Beau Lotto: So, this game is very simple. All you have to do is read what you see. Right? So, I'm going to count to you, so we don't all do it together.
Ova igra je jako jednostavna. Sve što treba da uradite je da čitate šta vidite. U redu? Brojaću vam, tako da možemo čitati svi zajedno.
Okay, one, two, three.Audience: Can you read this?
Jedan, dva, tri. Publika: Možete li ovo pročitati?
BL: Amazing. What about this one? One, two, three.Audience: You are not reading this.
Bl: Odlično. A ovo? Jedan, dva, tri. Publika: Ne čitate ovo.
BL: All right. One, two, three. (Laughter) If you were Portuguese, right? How about this one? One, two, three.
BL. U redu. Jedan, dva, tri. Možda da ste Portugalci. A ovo? Jedan, dva, tri.
Audience: What are you reading?
Publika: Šta čitate?
BL: What are you reading? There are no words there. I said, read what you're seeing. Right? It literally says, "Wat ar ou rea in?" (Laughter) Right? That's what you should have said. Right? Why is this?
BL: Šta čitate? Ovde nema reči. Rekao sam da čitate šta vidite, zar ne? Doslovno piše: "Wat ar ou rea in?" Zar ne? To ste trebali reći. Zašto je to tako?
It's because perception is grounded in our experience. Right? The brain takes meaningless information and makes meaning out of it, which means we never see what's there, we never see information, we only ever see what was useful to see in the past. All right? Which means, when it comes to perception, we're all like this frog. (Laughter) Right? It's getting information. It's generating behavior that's useful. (Laughter) (Laughter)
Zato što se moć opažanja zasniva na našem iskustvu. Mozak uzima beskorisne informacije i daje im značaj, što znači da nikada ne vidimo ono što postoji, nikad ne vidimo informaciju, samo vidimo ono što nam je bilo korisno u prošlosti. Što znači, govoreći o moći opažanja, mi smo kao ova žaba. (Smeh) Dobija informaciju i ponaša se na način koji joj je koristan. (Smeh)
(Video) Man: Ow! Ow! (Laughter) (Applause)
(Video) Čovek: Au! Au! (Smeh) (Aplauz)
BL: And sometimes, when things don't go our way, we get a little bit annoyed, right? But we're talking about perception here, right? And perception underpins everything we think, we know, we believe, our hopes, our dreams, the clothes we wear, falling in love, everything begins with perception. Now if perception is grounded in our history, it means we're only ever responding according to what we've done before. But actually, it's a tremendous problem, because how can we ever see differently?
BL: I ponekad, kada stvari ne idu onako kako bismo želeli, uznemirimo se, zar ne? Ali razgovaramo o moći opažanja i moć opažanja opravdava sve što mislimo, znamo, verujemo, naše želje, snove, odeću koju nosimo, zaljubljivanje, sve počinje opažanjem. Ako je moć opažanja utemeljena u našoj prošlosti, znači da odgovaramo samo na osnovu onoga što smo radili pre. Ali ustvari, to je ogroman problem, jer kako onda da ikada gledamo drugačije?
Now, I want to tell you a story about seeing differently, and all new perceptions begin in the same way. They begin with a question. The problem with questions is they create uncertainty. Now, uncertainty is a very bad thing. It's evolutionarily a bad thing. If you're not sure that's a predator, it's too late. Okay? (Laughter) Even seasickness is a consequence of uncertainty. Right? If you go down below on a boat, your inner ears are you telling you you're moving. Your eyes, because it's moving in register with the boat, say I'm standing still. Your brain cannot deal with the uncertainty of that information, and it gets ill. The question "why?" is one of the most dangerous things you can do, because it takes you into uncertainty. And yet, the irony is, the only way we can ever do anything new is to step into that space. So how can we ever do anything new? Well fortunately, evolution has given us an answer, right? And it enables us to address even the most difficult of questions. The best questions are the ones that create the most uncertainty. They're the ones that question the things we think to be true already. Right? It's easy to ask questions about how did life begin, or what extends beyond the universe, but to question what you think to be true already is really stepping into that space.
Sada ću vam ispričati priču o gledanju na drugačiji način, i sva opažanja počinu na isti način. Počinju pitanjem. Problem sa pitanjima je to što ona stvaraju nesigurnost. Nesigurnost je loša. Evolucijski je jako loša stvar. Ako niste sigurni da je to grabljivac, prekasno je. Zar ne? (Smeh) Čak je i morska bolest posledica nesigurnosti. Kada ste na brodu, vaše unutrašnje uho vam govori da se krećete. Vaše oči, zato što se kreću zajedno sa brodom, kažu vam da stojite. Vaš mozak se razboli zato što ne može da se nosi sa nesigurnošću. Pitanje "zašto?" je jedna od najopasnijih stvari koje možete uraditi, zato što stvara nesigurnost. Ali ipak, ironično je što je jedini način da uradimo nešto novo taj da zakoračimo u nepoznato. Kako možemo ikada da uradimo nešto novo? Na sreću, evolucija nam je dala odgovor. I omogućuje nam da govorimo i o najtežim pitanjima. Najbolja pitanja su ona koja stvaraju najviše nesigurnosti. To su ona koja preispituju stvari koje mislimo da već znamo. Lako je postavljati pitanja o nastanku života ili šta se nalazi izvan poznatog svemira, ali preispitivanje stvari koje mislimo da već znamo je zapravo koračanje u nepoznato.
So what is evolution's answer to the problem of uncertainty? It's play. Now play is not simply a process. Experts in play will tell you that actually it's a way of being. Play is one of the only human endeavors where uncertainty is actually celebrated. Uncertainty is what makes play fun. Right? It's adaptable to change. Right? It opens possibility, and it's cooperative. It's actually how we do our social bonding, and it's intrinsically motivated. What that means is that we play to play. Play is its own reward.
Šta je evolucijski odgovor na problem nesigurnosti? To je igranje. Igranje nije jednostavna stvar. Profesionalci u igranju vam kažu da je to u stvari način života. Igranje je jedno od jedinih ljudskih napora gde se nesigurnost podstiče. Nesigurnost donosi zabavu u igranje. Prilagođava se promenama, otvara mogućnosti i kooperativno je. To je način na koji se međusobno zbližavamo i suštinski je motivator. To znači da se igramo da bismo se igrali. Igranje je samo sebi nagrada.
Now if you look at these five ways of being, these are the exact same ways of being you need in order to be a good scientist. Science is not defined by the method section of a paper. It's actually a way of being, which is here, and this is true for anything that is creative. So if you add rules to play, you have a game. That's actually what an experiment is.
Ako pogledate ovih 5 načina postojanja, to su iste stvari koje su vam potrebne kako biste bili dobar naučnik. Nauka nije definisana pravilima na papiru. Ona je u stvari način razmišljanja i to je istina za sve kreativne stvari. Ako dodate pravila igranju, dobijete igru. To je u stvari suština eksperimenta.
So armed with these two ideas, that science is a way of being and experiments are play, we asked, can anyone become a scientist? And who better to ask than 25 eight- to 10-year-old children? Because they're experts in play. So I took my bee arena down to a small school in Devon, and the aim of this was to not just get the kids to see science differently, but, through the process of science, to see themselves differently. Right?
Naoružani ovim dvema idejama, da je nauka način razmišljanja i da su eksperimenti igre, pitali smo, da li bilo ko može postati naučnik? Koga bolje da pitamo nego 25 dece 8-10 godina? Oni su profesionalci u igranju. Svoje istraživanje sam odveo u malu školu u Devonu, cilj je bio ne samo da nateramo decu da gledaju na nauku drugačije, već i da kroz proces nauke, gledaju i na sebe drugačije.
The first step was to ask a question.
Prvi korak je da postavimo pitanje.
Now, I should say that we didn't get funding for this study because the scientists said small children couldn't make a useful contribution to science, and the teachers said kids couldn't do it. So we did it anyway. Right? Of course.
Moram napomenuti da nismo dobili novčana sredstva za istraživanje jer su naučnici smatrali da mala deca ne mogu doprineti nauci, što su potvrdili i učitelji. Ali mi smo to učinili bez obzira na sve.
So, here are some of the questions. I put them in small print so you wouldn't bother reading it. Point is that five of the questions that the kids came up with were actually the basis of science publication the last five to 15 years. Right? So they were asking questions that were significant to expert scientists.
Ovo su neka od pitanja, smanjio sam ih da ih ne morate čitati. Poenta je da 5 pitanja koja su deca smislila su ustvari osnova naučnih članaka poslednjih 5 do 15 godina. Oni su postavljali pitanja koja su bila bitna naučnicima.
Now here, I want to share the stage with someone quite special. Right? She was one of the young people who was involved in this study, and she's now one of the youngest published scientists in the world. Right? She will now, once she comes onto stage, will be the youngest person to ever speak at TED. Right? Now, science and asking questions is about courage. Now she is the personification of courage, because she's going to stand up here and talk to you all. So Amy, would you please come up? (Applause) (Applause) So Amy's going to help me tell the story of what we call the Blackawton Bees Project, and first she's going to tell you the question that they came up with. So go ahead, Amy.
Želeo bih sada da podelim binu sa posebnim gostom. Ona je bila jedna od mladih ljudi koji su bili uključeni u istraživanje i ona je jedna od najmlađih autora naučnih članaka na svetu. Ona će, sada kada se popne na binu, biti najmlađi govornik na TED-u do sada. Nauka i postavljanje pitanja je stvar hrabrosti. Ona je oličenje hrabrosti, zato što će sada ustati i i govoriti pred svima vama. Ejmi, molim te pridruži mi se. (Aplauz) (Aplauz) Ejmi će mi pomoći da vam ispričam priču o projektu Blekaton pčela, ali prvo će vam reći o pitanjima koja su oni smislili. Izvoli, Ejmi.
Amy O'Toole: Thank you, Beau. We thought that it was easy to see the link between humans and apes in the way that we think, because we look alike. But we wondered if there's a possible link with other animals. It'd be amazing if humans and bees thought similar, since they seem so different from us. So we asked if humans and bees might solve complex problems in the same way. Really, we wanted to know if bees can also adapt themselves to new situations using previously learned rules and conditions. So what if bees can think like us? Well, it'd be amazing, since we're talking about an insect with only one million brain cells. But it actually makes a lot of sense they should, because bees, like us, can recognize a good flower regardless of the time of day, the light, the weather, or from any angle they approach it from. (Applause)
Ejmi O'Tul: Hvala Bou. Mislili smo da je lako pronaći vezu između ljudi i majmuna u našem načinu razmišljanja, zato što smo slični. Ali mi smo se pitali da li je moguće pronaći vezu i sa drugim životinjama. Bilo bi zapanjujuće kada bi ljudi i pčele razmišljali na isti način, jer su toliko različite od nas. Pitali smo se da li bi ljudi i pčele rešavali složene probleme na isti način. Ustvari smo hteli saznati da li se i pčele mogu prilagoditi novim situacijama koristeći prethodno naučena pravila i uslove. Šta ako pčele razmišljaju kao i mi? Bilo bi to zapanjujuće, s obzirom da govorimo o insektu sa samo milion moždanih ćelija. Ipak ima smisla da je tako, jer pčele, kao i mi, mogu prepoznati dobar cvet bez obzira na doba dana, svetlo, vreme ili ugao iz kojeg prilaze cvetu. (Aplauz)
BL: So the next step was to design an experiment, which is a game. So the kids went off and they designed this experiment, and so -- well, game -- and so, Amy, can you tell us what the game was, and the puzzle that you set the bees?
BL: Sledeći korak je bio da stvorimo eksperiment, koji je igra. Deca su napravila ovaj eksperiment, zapravo igru, pa Ejmi, možeš li nam reći kakva je to igra bila i kakvu ste zagonetku postavili pčelama?
AO: The puzzle we came up with was an if-then rule. We asked the bees to learn not just to go to a certain color, but to a certain color flower only when it's in a certain pattern. They were only rewarded if they went to the yellow flowers if the yellow flowers were surrounded by the blue, or if the blue flowers were surrounded by the yellow. Now there's a number of different rules the bees can learn to solve this puzzle. The interesting question is, which? What was really exciting about this project was we, and Beau, had no idea whether it would work. It was completely new, and no one had done it before, including adults. (Laughter)
AO: Zagonetka koju smo smislili je bila ako-onda pravilo. Postavili smo zadatak pčelama da nauče ne samo da odu do cveta sa određenom bojom, nego do cveta sa određenom bojom kada je ona u određenom uzorku. Bile su nagrađivane samo kada su otišle do žutih cvetova ako su žuti cvetovi bili okruženi plavim ili ako su plavi cvetovi bili okruženi žutim. Postoji određen broj pravila koji pčele mogu naučiti da reše ovaj zadatak. Zanimljivo pitanje je, koja su to? Ono što je bilo posebno zanimljivo jeste to što Bou i mi nismo znali da li će ova ideja uroditi plodom. Bila je potpuno nova i niko je nikada nije probao, uključujući odrasle. (Smeh)
BL: Including the teachers, and that was really hard for the teachers. It's easy for a scientist to go in and not have a clue what he's doing, because that's what we do in the lab, but for a teacher not to know what's going to happen at the end of the day -- so much of the credit goes to Dave Strudwick, who was the collaborator on this project. Okay? So I'm not going to go through the whole details of the study because actually you can read about it, but the next step is observation. So here are some of the students doing the observations. They're recording the data of where the bees fly.
BL: Uključujući učitelje i to je bilo jako teško za učitelje. Lako je kada naučnik uđe i nema pojma o tome šta radi, zato što je to ono što mi radimo u laboratoriji, ali za učitelja nije lako da ne zna šta će se dogoditi na kraju - dobar deo zasluga ide Dejvu Strudviku, koji je bio saradnik na ovom projektu. Neću da ulazim u sve detalje vezane za istraživanje zato što ih možete i sami pročitati, sledeći korak je posmatranje. Ovo su neki od učenika koji su vršili posmatranje. Sakupljaju podatke o letu pčela.
(Video) Dave Strudwick: So what we're going to do —Student: 5C.
(Video) Dejv Strudvik: Ono što ćemo uraditi sledeće je... Učenik: 5C.
Dave Strudwick: Is she still going up here?Student: Yeah.
Dejv Strudvik: Da li još uvek ide tamo? Učenik: Da.
Dave Strudwick: So you keep track of each.Student: Henry, can you help me here?
Dejv Strudvik: Vodiš računa o putanji svake pčele. Učenik: Henri, možeš li mi pomoći?
BL: "Can you help me, Henry?" What good scientist says that, right?
BL: "Možeš li mi pomoći, Henri?" Koji dobar naučnik to kaže?
Student: There's two up there. And three in here.
Učenik: Eno ih dve gore. I tri ovde.
BL: Right? So we've got our observations. We've got our data. They do the simple mathematics, averaging, etc., etc. And now we want to share. That's the next step. So we're going to write this up and try to submit this for publication. Right? So we have to write it up. So we go, of course, to the pub. All right? (Laughter) The one on the left is mine, okay? (Laughter)
BL: Imamo naša zapažanja, imamo podatke. Rade jednostavnu matematiku, nalaze prosek itd. Sada želimo da podelimo naša zapažanja. To je sledeći korak. Sada ćemo da ih napišemo i pokušamo da objavimo članak. Moramo ga napisati. Naravno, odlazimo u kafić, zar ne? (Smeh) Leva je moja, u redu? (Smeh)
Now, I tell them, a paper has four different sections: an introduction, a methods, a results, a discussion. The introduction says, what's the question and why? Methods, what did you do? Results, what was the observation? And the discussion is, who cares? Right? That's a science paper, basically. (Laughter)
Ja im kažem da članak mora imati 4 dela: uvod, metode, ishod i diskusiju. Uvod nam govori koje je pitanje i zašto? Metode nam govore šta smo radili. Ishod govori o rezultatu zapažanja. A diskusija je... koga briga. Je l' tako? To je osnova naučnog članka. (Smeh)
So the kids give me the words, right? I put it into a narrative, which means that this paper is written in kidspeak. It's not written by me. It's written by Amy and the other students in the class. As a consequence, this science paper begins, "Once upon a time ... " (Laughter) The results section, it says: "Training phase, the puzzle ... duh duh duuuuuhhh." Right? (Laughter) And the methods, it says, "Then we put the bees into the fridge (and made bee pie)," smiley face. Right? (Laughter) This is a science paper. We're going to try to get it published. So here's the title page. We have a number of authors there. All the ones in bold are eight to 10 years old. The first author is Blackawton Primary School, because if it were ever referenced, it would be "Blackawton et al," and not one individual. So we submit it to a public access journal, and it says this. It said many things, but it said this. "I'm afraid the paper fails our initial quality control checks in several different ways." (Laughter) In other words, it starts off "once upon a time," the figures are in crayon, etc. (Laughter)
Deca mi govore reči, ja ih sastavljam što znači da je članak u stvari pisan dečijim rečima. Nisam ga ja pisao. Pisali su ga Ejmi i ostali učenici u razredu. Kao posledica toga, članak počinje: "Nekada davno... " U delu o ishodu stoji: "Faza treninga, zagonetka... ta ta taaaaaa" (Smeh) U delu o metodama piše: "Zatim stavimo pčele u frižider (i napravili pitu od pčela) ", smajli. (Smeh) Ovo je naučni članak. Pokušaćemo da ga objavimo. Ovo je naslovna strana. Imamo mnogo autora. Oni podebljani imaju 8-10 godina. Prvi autor je Blekaton osnovna škola, zato što da je ikada bila spomenuta, bilo bi to kao "Blekaton et al", a ne posebno. Poslali smo članak novinama sa javnim pristupom i odgovor, između ostalog, kaže: "Bojimo se da članak, na mnogo načina, ne podleže potrebnim kriterijumima". (Smeh) Drugim rečima, počinje sa "nekada davno", brojke su obojene itd. (Smeh)
So we said, we'll get it reviewed. So I sent it to Dale Purves, who is at the National Academy of Science, one of the leading neuroscientists in the world, and he says, "This is the most original science paper I have ever read" — (Laughter) — "and it certainly deserves wide exposure." Larry Maloney, expert in vision, says, "The paper is magnificent. The work would be publishable if done by adults."
Odlučili smo da ga kritički ocenimo. Poslao sam ga Dejlu Purvisu, koji radi u Nacionaloj akademiji nauke, jedan je od vodećih neuronaučnika u svetu, i on je rekao: "Ovo je jedan od najoriginalnijih članaka koje sam ikada pročitao" - (Smeh) - "i zasigurno zaslužuje široku publiku". Leri Maloni, ekspert u oftalmologiji, rekao je: "Članak je odličan. Rad bi bio objavljen da su ga uradili odrasli."
So what did we do? We send it back to the editor. They say no. So we asked Larry and Natalie Hempel to write a commentary situating the findings for scientists, right, putting in the references, and we submit it to Biology Letters. And there, it was reviewed by five independent referees, and it was published. Okay? (Applause) (Applause)
I šta smo sledeće uradili? Poslali smo ga nazad uredniku. Oni su rekli: "Ne". Pitali smo Lerija i Natali Hempel da napišu tumačenje istraživanja za naučnike, stavljajući napomene i poslali smo ga u časopis Biology Letters. I tamo ga je pregledalo 5 nezavisnih sudija i objavljen je. Ok? (Aplauz) (Aplauz)
It took four months to do the science, two years to get it published. (Laughter) Typical science, actually, right? So this makes Amy and her friends the youngest published scientists in the world. What was the feedback like? Well, it was published two days before Christmas, downloaded 30,000 times in the first day, right? It was the Editors' Choice in Science, which is a top science magazine. It's forever freely accessible by Biology Letters. It's the only paper that will ever be freely accessible by this journal. Last year, it was the second-most downloaded paper by Biology Letters, and the feedback from not just scientists and teachers but the public as well. And I'll just read one.
Bilo je potrebno 4 meseca za istraživanje, a 2 godine da ga objavimo. (Smeh) Tipična nauka, zar ne? To čini Ejmi i njene prijatelje najmlađim autorima naučnih članaka na svetu. Kakav je bio odgovor? Članak je objavljen 2 dana pre Božića, preuzet je 30.000 puta u prvom danu. Bio je "Izbor urednika" u Science, koji je najbolji naučni časopis. Moguće mu je besplatno pristupiti preko Biology Letters. To je jedini članak ovog časopisa kojem će biti moguće besplatno pristupiti. Prošle godine, bio je drugi po broju reuzimanja od članaka u Biology Letters i dobili smo povratnu informaciju ne samo od naučnika nego i učitelja i šire javnosti takođe. Pročitaću jedan odgovor.
"I have read 'Blackawton Bees' recently. I don't have words to explain exactly how I am feeling right now. What you guys have done is real, true and amazing. Curiosity, interest, innocence and zeal are the most basic and most important things to do science. Who else can have these qualities more than children? Please congratulate your children's team from my side."
"Pročitao sam Blekaton pčele". Nemam prave reči da izrazim svoja trenutna osećanja. To što ste vi uradili je realno, istinito i zapanjujuće. Radoznalost, interes, bezazlenost i predanost su osnovne i najvažnije stvari u nauci. Ko drugi ima ove kvalitete više od dece? Molim vas čestitajte vašem timu dece u moje ime."
So I'd like to conclude with a physical metaphor. Can I do it on you? (Laughter) Oh yeah, yeah, yeah, come on. Yeah yeah. Okay. Now, science is about taking risks, so this is an incredible risk, right? (Laughter) For me, not for him. Right? Because we've only done this once before. (Laughter) And you like technology, right?
Želim da završim sa fizičkom metaforom. Da li to mogu uraditi na Vama? Oh, 'ajde.. Da, da. Okej. U nauci morate rizikovati, a ovo je neverovatan rizik, zar ne? (Smeh) Za mene, ne za njega. Ovo smo uradili samo jednom pre. (Smeh) Da li volite tehnologiju?
Shimon Schocken: Right, but I like myself.
Šimon Šoken: Da, ali volim i sebe.
BL: This is the epitome of technology. Right. Okay. Now ... (Laughter) Okay. (Laughter)
BL: Ovo je sažetak tehnologije. U redu. Sada... (Smeh) U redu. (Smeh)
Now, we're going to do a little demonstration, right? You have to close your eyes, and you have to point where you hear me clapping. All right?
Sada ćemo da napravimo malu demonstraciju. Morate zatvoriti oči i uperiti prstom gde me čujete kako pljeskam. U redu?
(Clapping)
(Pljesak)
(Clapping)
(Pljesak)
Okay, how about if everyone over there shouts. One, two, three?
U redu, šta ako svi tamo počnu da viču. Jedan, dva, tri...
Audience: (Shouts) (Laughter)
Publika: (Vikanje) (Smeh)
(Shouts) (Laughter)
(Vikanje) (Smeh)
Brilliant. Now, open your eyes. We'll do it one more time. Everyone over there shout. (Shouts) Where's the sound coming from? (Laughter) (Applause)
Odlično. Sada, otvorite oči. Uradićemo ovo još jednom. Svi tamo počnite vikati. (Vikanje) Odakle dolazi zvuk? (Smeh) (Aplauz)
Thank you very much. (Applause)
Hvala Vam. (Aplauz)
What's the point? The point is what science does for us. Right? We normally walk through life responding, but if we ever want to do anything different, we have to step into uncertainty. When he opened his eyes, he was able to see the world in a new way. That's what science offers us. It offers the possibility to step on uncertainty through the process of play, right?
Koji je smisao ovoga? Cilj je u tome šta nam nauka donosi. Idemo kroz život odgovarajući na određeni način, ali ako ikada želimo uraditi nešto drugačije, moramo zakoračiti u nepoznato. Kada je otvorio oči, video je svet na drugačiji način. To je ono što nam nauka pruža. Pruža nam mogućnost da zakoračimo u nepoznato kroz igru.
Now, true science education I think should be about giving people a voice and enabling to express that voice, so I've asked Amy to be the last voice in this short story. So, Amy?
Smatram da pravo naučno obrazovanje treba da bude o davanju glasa ljudima i omogućavanju da taj glas upotrebe, tako da sam pitao Ejmi da bude poslednji glas u ovoj kratkoj priči. Dakle, Ejmi?
AO: This project was really exciting for me, because it brought the process of discovery to life, and it showed me that anyone, and I mean anyone, has the potential to discover something new, and that a small question can lead into a big discovery. Changing the way a person thinks about something can be easy or hard. It all depends on the way the person feels about change. But changing the way I thought about science was surprisingly easy. Once we played the games and then started to think about the puzzle, I then realized that science isn't just a boring subject, and that anyone can discover something new. You just need an opportunity. My opportunity came in the form of Beau, and the Blackawton Bee Project.
AO: Ovaj projekat je bio jako uzbudljiv za mene, jer je uveo proces otkrića u život i pokazao mi da bilo ko i stvarno mislim bilo ko, ima potencijal da otkrije nešto novo i da malo pitanje može odvesti u veliko otkriće. Menjanje načina razmišljanja neke osobe može biti lako ili teško. Sve zavisi od ljudskog viđenja te promene. Ali menjanje načina na koji sam ja razmišljala o nauci je bilo iznenađujuće lako. Jednom kada smo odigrali igre i počeli razmišljati o zadatku, uvidela sam da nauka nije samo dosadan predmet i da bilo ko može otkriti nešto novo. Potrebna vam je samo prilika. Moja prilika je došla u obliku Boa i projekta Blekaton pčela.
Thank you.BL: Thank you very much. (Applause)
Hvala. BL: Hvala tebi. (Aplauz)
(Applause)
(Aplauz)