One trick almost every distiller I visited tried to play on me was to get me to stick my head into the vat during the final stages of fermentation, when the headspace—the volume of air above the liquid—is a cloud of CO2. Taking a whiff is like sticking a knitting needle up your nose. Too much of it, and you can pass out and fall right into the vat. Fun!)
The trouble shows up when they need to organize output—deciding what to do when and then controlling their own behavior to get there. Because they have what it takes to absorb information and learn math and language and other school subjects, you may assume that much simpler tasks like making a bed or taking turns should be a no-brainer. But that’s not the case because your child may have intelligence but lack the executive skills to put it to best use.
Researchers at the National Institute of Mental Health also suggest that a “use it or lose it” process may be occurring in the frontal lobes during this time. Neural connections that are used are retained, while those that are not exercised are lost. If this is the case, then the practice of executive skills is critical. It means that kids who practice executive skills are not only learning self-management—independence—but in the process developing brain structures that will support their executive skills into later adolescence and adulthood. Practice is important to acquisition of executive skills for another reason. Researchers who study the brain using fMRI (functional magnetic resonance imaging) have found that when children and teenagers perform tasks that require these skills, they rely on the prefrontal cortex to do all the work rather than distributing the workload to other specialized regions of the brain, such as the amygdala and the insula, two parts of the brain that are activated when making quick decisions that affect safety and survival (the fight-or-flight response). Adults, in contrast, can spread out the workload in part because they’ve had years of practice to develop the neural pathways to make this possible. Activating executive skills takes more conscious effort with children and with teenagers than it does with adults, which may help explain why they are less inclined to engage their working memory to perform tasks of daily living.
The scheme we arrived at consists of 11 skills: Response inhibition Working memory Emotional control Sustained attention Task initiation Planning/prioritization Organization Time management Goal-directed persistence Flexibility Metacognition
Malting is how people turn barley’s starch into sugar, which they can turn into beer and booze. Whisky is, basically, distilled beer—and this was the process Takamine hoped to obliterate. Brewers and whisky makers use barley because it’s easy. Other grains are maltable, but wheat, for example, produces less starch-breaking enzyme. Oats have too much protein and fat. Corn needs too much heat to untangle the starches before malting, and the oils tend to turn rancid. Barley is the way to go.
do highly experienced professionals like nurses and anesthesiologists really need to be explicitly told that their role in a cardiac surgery is important? Do they really need to be informed that if they see the surgeon make a mistake, they might want to speak up? The answer, as Edmondson discovered, is a thundering yes. The value of those signals is not in their information but in the fact that they orient the team to the task and to one another. What seems like repetition is, in fact, navigation. Those signals added up in a way that you can hear in team members’ voices.
in the boardinghouse the justices were staying in, dislocating his shoulder and suffering a mild concussion. As he recovered, he wrote a sweet letter to Polly. “Old men”—Marshall was sixty-eight—“do not get over sprains and hurts quite as quickly as young ones.” He had, he went on, plenty of time on his hands as he recovered, which he spent recalling the episodes of their courtship, over forty years ago: “our little tiffs and makings up.… the lock of hair… all the thousand indescribable but deeply affecting instances of your affection or coldness which constituted for a time the happiness or misery of my life.” They could “never be lost while recollection remains.”
In his Life of Washington, Marshall had described the passage of the Fifth Amendment and its nine fellows. By the end of 1791, Congress had passed and the states had ratified ten amendments. The Ninth and Tenth were general statements about the division of rights and powers among the federal and state governments and the people. The First through the Eighth, by contrast, listed specific prohibitions—no establishment of religion or warrantless searches—and guarantees—freedom of the press, the right to keep and bear arms. The inclusion of this compendium, according to Marshall, had been a matter of political and emotional housekeeping. The “friends” of the government “were anxious to annex to the constitution those explanations and barriers against… possible encroachments… on the liberties of the people which had been loudly demanded, however unfounded… might be the fears by which those demands were suggested.” The Constitution as it left Philadelphia in 1787 was fine, but nervous folk feared imaginary dangers; to please them, Congress drew up the Bill of Rights.
the term executive skills comes from the neurosciences literature and refers to the brain-based skills that are required for humans to execute, or perform, tasks.
Youngsters with weak task initiation also often have weak sustained attention—not only are they slow to get started on homework, they also are likely to quit before it’s done. These children generally have weak goal-directed persistence. However, we’ve found that if goal-directed persistence is a relative strength, we can encourage the child to use that skill to override his weaknesses in task initiation and sustained attention. These are the kids we can spur on to get their homework handed in consistently if we tell them that they can earn points for handing in homework on time and, once they have enough points, they can buy that video game they’ve been hounding us about.
As different spirits have evolved, they’ve taken on different setups. In Ireland, they use three pot stills to make whisky; in Scotland, it’s two. Clear, light, Puerto Rican rum uses a continuous still, but heavier, darker styles of rum generally use two or three pot stills chained together. Of French brandies, Armagnac is distilled only once in a copper pot still, but cognac twice. Eau de vie is double distilled in a copper pot; aquavit comes off a continuous still.
When the Black Death spread across Europe, from 1347 to 1350, physicians didn’t really have anything to make people feel better besides aqua vitae. So they used them. The French translated aqua vita into eau de vie, and the Dutch called it “burnt wine,” or brandewijn. Exported to England, that got corrupted to “brandy-wine,” and eventually just “brandy.” The Scots started making the stuff out of grains; in Gaelic, they called it “water of life,” usquebaugh, eventually corrupted to “whisky.” By the early 1400s, people were getting addicted to ethanol. Liquor had spread across the world.
In American whisky making, it’s common for distillers to use some of the fermented grain in the mash—before it goes into the still—to mix in with the next batch to be fermented. That portion is called the “backset,” and the whole process is called “sour mash,” just like it says on the bottles. The practice began in the 1800s, probably as a way to keep the same yeast strain consistent.
if a child has ADHD, some executive skills will be impaired. Chief among these are response inhibition, sustained attention, working memory, time management, task initiation, and goal-directed persistence.
Ending—neutral zone—new beginning. You need all three phases, and in that order, for a transition to work. The phases don’t happen separately; they often go on at the same time. Endings are going on in one place, in another everything is in neutral zone chaos, and in yet another place the new beginning is already palpable. Calling them “phases” makes it sound as though they are lined up like cubicles. Perhaps it would be more accurate to think of them as three processes and to say that the transition cannot be completed until all three have taken place.
