exactly one word: "Heidi" to "Howard." But that one word made a really big difference. He then surveyed the students, and the good news was the students, both men and women, thought Heidi and Howard were equally competent, and that's good.The bad news was that everyone liked Howard. He's a great guy. You want to work for him.You want to spend the day fishing with him. But Heidi? Not so sure. She's a little out for herself. She's a little political. 

10)You're not sure you'd want to work for her. This is the complication. We have to tell our daughters and our colleagues, we have to tell ourselves to believe we got the A, to reach for the promotion, to sit at the table, and we have to do it in a world where, for them, there are sacrifices they will make for that, even though for their brothers, there are not.

11)The saddest thing about all of this is that it's really hard to remember this. And I'm about to tell a story which is truly embarrassing for me, but I think important. I gave this talk at Facebook not so long ago to about 100 employees, and a couple hours later, there was a young woman who works there sitting outside my little desk, and she wanted to talk to me.I said, okay, and she sat down, and we talked. And she said, "I learned something today. I learned that I need to keep my hand up." I said, "What do you mean?" She said, "Well, you're giving this talk, and you said you were going to take two more questions. And I had my hand up with lots of other people, and you took two more questions. And I put my hand down, and I noticed all the women put their hand down, and then you took more questions,only from the men." And I thought to myself, wow, if it's me -- who cares about this, obviously -- giving this talk -- and during this talk, I can't even notice that the men's hands are still raised, and the women's hands are still raised, how good are we as managers of our companies and our organizations at seeing that the men are reaching for opportunities more than women? We've got to get women to sit at the table.
(Applause)


12)Message number two: make your partner a real partner. I've become convinced that we've made more progress in the workforce than we have in the home. The data shows this very clearly. If a woman and a man work full-time and have a child, the woman does twice the amount of housework the man does, and the woman does three times the amount of childcare the man does. So she's got three jobs or two jobs, and he's got one. Who do you think drops out when someone needs to be home more? The causes of this are really complicated, and I don't have time to go into them. And I don't think Sunday football-watching and general laziness is the cause.

13)I think the cause is more complicated. I think, as a society, we put more pressure on our boys to succeed than we do on our girls. I know men that stay home and work in the home to support wives with careers, and it's hard. When I go to the Mommy-and-Me stuff and I see the father there, I notice that the other mommies don't play with him. And that's a problem, because we have to make it as important a job, because it's the hardest job in the world to work inside the home, for people of both genders, if we're going to even things out and let women stay in the workforce. (Applause) Studies show that households with equal earning and equal responsibility also have half the divorce rate. And if that wasn't good enough motivation for everyone out there, they also have more -- how shall I say this on this stage? -- they know each other more in the biblical sense as well.
(Cheers)


14)Message number three: don't leave before you leave. I think there's a really deep irony to the fact that actions women are taking -- and I see this all the time -- with the objective of staying in the workforce actually lead to their eventually leaving. Here's what happens: We're all busy. Everyone's busy. A woman's busy. And she starts thinking about having a child,and from the moment she starts thinking about having a child, she starts thinking about making room for that child. "How am I going to fit this into everything else I'm doing?" And literally from that moment, she doesn't raise her hand anymore, she doesn't look for a promotion, she doesn't take on the new project, she doesn't say, "Me. I want to do that."She starts leaning back. The problem is that -- let's say she got pregnant that day, that day -- nine months of pregnancy, three months of maternity leave, six months to catch your breath -- fast-forward two years, more often -- and as I've seen it -- women start thinking about this way earlier -- when they get engaged, when they get married, when they start thinking about trying to have a child, which can take a long time. One woman came to see me about this, and I kind of looked at her -- she looked a little young. And I said, "So are you and your husband thinking about having a baby?" And she said, "Oh no, I'm not married." She didn't even have a boyfriend. I said, "You're thinking about this just way too early."

15)But the point is that what happens once you start kind of quietly leaning back? Everyone who's been through this -- and I'm here to tell you, once you have a child at home, your job better be really good to go back, because it's hard to leave that kid at home -- your job needs to be challenging. It needs to be rewarding. You need to feel like you're making a difference. And if two years ago you didn't take a promotion and some guy next to you did, if three years ago you stopped looking for new opportunities, you're going to be boredbecause you should have kept your foot on the gas pedal. Don't leave before you leave. Stay in. Keep your foot on the gas pedal, until the very day you need to leave to take a break for a child -- and then make your decisions. Don't make decisions too far in advance,particularly ones you're not even conscious you're making.

16)My generation really, sadly, is not going to change the numbers at the top. They're just not moving. We are not going to get to where 50 percent of the population -- in my generation, there will not be 50 percent of [women] at the top of any industry. But I'm hopeful that future generations can. I think a world that was run where half of our countries and half of our companies were run by women, would be a better world. And it's not just because people would know where the women's bathrooms are, even though that would be very helpful. I think it would be a better world. I have two children. I have a five-year-old son and a two-year-old daughter. I want my son to have a choice to contribute fully in the workforce or at home, and I want my daughter to have the choice to not just succeed, but to be liked for her accomplishments.
Thank you.
(Applause)




2013年4月19日金曜日

Special Agent in Charge Richard DesLauriers Speaks at Press Conference Regarding Boston Marathon Explosions

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Remarks given by Special Agent in Charged Richard DesLauriers at press conference.
I would like to start this morning by thanking the first responders from Boston EMS and Boston Fire Department and the volunteer physicians, nurses, and medical staff from the community who volunteered at the marathon. Their services and heroic actions saved lives yesterday afternoon.
We continue to work shoulder-to-shoulder with our JTTF [Joint Terrorism Task Force] partners and the Boston Police Department and the Massachusetts State Police, as well as all of the other JTTF agencies.
Our mission is clear—to bring to justice those responsible for the marathon bombing.
The American public wants answers. The citizens of the city of Boston and the Commonwealth of Massachusetts want and deserve answers. This group of dedicated men and women standing before you today pledge to do everything possible to get those answers.
This remains a very active investigation. Our ongoing investigation in various locations throughout the area goes on. However, there are no known additional threats. We continue to interview various witnesses and process the crime scene, which could take some time. The citizens of Massachusetts and the city of Boston should expect to see the FBI and its JTTF partners conducting investigative activity in the greater Eastern Massachusetts and Boston areas.
Assistance from the public remains critical in establishing a timeline of events, which leads to swift conclusion through due diligence and strong investigative activity.
We commend the public. We commend the citizens of Boston and the citizens of the Commonwealth of Massachusetts for the information that has been provided to law enforcement so far. And we strongly encourage that assistance to continue.
It is paramount to explain the FBI and our JTTF role to a greater extent—the volume of tips we have received and reiterating the resources we provide. We have received voluminous tips over the last 18 hours since the incidents.
We have staffed our 1-800-CALL-FBI tip line and we continue to encourage individuals to contact that line with any additional tips.
We are bringing additional victim assistance and Evidence Response Team resources from our Headquarters components and the field offices to Boston. And they are on site working as we speak, processing evidence at the crime scene.
To the extent the crime scene still plays in Copley perimeter—it continues to be a crime scene and may be that for days.
The FBI JTTF is logically following up on a variety of leads. You will see us and our law enforcement partners interviewing, maybe, your neighbor or co-worker or even yourself in coming days. We encourage you to please cooperate with law enforcement authorities.
The resources of the FBI and the JTTF allow for swift action, which we hope will yield quick results. But that does not diminish our diligence and persistence in combing through the high volume of evidence and leads that we are processing right now. We are just beginning upon that path.
Thank you very much.

2013年4月18日木曜日

Obama Decries Senate’s Rejection of Gun Safety Measures

 
Obama Decries Senate’s Rejection of Gun Safety Measures
By MICHAEL D. SHEAR and MARK LANDLER
Doug Mills/The New York Times

President Obama on Wednesday was joined by families of the victims of the Newtown, Conn. school shooting and former Representative Gabrielle Giffords, before making a statement following the failed gun vote on Capitol Hill.

President Obama on Wednesday was joined by families of the victims of the Newtown, Conn. school shooting and former Representative Gabrielle Giffords, before making a statement following the failed gun vote on Capitol Hill.
Flanked by family members of the Newtown, Conn., shooting victims and former Representative Gabrielle Giffords of Arizona, President Obama decried a Senate vote defeating gun control legislation, saying a minority of senators “blocked common-sense gun reforms even while these families looked on from the Senate gallery.”

“All in all, this was a pretty shameful day for Washington,” Mr. Obama said.
Speaking from the Rose Garden, a visibly angry president charged that the “gun lobby and its allies willfully lied” about the compromise background check bill worked out by a Democratic and a Republican senator.
Mr. Obama said that Republicans, and some Democrats, “caved to the pressure” from what he called a vocal minority of people who support gun rights. “There were no coherent arguments as to why we wouldn’t do this,” he said. “It came down to politics.”
The president said his administration would do “everything it can” without Congress to protect Americans. But he criticized opponents of gun control legislation who had said the lobbying by Newtown families was inappropriate.
“Are they serious?” he said. “Do we really think that thousands of families whose lives have been shattered by gun violence do not have a right to weigh in?”
Before Mr. Obama spoke, the father of one of the young children killed in Newtown spoke of his anger at the bill’s defeat.
“Any dad in America could be in my shoes. No one should feel our pain,” said Mark Barden, the father of Daniel. “We will not be defeated. We are not defeated and we will not be defeated.”
Mr. Obama, whose campaign for tougher gun legislation has been among the most emotional of his presidency, spoke in a tone that was alternately bitter, sarcastic and sorrowful.
“If action by Congress could have saved one person, one child, a few hundred, a few thousand,” he declared, “we had an obligation to try.”
He urged people who supported the legislation to register their displeasure at the polls. And he questioned whether some politicians who pledged a new direction after the schoolhouse slaughter in Newtown, or after other mass shootings, had uttered “empty words.”
Despite the defeat, Mr. Obama insisted that the fight over gun laws was in “round one.” He said his administration would work to ensure that states had access to existing data on gun buyers.
“Sooner or later, we are going to get this right,” he said. “The memories of these children demand it, and so do the American people.”
An earlier version of this item gave an incorrect name for a victim of the Newtown shootings. His name is Daniel, not Brian.

2013年4月13日土曜日

HOWTO: Be more productive


“With all the time you spend watching TV,” he tells me, “you could have written a novel by now.” It’s hard to disagree with the sentiment — writing a novel is undoubtedly a better use of time than watching TV — but what about the hidden assumption? Such comments imply that time is “fungible” — that time spent watching TV can just as easily be spent writing a novel. And sadly, that’s just not the case.
Time has various levels of quality. If I’m walking to the subway station and I’ve forgotten my notebook, then it’s pretty hard for me to write more than a couple paragraphs. And it’s tough to focus when you keep getting interrupted. There’s also a mental component: sometimes I feel happy and motivated and ready to work on something, but other times I feel so sad and tired I can only watch TV.
If you want to be more productive then, you have to recognize this fact and deal with it. First, you have to make the best of each kind of time. And second, you have to try to make your time higher-quality.

Spend time efficiently

Choose good problems

Life is short (or so I’m told) so why waste it doing something dumb? It’s easy to start working on something because it’s convenient, but you should always be questioning yourself about it. Is there something more important you can work on? Why don’t you do that instead? Such questions are hard to face up to (eventually, if you follow this rule, you’ll have to ask yourself why you’re not working on the most important problem in the world) but each little step makes you more productive.
This isn’t to say that all your time should be spent on the most important problem in the world. Mine certainly isn’t (after all, I’m writing this essay). But it’s definitely the standard against which I measure my life.

Have a bunch of them

Another common myth is that you’ll get more done if you pick one problem and focus on it exclusively. I find this is hardly ever true. Just this moment for example, I’m trying to fix my posture, exercise some muscles, drink some fluids, clean off my desk, IM with my brother, and write this essay. Over the course the day, I’ve worked on this essay, read a book, had some food, answered some email, chatted with friends, done some shopping, worked on a couple other essays, backed up my hard drive, and organized my book list. In the past week I’ve worked on several different software projects, read several different books, studied a couple different programming languages, moved some of my stuff, and so on.
Having a lot of different projects gives you work for different qualities of time. Plus, you’ll have other things to work on if you get stuck or bored (and that can give your mind time to unstick yourself).
It also makes you more creative. Creativity comes from applying things you learn in other fields to the field you work in. If you have a bunch of different projects going in different fields, then you have many more ideas you can apply.

Make a list

Coming up with a bunch of different things to work on shouldn’t be hard — most people have tons of stuff they want to get done. But if you try to keep it all in your head it quickly gets overwhelming. The psychic pressure of having to remember all of it can make you crazy. The solution is again simple: write it down.
Once you have a list of all the things you want to do, you can organize it by kind. For example, my list is programming, writing, thinking, errands, reading, listening, and watching (in that order).
Most major projects involve a bunch of these different tasks. Writing this, for example, involves reading about other procrastination systems, thinking up new sections of the article, cleaning up sentences, emailing people with questions, and so on, all in addition to the actual work of writing the text. Each task can go under the appropriate section, so that you can do it when you have the right kind of time.

Integrate the list with your life

Once you have this list, the problem becomes remembering to look at it. And the best way to remember to look at it is to make looking at it what you would do anyway. For example, I keep a stack of books on my desk, with the ones I’m currently reading on top. When I need a book to read, I just grab the top one off the stack.
I do the same thing with TV/movies. Whenever I hear about a movie I should watch, I put it in a special folder on my computer. Now whenever I feel like watching TV, I just open up that folder.
I’ve also thought about some more intrusive ways of doing this. For example, a web page that pops up with a list of articles in my “to read” folder whenever I try to check some weblogs. Or maybe even a window that pops up with work suggestions occasionally for me to see when I’m goofing off.

Make your time higher quality

Making the best use of the time you have can only get you so far. The much more important problem is making more higher quality time for yourself. Most people’s time is eaten up by things like school and work. Obviously if you attend one of these, you should stop. But what else can you do?

Ease physical constraints

Carry pen and paper

Pretty much everyone interesting I know has some sort of pocket notebook they carry at all times. Pen and paper is immediately useful in all kinds of circumstances — if you need to write something down for somebody, take notes on something, scratch down an idea, and so on. I’ve even written whole articles in the subway.1
(I used to do this, but now I just carry my computerphone everywhere. It doesn’t let me give people information physically, but it makes up for it by giving me something to read all the time (email) and pushing my notes straight into my email inbox, where I’m forced to deal with them right away.)

Avoid being interrupted

For tasks that require serious focus, you should avoid getting interrupted. One simple way is to go somewhere interrupters can’t find you. Another is to set up an agreement with the people around you: “don’t bother me when the door is closed” or “IM me if I have headphones on” (and then you can ignore the IMs until you’re free).
You don’t want to overdo it. Sometimes if you’re really wasting time you should be distracted. It’s a much better use of time to help someone else with their problem than it is to sit and read the news. That’s why setting up specific agreements is a good idea: you can be interrupted when you’re not really focusing.

Ease mental constraints

Eat, sleep, exercise

Time when you’re hungry or tired or twitchy is low-quality time. Improving it is simple: eat, sleep, and exercise. Yet I somehow manage to screw up even this. I don’t like going to get food, so I’ll often work right through being hungry and end up so tired out that I can’t bring myself to go get food.2
It’s tempting to say to yourself, “I know I’m tired but I can’t take a nap — I have work to do”. In fact, you’ll be much more productive if you do take that nap, since you’ll improve the quality of the day’s remaining time and you were going to have to sleep sometime anyway.
I don’t really exercise much so I’m probably not the best person to give advice on that bit, but I do try to work it in where I can. While I’m lying down reading, I do situps. And when I need to go somewhere on foot, I run.

Talk to cheerful people

Easing mental constraints is much harder. One thing that helps is having friends who are cheerful. For example, I always find myself much more inclined to work after talking to Paul Graham or Dan Connolly — they just radiate energy. It’s tempting to think that you need to get away from people and shut yourself off in your room to do any real work, but this can be so demoralizing that it’s actually less efficient.

Share the load

Even if your friends aren’t cheerful, just working on a hard problem with someone else makes it much easier. For one thing, the mental weight gets spread across both people. For another, having someone else there forces you to work instead of getting distracted.

Procrastination and the mental force field

But all of this is sort of dodging the issue. The real productivity problem people have is procrastination. It’s something of a dirty little secret, but everyone procrastinates — severely. It’s not just you. But that doesn’t mean you shouldn’t try to stop it.
What is procrastination? To the outside observer, it looks like you’re just doing something “fun” (like playing a game or reading the news) instead of doing your actual work. (This usually causes the outside observer to think you’re lazy and bad.) But the real question is: what’s going on inside your head?
I’ve spent a bunch of time trying to explore this and the best way I can describe it is that your brain puts up a sort of mental force field around a task. Ever play with two magnets? If you orient the magnets properly and try to push them towards each other, they’ll repel fiercely. As you move them around, you can sort of feel out the edges of the magnetic field. And as you try to bring the magnets together, the field will push you back or off in another direction.
The mental block seems to work in the same way. It’s not particularly solid or visible, but you can sort of feel it around the edges. And the more you try to go towards it the more it pushes you away. And so, not surprisingly, you end up going in another direction.3
And just as you can’t get two repelling magnets to sit together just by pushing real hard — they’ll fling back as soon as you stop pushing — I’ve never been able to overcome this mental force field through sheer willpower. Instead, you have to be sneaky about it — you have to rotate a magnet.
So what causes the mental force field? There appear to be two major factors: whether the task is hard and whether it’s assigned.
Hard problems
Break it down
The first kind of hard problem is the problem that’s too big. Say you want to build a recipe organizing program. Nobody can really just sit down and build a recipe organizer. That’s a goal, not a task. A task is a specific concrete step you can take towards your goal. A good first task might be something like “draw a mockup of the screen that displays a recipe”. Now that’s something you can do.4
And when you do that, the next steps become clearer. You have to decide what a recipe consists of, what kind of search features are needed, how to structure the recipe database, and so on. You build up a momentum, each task leading to the next. And as your brain gets crunching on the subject, it becomes easier to solve that subject’s problems.
For each of my big projects, I think of all the tasks I can do next for them and add them to my categorized todo list (see above). And when I stop working on something, I add its next possible tasks to the todo list.
Simplify it
Another kind of hard problem is the one that’s too complicated or audacious. Writing a book seems daunting, so start by doing an essay. If an essay is too much, start by writing a paragraph summary. The important thing is to have something done right away.
Once you have something, you can judge it more accurately and understand the problem better. It’s also much easier to improve something that already exists than to work at a blank page. If your paragraph goes well, then maybe it can grow into an essay and then into a book, little by little, a perfectly reasonable piece of writing all the way through..
Think about it
Often the key to solving a hard problem will be getting some piece of inspiration. If you don’t know much about the field, you should obviously start by researching it — see how other people did things, get a sense of the terrain. Sit and try and understand the field fully. Do some smaller problems to see if you have a handle on it.
Assigned problems
Assigned problems are problems you’re told to work on. Numerous psychology experiments have found that when you try to “incentivize” people to do something, they’re less likely to do it and do a worse job. External incentives, like rewards and punishments, kills what psychologists call your “intrinsic motivation” — your natural interest in the problem. (This is one of the most thoroughly replicated findings of social psychology — over 70 studies have found that rewards undermine interest in the task.)5 People’s heads seem to have a deep avoidance of being told what to do.6
The weird thing is that this phenomenon isn’t just limited to other people — it even happens when you try to tell yourselfwhat to do! If you say to yourself, “I should really work on X, that’s the most important thing to do right now” then all of the sudden X becomes the toughest thing in the world to make yourself work on. But as soon as Y becomes the most important thing, the exact same X becomes much easier.
Create a false assignment
This presents a rather obvious solution: if you want to work on X, tell yourself to do Y. Unfortunately, it’s sort of difficult to trick yourself intentionally, because you know you’re doing it.7 So you’ve got to be sneaky about it.
One way is to get someone else to assign something to you. The most famous instance of this is grad students who are required to write a dissertation, a monumentally difficult task that they need to do to graduate. And so, to avoid doing this, grad students end up doing all sorts of other hard stuff.
The task has to both seem important (you have to do this to graduate!) and big (hundreds of pages of your best work!) but not actually be so important that putting it off is going to be a disaster.
Don’t assign problems to yourself
It’s very tempting to say “alright, I need to put all this aside, hunker down and finish this essay”. Even worse is to try to bribe yourself into doing something, like saying “alright, if I just finish this essay then I’ll go and eat some candy”. But the absolute worst of all is to get someone else to try to force you to do something.
All of these are very tempting — I’ve done them all myself — but they’re completely counterproductive. In all three cases, you’ve basically assigned yourself a task. Now your brain is going to do everything it can to escape it.
Make things fun
Hard work isn’t supposed to be pleasant, we’re told. But in fact it’s probably the most enjoyable thing I do. Not only does a tough problem completely absorb you while you’re trying to solve it, but afterwards you feel wonderful having accomplished something so serious.
So the secret to getting yourself to do something is not to convince yourself you have to do it, but to convince yourself that it’s fun. And if it isn’t, then you need to make it fun.
I first got serious about this when I had to write essays for college. Writing essays isn’t a particularly hard task, but it sure is assigned. Who would voluntarily write a couple pages connecting the observations of two random books? So I started making the essays into my own little jokes. For one, I decided to write each paragraph in its own little style, trying my best to imitate various forms of speech. (This had the added benefit of padding things out.)8
Another way to make things more fun is to solve the meta-problem. Instead of building a web application, try building a web application framework with this as the example app. Not only will the task be more enjoyable, but the result will probably be more useful.

Conclusion

There are a lot of myths about productivity — that time is fungible, that focusing is good, that bribing yourself is effective, that hard work is unpleasant, that procrastinating is unnatural — but they all have a common theme: a conception of real work as something that goes against your natural inclinations.
And for most people, in most jobs, this may be the case. There’s no reason you should be inclined to write boring essays or file pointless memos. And if society is going to force you to do so anyway, then you need to learn to shut out the voices in your head telling you to stop.
But if you’re trying to do something worthwhile and creative, then shutting down your brain is entirely the wrong way to go. The real secret to productivity is the reverse: to listen to your body. To eat when you’re hungry, to sleep when you’re tired, to take a break when you’re bored, to work on projects that seem fun and interesting.
It seems all too simple. It doesn’t involve any fancy acronyms or self-determination or personal testimonials from successful businessmen. It almost seems like common sense. But society’s conception of work has pushed us in the opposite direction. If we want to be more productive, all we need to do is turn around.

Further reading

If you want to learn more about the pscyhology of motivation, there is nothing better than Alfie Kohn. He’s written many articles on the subject and an entire book, Punished by Rewards, which I highly recommend.
I hope to address how to quit school in a future essay, but you should really just go out and pick up The Teenage Liberation Handbook. If you’re a computer person, one way to quit your job is by applying for funding from Y Combinator. Meanwhile, Mickey Z’s book The Murdering of My Years features artists and activists describing how they manage to make ends meet while still doing what they want.

Notes


  1. Believe it or not, I actually have written in subways. It’s easy to come up with excuses as to why you’re not actually working — you don’t have enough time before your next appointment, people are making noise downstairs, etc. — but I find that when the inspiration strikes me, I can actually write stuff down on a subway car, where it’s absurdly loud and I only have a couple minutes before I have to get out and start walking. 
  2. The same problem exists for sleep. There’s nothing worse than being too tired to go to bed — you just feel like a zombie. 
  3. Now it turns out I experience this same phenomenon in another area: shyness. I often don’t want to call a stranger up on the phone or go talk to someone at a party and I have the exact same mental field pushing me off in some other direction. I suspect this might be because shyness is also a trait that results from a problematic childhood. (See “Assigned problems”.) Of course, this is all very speculative. 
  4. While the terminology I use here (“next concrete step”) is derived from David Allen’s Getting Things Done, a lot of the principles here are (perhaps even unconsciously) applied in Extreme Programming (XP). Extreme Programming is presented as this system for keeping programs organized, but I find that a lot of it is actually good advice for avoid procrastination.
    For example, pair programming automatically spreads the mental weight of the task across two people as well as giving people something useful to do during lower-quality time. Breaking a project down into concrete steps is another key part of XP, as is getting something that works done right away and improving on it (“Simplify it” infra). And these are just the things that aren’t programming-specific. 
  5. For a fantastic overview of the literature, see Alfie Kohn,Punished By Rewards. This specific claim is drawn from his article Challenging Behaviorist Dogma: Myths About Money and Motivation
  6. I originally simply assumed this was somehow biological, but Paul Graham pointed out it’s more likely learned. When you’re little, your parents try their best to manipulate you. They say do your homework and your mind tries to wriggle free and think about something else. Soon enough the wriggling becomes habit. Either way, it’s going to be a tough problem to fix. I’ve given up trying to change this; now I try to work around it. 
  7. Richard Feynman tells a story about how he was trying to explore his own dreams, much the way I’ve tried to explore my own procrastination. Each night, he’d try to observe what happened to himself as he fell asleep:
    I’m dreaming one night as usual, making observations, … and then I realize I’ve been sleeping with the back of my head against a brass rod. I put my hand behind my head and I feel that the back of my head is soft. I think, “Aha! That’s why I’ve been able to make all these observations in my dreams: the brass rod has disturbed my visual cortex. All I have to do is sleep with a brass rod under my head and I can make these observations any time I want. So I think I’ll stop making observations on this one and go into deeper sleep.”
    When I woke up later, there was no brass rod, nor was the back of my head soft. Somehow … my brain had invented false reasons as to why I shouldn’t [observe my dreams] any more. (Surely You’re Joking, Mr. Feynman!, 50)
    Your brain is a lot more powerful than you are. 
  8. So, for example, instead of writing “By contrast, Riis doesn’t quote many people.”, I wrote: “Riis, however, whether because of a personal deficit in the skill-based capacity required for collecting aurally-transmitted person-centered contemporaneous ethnographies into published paper-based informative accounts or simply a lack of preference for the reportage of community-located informational correspondents, demonstrates a total failure in producing a comparable result.”
    The professor, apparently seriously desensitized to bad writing, never seemed to realize I was joking (despite going over the paper with me one-on-one!). 
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2013年4月12日金曜日

Words at least - pronunciation and expression

1 He eats beans.

2 It helps to swim.
3 It has been an eight day rain storm.
4 Every bed is soft.
5 Are you going to shop?
6 The school shoe is a loafer.
7 Put it there.
8 Your uncle won the prize.
9 He always taught law.
10 It happened early Thursday morning to her.
11 Her mother understood.
12 The last apple is still hard.
13 Don’t go to the ocean.
14 An hour ago there was a cow on the mountain.
15 His cousin was away on a holiday.
16 I want to buy five ties.
Class A / B Number
Sentence Beginning Middle End
 1. He eats beans. eats beans
 2. It helps to swim. It swim
 3. It has been an eight day rain storm. eight rain day
 4. Every bed is soft. Every bed
 5. Are you going to shop? Are shop
 6. The school shoe is a loafer. school shoe
 7. Put it there. put
 8. Your uncle won the prize. uncle won
 9. He always taught law. always taught law
 10. It happened early Thursday morning to her. early Thursday her
 11. Her mother understood. understood mother
 12. The last apple. apple last
 13. Don’t go to the ocean. ocean Don’t go
 14. An hour ago there was a cow on the mountain. hour mountain cow
 15. His cousin was away on a holiday. away holiday cousin
 16. I want to buy five ties. I five buy

質 問 平均値 標準偏差値
1 品詞を考える 2.9 1.5
2 英和辞典を用いる 5.5 0.8
3 英英辞典を用いる 2.4 1.5
4 単語集を用いる 3.8 1.5
5 単語カードを作成・利用する 3.5 1.6
6 絵・ジェスチャーを見る 2.9 1.5
7 推測する 3.2 1.5
8 接辞と語根を分けて考える 2.2 1.4
1 先生に日本語の意味を言ってもらう 3.9 1.4
2 日本人の先生に言い換えてもらったり、同意語を言ってもらう 3.6 1.4
3 外国人の先生に言い換えてもらったり、同意語を言ってもらう 3.3 1.4
4 その単語を含む文を先生に言ってもらう 3.1 1.4
5 クラスの友達に意味を聞く 3.8 1.4
6 グループ作業を通じて意味を知る 2.4 1.4
質 問 平均値 標準偏差値
1 グループで意味を勉強し練習する 2.3 1.4
2 英語を母国語とする人と交流する 3.4 1.8
1 意味を表した絵を使う 2.6 1.6
2 単語の意味を想像する 3.2 1.6
3 単語を個人的経験に結びつける 2.7 1.6
4 単語を関連のある他の単語に結びつける(apple→fruit, orang 2.6 1.5
5 単語を反対の意味を持つ語に結びつける(hot…cold) 3.5 1.4
6 単語を同じような意味を持つ語に結びつける(cold…not warm) 3.3 1.4
7 段階(スケール)を用いる(huge/big/medium-sized/small/tin 2.7 1.4
8 韻を踏む他の単語と結びつけ、イメージ創りをする(hop…pop) 2.4 1.3
9 単語をグループにまとめる 2.7 1.5
10 関連のある語を図形に入れてまとめる 1.9 1.2
11 覚える単語を使って文を作る 4.1 1.4
12 覚える複数の単語を使って、1つのストーリーを作る 2.2 1.3
13 単語のスペリングを覚える 4.9 1.3
14 単語の発音記号をよめるようにする 3.9 1.8
15 発音しながら覚える 5.3 1.2
16 単語の最初の文字に下線を引く 2.0 1.2
17 英語の音に似ている日本語を探す(cat-katana) 1.9 1.4
18 接辞や語根を覚える 2.2 1.3
19 品詞を覚える 3.1 1.6
20 意味を言い換える 3.2 1.5
21 同じ起源の語を活用する 2.3 1.1
22 イディオムと一緒に覚える 3.3 2.9
1 単語が表す動作をする 2.3 1.5
2 口頭で繰り返す 4.7 1.5
3 繰り返し書く 5.3 1.3
4 単語集を用いる 4.1 1.7
5 単語カードを用いる 4.1 1.7
6 授業中にメモを取る 4.4 1.5
7 教科書にある単語欄を利用する 4.6 1.3
8 単語帳を持つ 3.4 1.7
9 単語集のテープを聴く 2.3 1.5
1 単語の試験でテストしてみる 3.9 1.6
2 一定の時間をあけて覚えるようにする 3.6 1.5
3 新語があっても調べない 1.7 1.2
4 英語の歌、ニュース放送、映画などを利用する 3.9 1.7
SOC
MEM
COG
MET
Vocabulary Consolidating Strategies
対象 72名 2005年5月実施
区分
SOC
Vocabulary Discovery Strategies
DET
区分
対象 72名 2005年5月実施 - 1 -
mean1 /min/ (past tense and past participle
 meant /ment/) verb[T] ★★★
1 have a meaning
2 intend a meaning
3 intend sth
 4 make sth happen
 5 be evidence of sth
+PHRASES
1 to have a particular meaning: What does
“maudlin” mean? ◆The word means something
different in French.
2 to intend to communicate a particular
meaning: By “partner,” I mean your wife, your
husband, or someone you live with. ◆Don’t be
offended, she meant it as a joke. ◆+ (that) She
didn’t reply to our invitation, which probably
means she isn’t coming.
3 to intend something, or to intend to do
something: She had never meant him any real
harm. ◆meant to do sth I didn’t mean to step on
our toe.
4 to make something happen, or to have a
particular result: +(that) The company’s failure
could mean that hundreds of workers lose their
jobs. ◆sth means doing sth The new contract
will mean starting the whole project again.
5 to be evidence that something exists: That
dark patch means that water is coming in.
PHRASES be meant for to be intended, designed,
or appropriate for something or someone: These
books are not meant for grade school students.
be meant to do sth to have particular
responsibility, duty, or purpose: You were meant
to keep the children out of trouble.
(do) you mean…? spoken used for saying what
someone else has said using different words, as a
way of asking them if you have understood it
correctly: You mean we do the work and you get
the money?
I know what you mean spoken used for telling
someone that you understand their situation
very well
I mean spoken 1 used for adding a comment, or
for explaining what you have just said: We
couldn’t live on that! I mean, it’s ridiculous. 2
used for correcting a mistake in something you
have just said: Let’s ask Mark. I mean Marco.
I see what you mean spoken used for telling
someone that you understand what they are
saying
mean nothing to have no importance: He spoke
in a relaxed, slow way, as if time meant nothing
to him.
meant to be used for talking about something
that seems certain to happen, usually because it
has been decided by God or other forces that
people cannot control: Oh well- it was just not
meant to be.
What do you mean? spoken 1 used for asking
someone to explain what they have said 2 used
for showing that you are shocked or annoyed
about something that someone has told you:
What do you mean you can’t find the keys?
mean2 /min/ adj ★★
1 cruel or unkind: Don’t do that – it’s mean.
◆ The older kids were meant to him.
2 technical average: the mean annual
temperature
3 informal very good: She plays a mean game of
tennis.
PHRASES no mean feat / achievement very
impressive: She won her first championship at
age 17, which is no mean achievement.
mean3 /min/ noun [C] technical an average
number or amount  - 2 -
fine1
 /fain/ adj ★★★
1 good enough
 2 healthy
3 of high quality
 4 difficult to notice
 5 thin and narrow
 + PHRASES
 1 good enough, or acceptable: “Is your room all
right?” “Yes, it’s fine, thanks.” ◆Your blood
pressure is absolutely fine.
 2 healthy and happy: “How are you?” “Fine,
thanks.”
3 of very good quality: fine clothes / food / wine
4 fine details are small and difficult to notice: He
spent hours explaining the finer points of the
plan.
5 very thin and narrow, not thick or heavy: fine
hair ◆a fine layer of dust
 PHRASE a fine line between if there is a fine line
between two things, they are almost the same as
each other
fine2
 /fain/ adv informal in a way that is
acceptable and good enough: My car’s running
fine now.
fine3 /fain/ noun [C] an amount of money that you
must pay because you have broken the law: I had
to pay a $40 fine for parking on the street
overnight. ◆ The court has the right to impose
heavy fines (=large fines).
Words often used with fine
Adjectives often used with fine (noun)
■ heavy, hefty, large, still, substantial + FINE:
used when you have to pay a lot of money NO 質  問 できない
まったく
できない
ほとんど あまり
できない
少し
できる できる
かなり
くできる
非常によ 平均値
標準
偏差値
1
教室内において英語でコミュニケーションすることが 0.0 12.9 28.6 40.0 11.4 7.1 3.7 1.1
2
お互いを知り合うための基本的な質問を英語で聞くことが 0.0 4.3 28.6 41.4 17.1 8.6 4.0 1.0
3
序論のパラグラフを書くことが 2.9 1.4 21.4 48.6 20.0 5.7 4.0 1.0
4
結論のパラグラフを書くことが 2.9 2.9 24.3 42.9 21.4 5.7 3.9 1.0
5
本論のパラグラフを書くことが 2.9 5.7 20.0 45.7 20.0 5.7 3.9 1.1
6
字下げをすることが 2.9 5.7 25.7 34.3 18.6 12.9 4.0 1.2
7
導入文を書くことが 2.9 8.6 37.1 34.3 12.9 4.3 3.6 1.0
8
支援文を書くことが 4.3 11.4 31.4 35.7 12.9 4.3 3.5 1.1
9
結語文を書くことが 4.3 8.6 30.0 44.3 10.0 2.9 3.6 1.0
10 For example や For instance などの例示語句を使うことが 2.9 1.4 8.6 50.0 28.6 8.6 4.3 1.0
11 First , Second , Third などの序列語句を使うことが 1.4 1.4 10.0 42.9 27.1 17.1 4.4 1.0
12 Also , In addition , furthermore などの追加語句を使うことが 1.4 1.4 22.9 44.3 18.6 11.4 4.1 1.0
13 First , Second , Third , Next , After that などの列挙語句を使うことが 2.9 1.4 12.9 45.7 22.9 14.3 4.3 1.1
14
文をつなぐことが 0.0 2.9 17.1 50.0 24.3 5.7 4.1 0.9
15
身体的特徴を口頭で説明することが 1.4 5.7 27.1 41.4 21.4 2.9 3.8 1.0
16
身体的特徴について書くことが 0.0 4.3 18.6 50.0 21.4 5.7 4.1 0.9
17
性格について話すことが 0.0 2.9 17.1 52.9 20.0 7.1 4.1 0.9
18
性格について書くことが 0.0 2.9 11.4 57.1 21.4 7.1 4.2 0.8
19
自分史について書くことが 2.9 2.9 12.9 50.0 25.7 5.7 4.1 1.0
20 On や in のような「時の前置詞」を使うことが 1.4 4.3 25.7 42.9 22.9 2.9 3.9 0.9
21
趣味について話すことが 0.0 2.9 14.3 41.4 30.0 11.4 4.3 1.0
22
趣味について書くことが 0.0 1.4 10.0 47.1 30.0 11.4 4.4 0.9
23 How often , once a week , every weekend のような「頻度の語句」を使うこと 0.0 2.9 8.6 55.7 24.3 8.6 4.3 0.8
24
将来の夢について話すことが 1.4 4.3 8.6 52.9 21.4 11.4 4.2 1.0
24
将来の夢について書くことが 1.4 1.4 8.6 52.9 25.7 10.0 4.3 0.9
26
自分自身についてプレゼンテーションすることが 1.4 4.3 17.1 52.9 15.7 8.6 4.0 1.0
平均値 4.0
Content-Based Unit 1 Me and My World Output(Can-Do)
2005年9月実施 対象 71人NO 質  問 できない
まったく
できない
ほとんど
できない
あまり
できる
少し
できる
かなり
くできる
非常によ 平均値 偏差値
標準
1
学校生活について話すことが 0.0 10.8 13.5 43.2 24.3 4.1 4.0 1.0
2
自分自身について話すことが 0.0 9.5 14.9 32.4 33.8 5.4 4.1 1.1
3
自分の家族について話すことが 1.4 9.5 9.5 41.9 29.7 4.1 4.1 1.0
4
10代の若者の生活について話すことが 4.1 9.5 21.6 44.6 13.5 2.7 3.6 1.1
5
日本について話すことが 2.7 9.5 20.3 39.2 18.9 5.4 3.8 1.1
6
日本の学校生活について書くことが 1.4 6.8 20.3 45.9 13.5 8.1 3.9 1.0
7
自分自身について書くことが 0.0 8.1 5.4 45.9 24.3 12.2 4.3 1.0
8
自分の家族について書くことが 0.0 6.8 5.4 47.3 28.4 8.1 4.3 0.9
9
10代の若者の生活について書くことが 2.7 9.5 14.9 47.3 16.2 5.4 3.8 1.1
10
ニュージーランドの学校について説明することが 2.7 12.2 25.7 36.5 14.9 4.1 3.6 1.1
11
心のこもった手紙を書くことが 2.7 4.1 23.0 41.9 13.5 10.8 4.0 1.1
12
9月に比べて、timed writingの時間により多く書くことが 1.4 12.2 9.5 35.1 25.7 12.2 4.1 1.2
13
9月に比べて、timed speakingの時間により長く話すことが 2.7 9.5 18.9 41.9 14.9 8.1 3.8 1.1
14
ホーストファミリーに質問をすることが 1.4 8.1 16.2 51.4 16.2 2.7 3.8 0.9
15
学校で生徒や先生に質問をすることが 2.7 5.4 16.2 51.4 16.2 4.1 3.9 1.0
16
レストランで質問をすることが 5.4 5.4 25.7 44.6 8.1 6.8 3.7 1.1
17
ショッピングをするとき、店員に質問をすることが 2.7 8.1 18.9 50.0 13.5 2.7 3.7 1.0
18
通りで人に助けを求めること 1.4 13.5 14.9 44.6 18.9 2.7 3.8 1.1
19
気分が悪いと人に言うことが 2.7 6.8 13.5 45.9 20.3 6.8 4.0 1.1
20 up の [∧] を発音することが 4.1 1.4 10.8 41.9 29.7 8.1 4.2 1.1
21 oh の [ou]を発音すること 1.4 1.4 12.2 41.9 28.4 10.8 4.3 1.0
22 all の [] を発音することが 2.7 1.4 16.2 40.5 28.4 6.8 4.2 1.0
23 ago の [ə] を発音することが 2.7 1.4 20.3 41.9 21.6 8.1 4.1 1.0
24 turnの [ə:] を発音することが 4.1 4.1 14.9 45.9 20.3 6.8 4.0 1.1
24 out の [au] を発音することが 1.4 2.7 13.5 39.2 29.7 9.5 4.3 1.0
26 I の [ai] を発音することが 1.4 4.1 10.8 36.5 38.4 14.9 4.4 1.1
平均値 4.0
Content-Based Unit 2 Overseas Seminar Cultural Studies Output(Can-Do)
2006年1月実施 参加人数 71人NO 質  問 できない
まったく
できない
ほとんど あまり
できない
少し
できる できる
かなり
くできる
非常によ 平均値
標準
偏差値
1
ビデオ教材の練習問題をすることが 2.9 4.3 14.3 37.1 28.6 12.9 4.2 1.1
2
ビデオ教材のストーリーを理解することが 2.9 1.4 4.3 28.6 42.9 20.0 4.7 1.1
3
ビデオで使われている語彙を理解することが 2.9 4.3 10.0 55.7 21.4 5.7 4.1 1.0
NO 質  問 できない
まったく
できない
ほとんど あまり
できない
少し
できる できる
かなり
くできる
非常によ 平均値
標準
偏差値
1
ニュージーランドの地理に関して読む内容を理解することが 4.1 6.8 27 44.6 10.8 2.7 3.6 1.0
2
ニュージーランドの歴史に関して読む内容を理解することが 4.1 8.1 18.9 54.1 9.5 1.4 3.6 1.0
3
ニュージーランドの食物に関して読む内容を理解することが 2.7 8.1 13.5 54.1 13.5 4.1 3.8 1.0
4
ニュージーランドの動物に関して読む内容を理解することが 2.7 6.8 17.6 52.7 10.8 5.4 3.8 1.0
5
ニュージーランドのスポーツに関して読む内容を理解することが 1.4 6.8 13.5 54.1 13.5 6.8 4.0 1.0
6
ニュージーランドの都市に関して読む内容を理解することが 1.4 9.5 16.2 51.4 14.9 2.7 3.8 1.0
7
ニュージーランドの休日に関して読む内容を理解することが 1.4 6.8 20.3 54.1 9.5 4.1 3.8 0.9
8
ニュージーランドの文化に関して読む内容を理解することが 2.7 8.1 18.9 51.4 10.8 4.1 3.7 1.0
9
ニュージーランドの国民に関して読む内容を理解することが 2.7 6.8 24.3 51.4 9.5 1.4 3.6 0.9
10
ニュージーランドの地理に関する先生の説明を聞いて理解することが 2.7 8.1 18.9 45.9 18.9 1.4 3.8 1.0
11
ニュージーランドの歴史に関する先生の説明を聞いて理解することが 2.7 8.1 16.2 48.6 18.9 1.4 3.8 1.0
12
ニュージーランドの食物に関する先生の説明を聞いて理解することが 2.7 8.1 8.1 52.7 21.6 2.7 3.9 1.0
13
ニュージーランドの動物に関する先生の説明を聞いて理解することが 2.7 8.1 13.5 48.6 17.6 5.4 3.9 1.1
14
ニュージーランドのスポーツに関する先生の説明を聞いて理解するこ 1.4 9.5 14.9 47.3 17.6 5.4 3.9 1.0
15
ニュージーランドの都市に関する先生の説明を聞いて理解することが 1.4 8.1 14.9 50 14.9 6.8 3.9 1.0
16
ニュージーランドの休日に関する先生の説明を聞いて理解することが 1.4 9.5 18.9 47.3 14.9 4.1 3.8 1.0
17
ニュージーランドの文化に関する先生の説明を聞いて理解することが 2.7 9.5 20.3 45.9 13.5 4.1 3.7 1.0
18
ニュージーランドの国民に関する先生の説明を聞いて理解することが 2.7 8.1 14.9 52.7 13.5 4.1 3.8 1.0
19
ニュージーランドに関する多くの語彙を学ぶことが 2.7 5.4 24.3 47.3 9.5 6.8 3.8 1.0
平均値 4.3
Content-Based Unit 1 Me and My World Input(Can-Do)
対象 71人 2005年9月実施
Content-Based Unit 2 Overseas Seminar Cultural Studies Input(Can-Do)
対象 71人 2006年1月実施
平均値 3.8Word Card
発 音
英語の単語
単語番号
文/熟 語/連 語
* 全て英語で書くこと。
日 付
意 味
品 詞

*日本語でも英語でもどちらでも良い。
〔 〕 s pl i ß Ω
Supply
537
Supply with *
02/05/03
他動詞
満たす
供給する、補充する
名 詞
供給、補充
供給する *平均値 標準偏差値 平均値 標準偏差値
1 発音記号を読むことが 3.71 0.97 3.90 1.05 0.204
2 単語一覧表から知らない単語を番号順に選ぶことが 4.07 1.34 4.30 1.32 0.177
3 辞書を使って、単語カード用に一番目の意味を見つけることが 4.19 1.10 4.75 1.10 0.001
4 単語カードに書く単語の品詞を辞書で見つけることが 4.28 1.08 4.57 1.21 0.073
5 単語カードに書く単語を使った例文・連語、熟語などを辞書から書くこと 4.33 1.07 4.64 1.15 0.116
6 単語カードに書く単語の発音記号を辞書から書くことが 4.46 1.21 4.67 1.13 0.301
7 一度に10枚のカードを、英語から日本語へ、次に日本語から英語へ直す勉強をすることが 4.06 1.17 4.41 1.13 0.029
8 ファイルにある5つのポケットの使い方を理解することが 4.14 1.14 4.25 1.22 0.565
9 自分のレベルにあった本を選ぶことが 4.14 0.99 4.35 1.15 0.141
10
読書感想文を書くことが 3.67 1.01 4.03 1.16 0.006
11
先生に選んだ本を示し、読書感想文ノートにページ数を書くようお願いすることが 3.96 1.27 4.61 1.09 0.000
Reading Skills and Vocabulary(Can-Do)
1 2
p-level NO
2000年9月・2006年1月実施
質  問平均値 標準偏差値 平均値 標準偏差値
1
各レッスンの新出単語は、発音記号を見ずに発音することが 3.29 0.89 3.41 0.99 0.121
2
各レッスンの新出単語は、発音記号を見て発音することが 3.99 0.91 3.97 0.89 0.858
3
各レッスンの英文を黙読することが 4.19 0.87 4.17 0.91 0.784
4
各レッスンの英文を音読することが 3.93 0.84 3.99 0.85 0.624
5
英文を筆記体で書くことが 4.29 1.25 4.35 1.23 0.394
6
英文を速く書き写すことが 3.81 1.01 4.11 1.04 0.052
7
黒板の英文を書き写す時、一度か二度見たらその後は見ないで書き写すことが 3.53 0.86 3.62 0.98 0.425
8
筆記体の英文を読むことが 4.17 1.15 4.10 1.02 0.556
9
本文の内容を辞書に頼らず理解することが 3.36 0.98 3.65 1.00 0.071
10
辞書を使って本文の内容を理解することが 4.44 0.93 4.17 1.03 0.065
11
重要な構文やイディオム〔熟語〕を認識することが 3.74 0.83 3.89 1.01 0.314
12
先生の話す英語を理解することが 3.79 0.98 3.72 1.07 0.406
13
リスニングテストの英語を聞いて理解することが 3.73 0.98 4.01 1.08 0.102
14
ディクテーションテストの英文を聞いて書くことが 3.70 0.95 3.75 0.97 0.831
15
正誤問題を理解することが 3.50 0.96 3.79 1.09 0.077
16
動詞の正しい形を判断することが 3.67 0.94 3.79 1.00 0.509
17
テキストの練習問題を解くことが 4.10 0.82 3.92 0.95 0.148
18
テキストのどの部分が重要だと判断することが 3.71 0.85 3.73 0.86 0.881
19
テキストの英文を日本文に直すことが 3.93 0.86 3.97 0.88 0.752
20
テキストの日本文を英文に直すことが 3.64 0.85 3.75 1.02 0.328
21
自分の言いたい日本語を英語にするとき、すぐに主語を決めることが 3.86 0.86 3.83 0.94 0.967
22
自分の言いたい日本語を英語にするとき、すぐに動詞を決めることが 3.83 0.95 3.76 0.92 0.744
23
中学校レベルの文法を理解することが 4.49 0.83 4.28 1.03 0.290
24
高校で学ぶ文法を理解することが 3.61 0.91 3.72 0.94 0.364
25
重要事項に関連した練習問題をすることが 3.74 0.72 3.83 0.84 0.425
26
適当な語を空所に入れる問題をすることが 3.71 0.78 3.70 0.96 0.982
27
文中の品詞を判断することが 3.39 0.82 3.58 0.94 0.155
28
同意語や反意語を答えることが 3.43 0.94 3.52 0.97 0.427
29
同意表現に言い換えすることが 3.44 0.91 3.48 1.07 0.635
30 Survival English Phrases を聞いて理解することが 3.90 0.99 3.97 1.08 0.535
31 Survival English Phrases を読むことが 4.04 0.97 4.08 1.01 0.644
32 Survival English Phrases を暗誦することが 3.67 0.96 3.82 0.92 0.323
33 Survival English Phrases を応用することが 3.46 1.06 3.39 0.96 0.814
34
強弱をつけて英文を読むことが 3.54 1.10 3.70 1.01 0.227
35
リズミカルに英文を読むことが 3.34 1.08 3.63 0.96 0.017
36
意味を理解しながら英文を読むことが 3.69 0.91 3.80 0.94 0.396
37
知らない単語の意味を推測しながら読むことが 3.71 0.95 3.76 0.85 0.490
38
音読するとき、周りの生徒より大きな声で読むことが 3.50 0.94 3.56 1.01 0.682
39
読むときに、ボーズを置く適当な場所を判断することが 3.29 1.01 3.54 1.07 0.101
English Ⅰ(Can-Do)
2000年9月・2006年1月実施
p-level
1 2
NO 質  問ICB #9(student)
OPI Transcript
Interviewer: (Student’s name), that’s a nice name. What does it mean?
Student : (Laughter)
Interviewer: Anyway, where do you live, (student’s name)?
Student : (No reply)
Interviewer: Where do you live?
Student : I’m from Uji.
Interviewer: How long does it take you to come to school?
Student : (No reply)
Interviewer: How long does it take you from Uji to our school?
Student : One hour.
Interviewer: So, what time do you get up in the morning?
Student : Six.
Interviewer: Six, and then what do you take, the bus or train? How do you come to
school?
Student : Bus and train.
Interviewer: Do you have any hobbies?
Student : My hobby is mail . . . email.
Interviewer: Oh, email. Computer or cellphone?
Student : Phone.
Interviewer: So, who do you email?
Student : My friends.
Interviewer: Do you like sports?
Student : Yes.
Interviewer: What kind of sports do you like?
Student : I like tennis.
Interviewer: Do you play tennis?
Student : Yes.
Interviewer: Would you like to join the tennis club?
Student : (No reply)
Interviewer: Would you like to join the tennis club at our school?
Student : I don’t know.
Interviewer: What’s your favorite subject?
Student : I like English.
Interviewer: Have you ever been abroad?
Student : (No reply)
Interviewer: Have you been to another country?
Student : No.
Interviewer: So, New Zealand will be the first time. Thanks very much.
Student : O.k. 1
Survival English Phrases
1. Could you say that (it) again? (= Please say that (it) again.)
 (=I beg your pardon? Pardon? )
2. Could you speak more slowly? (Could you speak slower? Please speak more slowly.)
3. I have trouble hearing, so could you speak more loudly? (Could you speak louder?
Please speak more loudly.)
4. Could you speak more clearly? (Please speak more clearly.)
5. I can’t hear you well. (cf. I’m hard of hearing.)
6. I can’t understand your explanation. Please explain it again in easy English.
7. Any questions?
8. If you have any questions, put up your hand.
9. Review today’s lesson at home.
10. Come to the class, well prepared.
11. What does ‘ haven’ mean? It means 'a place where people go to be safe'.
 (What’s the meaning of ‘haven’?
12. Could you give me an example using ‘ ’?
13. Please make a sentence (by) using ‘ ’ .
14. What’s the noun of ‘speak’? Speech. (or It’s speech.)
15. What’s a synonym for ‘difficult’? (What’s another word for ‘difficult’) Hard. (or It’s hard.)
16. What’s an antonym for ‘difficult’? Easy. (or It’s easy.)
17. What’s the adjective of ‘beauty’? Beautiful. (or It’s beautiful.)
18. What’s the adverb of ‘beautiful’? Beautifully. (or It’s beautifully.)
19. What’s the verb of ‘speech’? Speak (or It’s speak.)
20. Write down (in your notebook) what I have written on the board (or blackboard).
21. Take notes of what I explain to you.
22. Listen very carefully. Then you will get used to the speed of my English.
23. Let’s try to build up vocab. (vocabulary).
24. Let’s do some exercises for this sentence structure.
25. Please take a look at the board. (Please take a good look at this sentence on the board.)
26. Let’s have a quick look at l.10 on page 5.
27. Please open your textbook to page 9.
28. Let’s practice reading. Let’s read Part 1 (all) together.
29. Let’s do some pronunciation practice. Let’s practice pronouncing the new words on page 5.
30. Let’s have Miyoko answer Question No. 1.
31. Repeat after me. Repeat after me without looking at your textbook.
32. Oh, I forgot my red pen. May I borrow yours? (or Will you lend me yours?) 2
33. (Is) anybody absent today? Looks like some students are absent today. Who are they?
34. It’s good (that) nobody is absent today. (=It’s good everybody is present today.)
35. Who’s today’s monitor?
36. You’re supposed to clean the board after each class.
37. You have to clean the board during a break.
38. It’s your job to empty the dustbin.
39. I want you to hand in your homework next Monday.
40. I’ll give you a word quiz next lesson. (You’ll have a word quiz next lesson.)
41. Please pass your answer sheet forward.
42. Let’s do the exercise in order of the student’s number.
43. When is this homework due? It’s due this Friday.
44. When is the deadline for this homework? Next Wednesday.
45. May I ask you a question? (I have a question for you.)
46. Will (Could) you do me a favor?
47. Put away everything that has nothing to do with study.
48. Focus on what you’re doing.
49. What we’re going to do today is (to) summarize Part One.
50. What I’d like you to do at home today is (to) review what you have learned in this lesson.
51. Why don’t you listen to an English conversation program on the radio? I’m sure it will help
you (to) improve your listening skill.
52. Why not come join our tea club?
53. Do you understand what this word means? No? Guess. ( Have a guess.)
54. What’s happened to your scarf?
55. I’m sorry I am late. (I slept in. I have been to a hospital. I missed the train.)
56. You are looking very tired today. What’s the matter?
57. What’s the matter with my personal computer? It won’t work.
58. If you have forgotten your textbook, ask the student on your right or left to share their
textbook with you.
59. Time is up. Put down your pencil. (Stop now. Stop writing.)
60. We are running out of time.
61. You’ve broken a school rule. Bring your mobile phone to me. I’ll keep it for a couple of days.
62. Students who have forgotten the print, come ( forward to ) get a copy.
63. Be on time. Try to come on time. Hand in your homework on time.
64. Watch your language, please. Good manners, please.
65. If you are really ill, go to the nurse’s office (the sick bay).
66. I feel feverish. I have a fever. I have a slight fever. I have a headache. I have a
terrible headache. I’ve had a bad headache for two days on end. I have a splitting
headache.
67. I have a stomachache. I have a bad stomachache. I have diarrhea.
68. I have my period now. 3
69. I have a runny nose. I have a stuffy nose. (He has a long nose.)
70. I have hay fever. (I have an allergy to pollen. I am allergic to pollen.)
71. I have poor circulation.
72. I am sensitive to cold. (⇔ I am sensitive to heat.)
73. Try to double-check your answer.
74. I’ll let you know my e-mail address. Please let me know your e-mail address.
75. I’ve put down a sentence as it comes to my mind.
76. If you are poor at speaking English, try to speak as much as possible.
77. Will you help me with this project?
78. Give me a hand, will you?
79. This morning’s weather forecast said it would rain late in the afternoon.
 According to this morning’s weather forecast, it would rain late in the afternoon.
80 How much spending money (allowance, pocket money) do you get every month?
81. How much do you weigh?
82. How much do you spend on books?
83. How much sugar do you take in your coffee?
84. It’s not easy for me to get up early in the morning.
85. I stay up until midnight almost every day.
86. I make it a rule to play tennis with my friends at (on) the weekends.
87. I am not so familiar with this area. (=I don’t know much about this area.)
88. I was so careless yesterday that I left my umbrella on the train.
89. I have no appetite today, so I will skip lunch.
90. Let’s have a 10-minute break, shall we?
91. When I come in, you guys should be sitting, with study tools on your desk.
92. It’s important to keep eye contact with the person you're speaking to.
93. Whether you like it or not, you must observe school rules.
94. I don’t know whether it will rain or not the day after tomorrow.
95. I wonder if it will rain the day after tomorrow.
96. I wonder where Mr. Maeda lives. I wonder how old Mr. Maeda is. He is 57. He looks old
for his age. (He looks older than he actually is, doesn’t he?)
97. I have no idea why Mr. Maeda failed (in) the exam.
98. Stay here. Stay where you are. I will be right back.
99. I’ll call (=ring) you up this evening. (I’ll give you a call(=ring) this evening.)
100.What does your father do? What do you want to be (in the future)? What’s your goal for
this year? What’s your plan for this weekend? What made you think that way?
 Mr. Thorpe, what brought you to Japan?
101. I am more than happy to help you (to) learn a lot of conversational expressions.
102. I want you to remember as many useful expressions as possible.
103. Say ‘thank you’ when somebody has done something good for you.
104. Let’s take care not to use rough language. 4
105. Watch your language, please.
106. I will e-mail you some questions.
107. What page are we on now?
108. What question are we on now?
109. Monitor, please put this on the bulletin board (or notice board) at the back.
110. If you find trash on the floor, pick it up and throw it into the trash-can.
111. Please come see me in the SELHi office after school.
112. If any student wants to join the Tea Club, come see me in the SELHi office during a break.
113. Can you read my italicized characters?
114. Can you tell the difference between my italicized u and v?
115. I will give you five minutes to answer the questions.
116. Did everybody finish copying this sentence (on the board)?
117. If you have a question, don’t hesitate to ask me.
118. How do you come to school? By bus or on foot?
119. How do you like this lesson?
120. How did you find today’s lesson?
121. How long did it take you to finish your homework?
122. How long does it take you to come to school?
123. How far is it from here to your house?
124. Where do you live in Kyoto?
125. What subject do you like best?
126. What sport are you interested in?
127. What’s your favorite sport?
128. Which season do you like best?
129. Which season do you like better, spring or fall (autumn)? I like fall better.
130 Who is your homeroom teacher? Ms. Viva (is). Ms. Shimoda (is).
131. There goes the bell. Here comes Mr. Maeda! Here he comes.
132. You are in the 10th grade, so you are a 10th grader. (What grade are you in?)
133. A 10th grader is a freshman, an 11th grader is a junior and a 12th grader is a senior.
134. Yesterday, a friend of mine said to me, ”How often do you play tennis in a week?”
135. How soon will I have to make the plan?
136. What time are you going to stay here until?
137. I’m on the way to Family. (cf. A fallen bicycle was in the way.)
138. Don’t hang around here. We are having an important meeting now.
139. Did you understand it? Got it?
140. Fill the blank with the (most) suitable word.
141. Repeat after me without looking at your textbook.
142. You don't understand the meaning of this sentence? Ok. I'll paraphrase it (for you).
143. I often look up English words in my electronic dictionary.
144. Do you mind if I ask you to help me with this work? (No, of course, not. Certainly not.) 5
145. Do you mind turning off the air conditioner? (No. Certainly not.)
146. Do you remember seeing this idiom in Chapter 3?
147. It's polite (of you) to say 'Mr.... or Ms...' when you speak to a teacher.
148. Who are you looking for? (Ms Zenuk. I'm looking for Ms Zenuk.)
 (She's not here.) (She's out for lunch.)
149. Mr. Thorpe, do you know where Mr. Durning is?
150. Thank you for your help. (Ok. That's ok. It's ok.)
151. May I help you? (→ Yes. Please show me how to use this copying machine.)
152. What's the problem? What's the matter? What's wrong? (cf. What's up?)
153. Please bring that chair to me.
154. Please take this chair (over) to Mr. Thorpe.
155. Don't forget to bring this print for the next lesson.
156. What's your name, please? (What was your name again?) (cf. May I have your name?)
157. I'm afraid I can't help you right now.
158. I hope I can finish this work by 7 o'clock tonight.
159. Excuse me, (but) could you tell me how to get to Kinkakuji Temple?