A creative mom Danielle Lindemann is a mother to a soon-to-be 3-year-old daughter. When she received the Disney-brand book What Is A Princess? as a gift for her daughter, Lindemann thought the messages seemed a little shallow.

Lindemann's efforts included changing “A princess is kind” to “A princess is kind of a badass” and completing the sentence “A princess likes to dress up”. “I just want my daughter to see that she can be anything she wants,” the mom explained, “She can also speak her own mind and be a doctor or a senator if she wants.”

    After Lindemann made the changes, she thought her daughter might be a bit confused, but the daughter actually just rolled with it. Lindemann did not intend for many people to see her edits. She just found it amusing. Though she didn't imagine having such a wide audience, Lindemann says she thinks it's great if her edits make people smile or even think a bit differently about gender models.

    Further, Lindemann added, “there is absolutely nothing wrong with girls (or boys!) wanting to put on something sparkly and feel pretty. But when the ruling idea is that girls — and women — are judged mainly on their physical appearance in a way that boys and men are not, I think it's important to model some other values for these girls as well.”

    As a parent, she believes it's important to show girls that their worth does not lie only in their physical appearance and that their other qualities are valuable and important. For her, if there were a variety of children's books out there in which little girls were shown playing with trucks and trains and learning to be engineers and surgeons, and if there were books out there in which boys were shown getting a kick out of dressing up in fancy clothes, it would be a different world.

     “At present, it's not that world. But time will tell,” she stressed.

    Until recently, scientists had mapped only about 20 percent of the sea floor. But our knowledge of the deep seas is changing because of information from satellites. Scientists have produced a new map that provides a detailed picture of the oceans. The map is expected to help oceanographers (海洋学家), industry and governments.

    The new map is twice as detailed as the map made 20 years ago. David Sandwell is a geophysics professor at the University of California. He and other scientists worked on the mapping project. He says they turned to space to look deeper into the ocean.

    The scientists collected and studied information from two satellites. Some of the data came from the European Space Agency's Cryo-2 satellite. It was placed in Earth's orbit to watch sea ice. The other satellite is the American space agency's Jason-1. It is studying the surface of the oceans. Scientists combined the satellite data with images gathered by sonar (声波定位仪) equipment on ships. Sonar works by sending sound waves through the water. When the sound waves hit an object, its presence is confirmed.

    The new map shows the sea floor as it has never been seen before. It shows thousands of underwater mountains and places where continents pulled apart. It shows where earthquakes were active many years ago. They all are buried deep underneath the ocean floor.

    David Sandwell says the map is a powerful tool for fisheries, those interested in protecting the environment and for oil exploration.

    “The petrol exploration industry is interested in how to reconnect the continents, bring them back together tectonically so you can map the basins （盆地）on one continental edge—say, Africa—and use that to establish where the similar basin would be on the other continental edge in South America.”

    If scientists know that information, they may be able to find oil fields. The new data also will help scientists improve their estimates of ocean depths. This information can help ships travel safely and improve military operations and scientific projects worldwide.

    Mr. Sandwell thinks scientists will make many more discoveries as they examine the new map and the information it provides.

    Shakespeare's Globe Exhibition & Tour is a unique international resource to explore Shakespeare's work. Open all year round, it gives you an opportunity to learn more about the most famous playwright, Shakespeare, and helps you seek to further the experience and international understanding of him.

Group Visits to the Exhibition & Tour

Opening Hours

    Theatre Tours:   Monday - Sunday          9:30 a.m.- 5:00 p.m.

    Exhibition:      Monday - Sunday          9:00 a.m.- 5:00 p.m.

    Groups of 15 people or more are required to pre-book their visit, and each group will have its own guide for free. To make a reservation, please fill in a Group Request Form and return it to us via email.

    Exhibition and Tour Prices

    Adult:                             $15.00

    Senior (60+):                    $13.50

    Student (with valid ID):        $11.50

    Child (5-15):                     $ 8.00

    Complimentary:                Every 16th person free

    Getting here

    Shakespeare's Globe 21 New Globe Walk, London SEl9DT, UK

    Visitors are advised to arrive by public transport or by taxi. There is a car park on Thames Exchange on the north side of Southwark Bridge (open 24 hours, seven days a week). Cabs may be found all year round on Southwark Bridge. It may also be possible to pick one up from outside the entrance hall on New Globe Walk.

Where to eat

    Swan at Shakespeare's Globe serves modern British seasonal food for dinner, afternoon tea or drinks in our beautiful bar and restaurant set over two floors, available for pre- and post-theatre dining.

    Swan Restaurant

    Monday- Friday:    12 noon - 2:30 p.m. & 6:00 p.m.- 10:30 p.m.

    Saturday:             12 noon- 3:30 p.m. & 6:00 p.m.

    Sunday:               12 noon- 9: 00 p.m.

    They were a happy family: four daughters all in the same school in different grades. The youngest, Janice, who was in my class, seemed to be glued (粘) to her mother's skirts. The three older girls took the bus to school every morning, but Janice was always driven to school by her mother.

    One Friday, Janice's mother asked for a talk with me. She said in a soft voice, "My husband is going to Europe on business for two weeks, and he insists that I go with him. I have tried to explain over and over that Janice needs me here. But he thinks that she will be fine without me so I have no choice; I have to go. I have told the babysitter to drive her every morning. Will you please give Janice special attention and help her? I want to be sure everything goes well for her."

    I told her that we would make every effort to support Janice. I even volunteered to meet Janice at her car so she would see a familiar face. As a mother myself, I'd like to help. Janice's mother thanked me for our understanding.

    On Monday morning, expecting a tearful, anxious child, I planned a special program of fun and games. I waited outside to greet Janice, but just then the bus arrived and not three, but four girls got off. Janice skipped along joyfully, saying "goodbye" to her sisters as she ran with two friends into the classroom. I walked slowly into the classroom and called Janice over to ask how the bus ride went. Impatiently she said, "Oh, I always want to take the bus with the other kids, but Mother needs to be with me. You see there won't be any more babies, so I have to be a baby a little longer. While she is away, I'll just ride the bus every day. I am five, you know."

Your colleague's sharp comment keeps replaying in your mind. Two of your students are trapped in a" he said/she said" battle. When you reflect on your emotional reactions, you sometimes get caught up in cycles of negative feelings, which can make you feel even worse. If so, the answer may lie in a skill called" self-distancing", the ability to take a step back and view yourself more objectively. According to a research, when people adopt self-distancing while discussing a difficult event, they make better sense of their reactions, experience less emotional suffering, and display fewer signs of stress.

But what might self-distancing look like in action? Consider a typical "he said/she said" student conflict where they are each focusing on their own feelings. One is thinking, "I can't believe he did that to me" And another insists. "She really hurt my feelings" However, if you ask them to take the self-distancing, they might step outside of themselves and ask broader questions:" Why was he so hurt in this situation? "or" How did her anger affect him?"

Although this approach may sound too simple to be effective, studies indicate that a change in point of view can have a powerful effect on the way people think, feel, and behave. Here are several different techniques you can try.

First, consider how a thoughtful friend might respond after quietly observing their situation. Besides, avoid using the pronoun "I". Focus on using third-person pronouns, he, she, they, and they were able to see the stressful event as challenging rather than threatening. Finally, ask yourself, "How would I feel about this one week from now or ten years from now? "This form of mental time travel may be effective because our attention is directed away from our immediate, concrete circumstances.

The teenage Snowboarder.

I was born in Denver, USA. and started snowboarding aged eight when my dad took me to a resort in the mountains. About two hours from Denver. The hill looked unbelievably steep and scary. So My dad had to do a lot of persuading to get me on a board. Because I was so young. I hadn't even thought of asking him if I could start snowboarding? But he was already into it and wanted me to love it, too—-He made it look so simple, and in the end I managed just fine.

After this experience, it wasn't long before I'd developed a love of sport and had improved my ability too. I started competing aged ten. Some people entered loads of competitions and ended up getting bored of snowboarding. But my love of taking part and winning got stronger as I got older, which always help me to push myself harder. I enjoyed not having a fixed plan and sometimes this went well, like when I became the first female ever to get a perfect 100 at a local competition. I wasn't sure I'd even attempted the jumps that got me the score until I actually set off. That achievement increased my trust in my own abilities.

During the summer I focused on training and my studies while there's no snow. Although I trained daily, it's nice not having to stick to quite a strict diet like I did in the winter. I also got to spend lots of time with my friends then. It's the best way of dealing with not being able to do what I loved so much and what I was really good at.

Now. I have to think carefully about my future. Snowboarding is such a huge part of my life now. But I also feel it's important to have something else I can do. just in case I don't succeed as a professional snowboarder or I get injured. I'm wondering whether becoming a doctor is a possibility. if my active life allows time for doing a college degree, it's impossible to imagine myself growing tired of the sport. But I can't go on snowboarding my whole life.