Speaking July 31 - Aug 8

Describe a person who encouraged you to achieve your goal

I’d like to talk about Professor Wang, who supervised my master’s research in theoretical physics. When I proposed exploring non-perturbative effects in quantum field theory, I was intimidated by the intricate mathematics and abstruse literature. Let me see… Professor Wang arranged weekly discussion meetings—sometimes late into the evening—where he’d patiently walk me through path-integral techniques and suggest manageable subproblems, such as first deriving simpler toy models before tackling the full Yang–Mills equations.

His unwavering confidence—often expressed as “You already understand the basics; this is just the natural next step”—bolstered my resolve. With his structured guidance and critical feedback on every draft, I not only defended my thesis successfully but also submitted two articles to respected journals like Journal of High Energy Physics. I feel truly grateful to Professor Wang, because his meticulous mentorship and genuine belief in my potential transformed what seemed like an insurmountable challenge into a tangible achievement.

I’d like to talk about Professor Wang, who supervised my master’s research in theoretical physics.
/aɪd/ /laɪk/ /tə/ /tɔːk/ /əˈbaʊt/ /prəˈfes.ər/ /wæŋ/ /huː/ /ˈsuː.pə.vaɪzd/ /maɪ/ /ˈmɑː.stəz/ /rɪˈsɜːtʃ/ /ɪn/ /ˌθɪəˈret.ɪ.kəl/ /ˈfɪz.ɪks/

When I proposed exploring non‐perturbative effects in quantum field theory, I was intimidated by the intricate mathematics and abstruse literature.
/wen/ /aɪ/ /prəˈpəʊzd/ /ɪkˈsplɔː.rɪŋ/ /ˌnɒn pəˈtɜː.bə.tɪv/ /ɪˈfekts/ /ɪn/ /ˈkwɒn.təm/ /fiːld/ /ˈθɪə.ri/ /aɪ/ /wɒz/ /ɪnˈtɪm.ɪ.deɪ.tɪd/ /baɪ/ /ðiː/ /ˈɪn.trɪ.kət/ /ˌmæθ.əˈmæt.ɪks/ /ənd/ /əbˈstruːs/ /ˈlɪt.rə.tʃər/

Let me see… Professor Wang arranged weekly discussion meetings—sometimes late into the evening—where he’d patiently walk me through path‐integral techniques and suggest manageable subproblems, such as first deriving simpler toy models before tackling the full Yang–Mills equations.
/let/ /miː/ /siː/ /prəˈfes.ər/ /wæŋ/ /əˈreɪndʒd/ /ˈwiːk.li/ /dɪˈskʌʃ.ən/ /ˈmiː.tɪŋz/ /ˈsʌm.taɪmz/ /leɪt/ /ˈɪn.tuː/ /ðiː/ /ˈiːv.nɪŋ/ /weər/ /hiːd/ /ˈpeɪ.ʃənt.li/ /wɔːk/ /miː/ /θruː/ /ˈpɑːθ ˌɪn.tɪ.ɡrəl/ /tekˈniːks/ /ənd/ /səˈdʒest/ /ˈmæn.ɪ.dʒə.bəl/ /ˈsʌbˌprɒb.ləmz/ /sʌtʃ/ /əz/ /fɜːst/ /dɪˈraɪ.vɪŋ/ /ˈsɪm.plər/ /tɔɪ/ /ˈmɒd.əlz/ /bɪˈfɔːr/ /ˈtæk.lɪŋ/ /ðə/ /fʊl/ /ˌjæŋ ˈmɪlz/ /ɪˈkweɪ.ʒənz/

His unwavering confidence—often expressed as “You already understand the basics; this is just the natural next step”—bolstered my resolve.
/hɪz/ /ʌnˈweɪ.vər.ɪŋ/ /ˈkɒn.fɪ.dəns/ /ˈɒf.ən/ /ɪkˈsprest/ /əz/ /juː/ /ɔːlˈred.i/ /ˌʌn.dəˈstænd/ /ðə/ /ˈbeɪ.sɪks/ /ðɪs/ /ɪz/ /dʒʌst/ /ðə/ /ˈnætʃ.ər.əl/ /nekst/ /step/ /ˈbəʊl.stəd/ /maɪ/ /rɪˈzɒlv/

With his structured guidance and critical feedback on every draft, I not only defended my thesis successfully but also submitted two articles to respected journals like Journal of High Energy Physics.
/wɪð/ /hɪz/ /ˈstrʌk.tʃəd/ /ˈɡaɪ.dəns/ /ənd/ /ˈkrɪt.ɪ.kəl/ /ˈfiːd.bæk/ /ɒn/ /ˈev.ri/ /drɑːft/ /aɪ/ /nɒt/ /ˈəʊn.li/ /dɪˈfen.dɪd/ /maɪ/ /ˈθiː.sɪs/ /səkˈses.fəl.i/ /bʌt/ /ˈɔːl.səʊ/ /səbˈmɪt.ɪd/ /tuː/ /ˈɑː.tɪ.kəlz/ /tə/ /rɪˈspek.tɪd/ /ˈdʒɜː.nəlz/ /laɪk/ /ˈdʒɜː.nəl/ /əv/ /haɪ/ /ˈen.ə.dʒi/ /ˈfɪz.ɪks/

I feel truly grateful to Professor Wang, because his meticulous mentorship and genuine belief in my potential transformed what seemed like an insurmountable challenge into a tangible achievement.
/aɪ/ /fiːl/ /ˈtruː.li/ /ˈɡreɪt.fəl/ /tə/ /prəˈfes.ər/ /wæŋ/ /bɪˈkɒz/ /hɪz/ /məˈtɪk.jə.ləs/ /ˈmen.tə.ʃɪp/ /ənd/ /ˈdʒen.ju.ɪn/ /bɪˈliːf/ /ɪn/ /maɪ/ /pəˈten.ʃəl/ /trænsˈfɔːmd/ /wɒt/ /siːmd/ /laɪk/ /ən/ /ˌɪn.səˈmaʊn.tə.bəl/ /ˈtʃæl.ɪndʒ/ /ˈɪn.tuː/ /ə/ /ˈtæn.dʒə.bəl/ /əˈtʃiːv.mənt/

part 3

Do you think children are more likely to achieve their goals if they are encouraged?

I think encouragement directly fuels a child’s belief in their own abilities. You know, when parents praise effort—saying “I’m proud of how hard you worked on that science project”—kids internalise the value of perseverance. In other words, positive reinforcement strengthens self‐efficacy, so children tackle challenges rather than avoid them. At the end of the day, a supportive environment makes youngsters more likely to set ambitious goals and stick with them until they succeed.

I think encouragement directly fuels a child’s belief in their own abilities.
/aɪ/ /θɪŋk/ /ɪnˈkʌr.ɪdʒ.mənt/ /dɪˈrek.tli/ /fjuːlz/ /ə/ /tʃaɪldz/ /bɪˈliːf/ /ɪn/ /ðeər/ /əʊn/ /əˈbɪl.ə.tiz/

You know, when parents praise effort—saying “I’m proud of how hard you worked on that science project”—kids internalise the value of perseverance.
/juː/ /nəʊ/ /wen/ /ˈpeə.rənts/ /preɪz/ /ˈef.ət/ /ˈseɪ.ɪŋ/ /aɪm/ /praʊd/ /əv/ /haʊ/ /hɑːd/ /juː/ /wɜːkt/ /ɒn/ /ðæt/ /ˈsaɪ.əns/ /ˈprɒdʒ.ekt/ /kɪdz/ /ɪnˈtɜː.nə.laɪz/ /ðə/ /ˈvæl.juː/ /əv/ /ˌpɜː.sɪˈvɪə.rəns/

In other words, positive reinforcement strengthens self‐efficacy, so children tackle challenges rather than avoid them.
/ɪn/ /ˈʌð.ər/ /wɜːdz/ /ˈpɒz.ə.tɪv/ /ˌriː.ɪnˈfɔːs.mənt/ /ˈstreŋ.θənz/ /ˌselfˈef.ɪ.kə.si/ /səʊ/ /ˈtʃɪl.drən/ /ˈtæk.əl/ /ˈtʃæl.ɪn.dʒɪz/ /ˈrɑː.ðər/ /ðən/ /əˈvɔɪd/ /ðem/

At the end of the day, a supportive environment makes youngsters more likely to set ambitious goals and stick with them until they succeed.
/æt/ /ðiː/ /end/ /əv/ /ðə/ /deɪ/ /ə/ /səˈpɔː.tɪv/ /ɪnˈvaɪ.rən.mənt/ /meɪks/ /ˈjʌŋ.stəz/ /mɔːr/ /ˈlaɪ.kli/ /tə/ /set/ /æmˈbɪʃ.əs/ /ɡəʊlz/ /ənd/ /stɪk/ /wɪð/ /ðem/ /ʌnˈtɪl/ /ðeɪ/ /səkˈsiːd/

What should parents do if their children don't want to study?

I think the first step is for parents to open a non-judgmental dialogue—asking “What’s on your mind?” rather than issuing ultimatums. Let me see… by listening attentively to concerns—be it burnout, lack of interest or peer pressure—they can identify the real blockage. Then parents might work together with their child to tailor study methods, perhaps switching from rote memorisation to problem-based learning or integrating multimedia resources. In other words, empathetic communication coupled with personalized support often rekindles a student’s intrinsic motivation.

I think the first step is for parents to open a non-judgmental dialogue—asking “What’s on your mind?” rather than issuing ultimatums.
/aɪ θɪŋk ðə fɜːst step ɪz fə peərənts tə əʊpən ə nɒn-ˌdʒʌdʒˈmentl ˈdaɪəlɒɡ ɑːskɪŋ wɒts ɒn jɔː maɪnd rɑːðə ðən ɪʃuːɪŋ ˌʌltɪˈmeɪtəmz/

Let me see… by listening attentively to concerns—be it burnout, lack of interest or peer pressure—they can identify the real blockage.
/let miː siː baɪ lɪsənɪŋ əˈtentɪvli tə kənˈsɜːnz biː ɪt bɜːnaʊt læk əv ˈɪntrəst ɔː pɪə preʃə ðeɪ kən aɪˈdentɪfaɪ ðə riːəl ˈblɒkɪdʒ/

Then parents might work together with their child to tailor study methods, perhaps switching from rote memorisation to problem-based learning or integrating multimedia resources.
/ðen peərənts maɪt wɜːk təˈɡeðə wɪð ðeə tʃaɪld tə teɪlə stʌdi meθədz pəˈhæps swɪtʃɪŋ frɒm rəʊt ˌmeməraɪˈzeɪʃən tə ˈprɒbləm-beɪst ˈlɜːnɪŋ ɔː ˈɪntɪɡreɪtɪŋ ˌmʌltiˈmiːdiə rɪˈzɔːsɪz/

In other words, empathetic communication coupled with personalized support often rekindles a student’s intrinsic motivation.
/ɪn ʌðə wɜːdz ˌempəˈθetɪk kəˌmjuːnɪˈkeɪʃn kʌpld wɪð ˈpɜːsənəlaɪzd səˈpɔːt ɒfən ˌriːˈkɪndlz ə stjuːdnts ɪnˈtrɪnzɪk ˌməʊtɪˈveɪʃən/

Who do you think should set goals for children?

I must say, involving children in goal-setting empowers them to take ownership of their learning. For example, when I planned to learn advanced quantum field theory, my supervisor asked me what subtopics I found most intriguing and then we co-created a study schedule. That collaboration boosted my motivation and ensured the goals felt personally meaningful. So, basically, a joint approach—where adults provide structure and children articulate personal targets—cultivates both accountability and genuine engagement.

I must say, involving children in goal-setting empowers them to take ownership of their learning.

/aɪ mʌst seɪ ɪnˈvɒlvɪŋ ˈʧɪldrən ɪn ɡəʊl-ˈsetɪŋ ɪmˈpaʊəz ðəm tə teɪk ˈəʊnəʃɪp əv ðeə ˈlɜːnɪŋ/

For example, when I planned to learn advanced quantum field theory, my supervisor asked me what subtopics I found most intriguing and then we co-created a study schedule.

/fɔːr ɪɡˈzɑːmpl wen aɪ plænd tə lɜːn ədˈvɑːnst ˈkwɒntəm fiːld ˈθɪəri maɪ ˈsuːpəvaɪzə ɑːskt miː wɒt ˈsʌbtɒpɪks aɪ faʊnd məʊst ɪnˈtriːɡɪŋ ənd ðen wiː kəʊ-kriˈeɪtɪd ə ˈstʌdi ˈʃedjuːl/

That collaboration boosted my motivation and ensured the goals felt personally meaningful.

/ðæt kəˌlæbəˈreɪʃn ˈbuːstɪd maɪ ˌməʊtɪˈveɪʃn ənd ɪnˈʃʊəd ðə ɡəʊlz felt ˈpɜːsənəli ˈmiːnɪŋfl/

So, basically, a joint approach—where adults provide structure and children articulate personal targets—cultivates both accountability and genuine engagement.

/səʊ ˈbeɪsɪkli ə ʤɔɪnt əˈprəʊtʃ—weər ˈædʌlts prəˈvaɪd ˈstrʌkʧə ənd ˈʧɪldrən ɑːˈtɪkjəleɪt ˈpɜːsənl ˈtɑːɡɪts—ˈkʌltɪveɪts bəʊθ əˌkaʊntəˈbɪləti ənd ˈʤenjuɪn ɪnˈɡeɪʤmənt/

I think parents are best positioned to set early goals for children, because they understand their child’s temperament and learning style. You know, a parent who notices their child excels at problem-solving might suggest setting a goal like completing one physics puzzle each week. By aligning objectives with a child’s strengths and providing encouragement, parents help build confidence and foster a positive attitude toward learning. At the end of the day, tailored goals from parents lay the groundwork for independent ambition later on.

I think parents are best positioned to set early goals for children, because they understand their child’s temperament and learning style.
/aɪ θɪŋk ˈpeərənts ə best pəˈzɪʃənd tə set ˈɜːli ɡəʊlz fə ˈtʃɪldrən bɪˈkɒz ðeɪ ˌʌndəˈstænd ðeə tʃaɪldz ˈtemprəmənt ənd ˈlɜːnɪŋ staɪl/

You know, a parent who notices their child excels at problem-solving might suggest setting a goal like completing one physics puzzle each week.
/juː nəʊ ə ˈpeərənt huː ˈnəʊtɪsɪz ðeə tʃaɪld ɪkˈselz ət ˈprɒbləm ˈsɒlvɪŋ maɪt səˈdʒest ˈsetɪŋ ə ɡəʊl laɪk kəmˈpliːtɪŋ wʌn ˈfɪzɪks ˈpʌzl iːtʃ wiːk/

By aligning objectives with a child’s strengths and providing encouragement, parents help build confidence and foster a positive attitude toward learning.
/baɪ əˈlaɪnɪŋ əbˈdʒektɪvz wɪð ə tʃaɪldz streŋθs ənd prəˈvaɪdɪŋ ɪnˈkʌrɪdʒmənt ˈpeərənts help bɪld ˈkɒnfɪdəns ənd ˈfɒstə ə ˈpɒzətɪv ˈætɪtjuːd təˈwɔːd ˈlɜːnɪŋ/

At the end of the day, tailored goals from parents lay the groundwork for independent ambition later on.
/æt ði end əv ðə deɪ ˈteɪləd ɡəʊlz frəm ˈpeərənts leɪ ðə ˈɡraʊndwɜːk fə ˌɪndɪˈpendənt æmˈbɪʃn ˈleɪtə ɒn/

Who plays a more important role in children's education, parents or teachers?

I suppose the most effective approach combines both influences. Parents provide emotional support and cultivate curiosity, while teachers offer expertise and structured guidance. For example, a parent might spark interest in astronomy by stargazing together, and a teacher then explains orbital mechanics in class. That synergy—where home encouragement intersects with classroom instruction—maximises a child’s motivation and academic achievement. At the end of the day, when parents and teachers share goals and communicate regularly, children receive the holistic support they need to thrive.

I suppose the most effective approach combines both influences.
/aɪ səˈpaʊz ðə məʊst ɪˈfek.tɪv əˈprəʊtʃ kəmˈbaɪnz bəʊθ ˈɪn.flu.əns.ɪz/

Parents provide emotional support and cultivate curiosity, while teachers offer expertise and structured guidance.
/ˈpeə.rənts prəˈvaɪd ɪˈməʊ.ʃən.əl səˈpɔːt ənd ˈkʌl.tɪ.veɪt ˌkjʊə.riˈɒs.ə.ti waɪl ˈtiː.tʃəz ˈɒf.ər ˌek.spɜːˈtiːz ənd ˈstrʌk.tʃəd ˈɡaɪ.dəns/

For example, a parent might spark interest in astronomy by stargazing together, and a teacher then explains orbital mechanics in class.
/fɔːr ɪɡˈzɑːm.pəl ə ˈpeə.rənt maɪt spɑːk ˈɪn.trəst ɪn əˈstrɒn.ə.mi baɪ ˈstɑːˌɡeɪ.zɪŋ təˈɡeð.ər ənd ə ˈtiː.tʃər ðen ɪkˈspleɪnz ˈɔː.bɪ.təl mɪˈkæn.ɪks ɪn klɑːs/

That synergy—where home encouragement intersects with classroom instruction—maximises a child’s motivation and academic achievement.
/ðæt ˈsɪn.ə.dʒi weə həʊm ɪnˈkʌr.ɪdʒ.mənt ˌɪn.təˈsekts wɪð ˈklɑːs.ruːm ɪnˈstrʌk.ʃən ˈmæk.sɪ.maɪ.zɪz ə tʃaɪldz ˌməʊ.tɪˈveɪ.ʃən ənd ˌæk.əˈdem.ɪk əˈtʃiːv.mənt/

At the end of the day, when parents and teachers share goals and communicate regularly, children receive the holistic support they need to thrive.
/ət ði end əv ðə deɪ wen ˈpeə.rənts ənd ˈtiː.tʃəz ʃeə ɡəʊlz ənd kəˈmjuː.nɪ.keɪt ˈreɡ.jə.lə.li ˈtʃɪl.drən rɪˈsiːv ðə həˈlɪs.tɪk səˈpɔːt ðeɪ niːd tə θraɪv/

Is money the only motivation for people to work hard?

I think money isn’t the sole driver—especially for those of us in theoretical physics, where intrinsic passion plays a major role. Let me see… when I’m immersed in deriving a new field‐theory model late at night, it’s the thrill of discovery, not a paycheck, that keeps me going. In other words, intellectual curiosity and the joy of solving deep problems often eclipse financial incentives. At the end of the day, a genuine love for one’s work sustains long hours of effort far more reliably than salary alone.

I think money isn’t the sole driver—especially for those of us in theoretical physics, where intrinsic passion plays a major role.
/aɪ θɪŋk ˈmʌn.i ˈɪz.ənt ðə səʊl ˈdraɪ.vər ɪˈspeʃ.ə.li fɔː ðəʊz əv ʌs ɪn ˌθɪəˈret.ɪ.kəl ˈfɪz.ɪks weər ɪnˈtrɪn.zɪk ˈpæʃ.ən pleɪz ə ˈmeɪ.dʒə rəʊl/

Let me see… when I’m immersed in deriving a new field‐theory model late at night, it’s the thrill of discovery, not a paycheck, that keeps me going.
/let mi siː wen aɪm ɪˈmɜːst ɪn dɪˈraɪ.vɪŋ ə njuː ˈfiːldˌθɪə.ri ˈmɒd.əl leɪt ət naɪt ɪts ðə θrɪl əv dɪˈskʌv.ər.i nɒt ə ˈpeɪ.tʃek ðæt kiːps mi ˈɡəʊ.ɪŋ/

In other words, intellectual curiosity and the joy of solving deep problems often eclipse financial incentives.
/ɪn ˈʌð.ə wɜːdz ˌɪn.təlˈek.tʃu.əl ˌkjʊə.riˈɒs.ə.ti ənd ðə dʒɔɪ əv ˈsɒlv.ɪŋ diːp ˈprɒb.ləmz ˈɒf.ən ɪˈklɪps faɪˈnæn.ʃəl ɪnˈsen.tɪvz/

At the end of the day, a genuine love for one’s work sustains long hours of effort far more reliably than salary alone.
/ət ði end əv ðə deɪ ə ˈdʒen.ju.ɪn lʌv fɔː wʌnz wɜːk səˈsteɪnz lɒŋ ˈaʊəz əv ˈef.ət fɑː mɔː rɪˈlaɪ.ə.bli ðæn ˈsæl.ər.i əˈləʊn/

Which is more important, competition or cooperation?

Come to think of it, both competition and cooperation are indispensable, but cooperation edges out in importance. For instance, large-scale projects like the Large Hadron Collider require hundreds of scientists coordinating experiments—pure competition alone couldn’t deliver such complex results. Yet, a healthy degree of competition within teams can stimulate creativity and prevent complacency. In other words, cooperation provides the structure for collective success, while competition injects the drive that keeps progress moving forward.

Come to think of it, both competition and cooperation are indispensable, but cooperation edges out in importance.
/kʌm tə θɪŋk əv ɪt bəʊθ ˌkɒm.pəˈtɪʃ.ən ənd kəʊˌɒp.əˈreɪ.ʃən ər ˌɪn.dɪˈspen.sə.bəl bʌt kəʊˌɒp.əˈreɪ.ʃən ˈedʒ.ɪz aʊt ɪn ɪmˈpɔː.təns/

For instance, large-scale projects like the Large Hadron Collider require hundreds of scientists coordinating experiments—pure competition alone couldn’t deliver such complex results.
/fər ˈɪn.stəns ˈlɑːdʒ.skeɪl ˈprɒdʒ.ekts laɪk ðə lɑːdʒ ˈhæd.rɒn kəˈlaɪ.dər rɪˈkwaɪər ˈhʌn.drədz əv ˈsaɪ.ən.tɪsts kəʊˈɔː.dɪ.neɪ.tɪŋ ɪkˈsper.ɪ.mənts pjʊər ˌkɒm.pəˈtɪʃ.ən əˈləʊn ˈkʊd.ənt dɪˈlɪv.ər sʌtʃ ˈkɒm.pleks rɪˈzʌlts/

Yet, a healthy degree of competition within teams can stimulate creativity and prevent complacency.
/jet ə ˈhel.θi dɪˈɡriː əv ˌkɒm.pəˈtɪʃ.ən wɪˈðɪn tiːmz kən ˈstɪmjuleɪt ˌkriː.eɪˈtɪv.ə.ti ənd prɪˈvent kəmˈpleɪ.sən.si/

In other words, cooperation provides the structure for collective success, while competition injects the drive that keeps progress moving forward.
/ɪn ˈʌð.ər wɜːdz kəʊˌɒp.əˈreɪ.ʃən prəˈvaɪdz ðə ˈstrʌk.tʃər fər kəˈlek.tɪv səkˈses waɪl ˌkɒm.pəˈtɪʃ.ən ɪnˈdʒekts ðə draɪv ðət kiːps ˈprəʊ.ɡres ˈmuː.vɪŋ ˈfɔː.wəd/

Words