Youth football team members rescued more than two weeks after sudden flooding trapped them in a cave in Thailand are now being well looked after at a hospital in the northern city of Chiang Rai. In addition to treating the boys for potential body fluid loss, inadequate nutrition and lack of oxygen, their doctors also plan to closely monitor them for symptoms of diseases that may have been infected by animals living in the cave.

    "The next step is to make sure those kids and their families are safe, because living in a cave provides a different environment, which might contain animals that could transmit…disease," said the local hospital. The boys and their family members have been told to watch for symptoms such as headache, nausea(反胃), muscle pain or difficulty breathing, the reports added.

    Yet based on the location where the boys were trapped—more than four kilometers from the cave complex's main entrance, past some fully submerged passages—and the fact they have been swimming out wearing full scuba face masks, it seems unlikely that they were living with bats in the cave or breathed in bat-associated bacteria during their rescue, several infectious disease experts said. "It's hard to imagine bats got that deep into the cave because of all those narrow passageways, but it is possible," says Ian Lipkin, an animal expert and professor at the Mailman School of Public Health at Columbia University. "It's unlikely that there would be many animals in there," notes Jonathan Epstein, a doctor at EcoHealth Alliance, a nonprofit organization that studies diseases and how to prevent them. Bats typically like to rest in areas they can easily enter and exit, not in places that fully flood, he adds.

    Bats in Thailand have been linked with a wide range of viruses that are similar to severe acute respiratory syndrome (SARS)—Lipkin says. But it seems more likely the boys would have been exposed to infection-causing bacteria when they swam through the dirty water with cuts and scrapes. "If you are trying to prioritize issues with respect to health care for these kids, number one would be psychological damage and second will be bacterial infections from the cuts and scrapes they may have encountered." Lipkin says.

    Does this situation seem familiar to you? Your English is progressing well, the grammar is now familiar, the reading comprehension is no problem, you are communicating quite fluently, but: Listening is STILL a problem! First of all, remember that you are not alone. Listening comprehension is probably the most difficult job for almost all learners of English as a foreign language. The most important thing is to listen as often as possible. The first step is to find listening resources. The Internet is really a useful tool for English students. You can download The RealPlayer from RealMedia.com. The RealPlayer allows you to use the Internet like a radio station.

Once you have begun to listen on a regular basis, you might still be frustrated (懊恼) by limited understanding. What should you do?

    Here is some of the advice I give my students:

    Accept the fact that you are not going to understand everything.

    Stay relaxed when you do not understand — even if you continue not to understand for a long time.

    Do not translate what you hear into your native language.

    Listen for the general idea of the conversation. Don't concentrate on detail until you have understood the main ideas.

    I remember the problems I had in understanding spoken German when I first went to Germany. In the beginning, when I didn't understand a word, I insisted on translating it in my mind. This method usually resulted in confusion. Then, after the first six months, I discovered two very important facts. Firstly, translating creates a wall between the listener and the speaker. Secondly, most people repeat themselves constantly. By remaining calm, I noticed that — even if I didn't pay much attention, I could usually understand what the speaker had said.

    Wolves travel shorter distances and move slower during snowfall events, according to new research by University of Alberta biologists. The effects were most pronounced at night, when wolves hunt, and behaviour returned to normal within a day. Wolf tracks across snow in northeastern Alberta.

    "Our findings suggest that there is something about actively falling snow that causes wolves to slow down," said Amanda Droghini, a former MSc student in the Department of Biological Science and lead author on the study. "We don't know the exact mechanism behind that. It's unlikely that they were staying still because they were feasting on a recent kill. Instead, active precipitation(降雪量)might affect wolves' hunting abilities. Like rain, snow clears the air column of scent molecules. So, maybe falling snow makes it harder for wolves to detect the smell of prey."

    Over the course of two winters, the researchers used remote cameras to disclose snowfall events and estimate snow depth. To study wolf movement, they collected telemetry(测距仪) data from 17 wolves to calculate travel speed and duration, as well as resting periods. It is the first study to examine how large flesh-eating animals respond to snowfall events.

    With the effects of climate change on precipitation in the north forest region uncertain, it is difficult to predict the implications for wolf populations. Studies such as these increase our understanding of how large mammals react to normal snowfall events, but the type and amount of winter precipitation will likely have an impact on animal behavior and the energetic cost of movement.

    "Winter is already challenging for many wildlife species because moving through snow requires more energy. Snow can also make it harder for animals to access food resources," said Droghini, who conducted the research under the supervision of Professor Stan Boutin, Alberta Biodiversity Conservation Chair.

    "Anything that increases those costs, such as increased rain-on-snow events, could lead to lacking in nutrition, poor body condition, and even starvation as animals are unable to make up for those additional costs. That is one of the worst-case scenarios(设想)but, in truth, we know very little about potential changes to precipitation patterns and how wildlife will respond to those changes."

    Long before iPhone, the cigarette was the companion of choice for restlessness. And long before Facebook and WeChat, it was tobacco that promised to better your social life. Now, quitting smartphones has become the new quitting smoking.

    Of course, technology does not yellow your teeth, cause disease or lead to cancer. But some individuals are so concerned that device addiction is damaging their mental health. In order to reduce their dependence, even in Silicon Valley, people are turning off the messages that constantly buzz for their attention, banning smartphones from the bedroom and, curiously, changing the colors on their screens to a less tempting scale of gray.

    The big tech companies will have to work out how to respond to this new generation of quitters. Facebook is the first to go public with its attempt, hoping its recent move can make the social network more homely.

Last year the tech industry got a bad name —Big Tech—with unfortunate echoes of other industries that have faced fierce opposition, including Big Tobacco. Like them, the tech industry has to reduce concern from a new generation of activist shareholders （股东） that are questioning its role in the world. These campaigns are never as fierce as those faced by Big Tobacco. In the 1990s, socially responsible investors refused to put money in tobacco stocks.

    It is far difficult for investors to challenge Big Tech and hard to separate the good these companies do in the world-connecting old friends and giving space for people to share their ideas-from the bad. In the meantime, stopping using technology remains problematic. In The World Without Mind: The Existential Threat of Big Tech, Franklin Foer argues that tech should be seen in a similar way to junk food: a convenience that some reject for more continuing nutrition.

    So we need to do more to turn the tide. In the same way that public service announcements made smoking around your children taboo （禁忌）, we can warn parents against losing themselves in their smartphones while taking care of kids. We can also create no-smartphone zones at dinner. Eventually smartphones could be banned from all public places and help us give our attention to the people around us instead.

    Bullying(霸凌) can take a variety of forms, from the verbal to the physical as well as indirect forms, such as being excluded from social groups. Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. In extreme cases it can even lead to suicide, though this is thankfully rare.

    Until recently, not much was known about the topic, and little help was available to teachers to deal with bullying. Perhaps as a consequence, schools would often deny the problem. There is no bullying at this school' has been a common answer if asked, almost certainly untrue. Fortunately more schools are now saying: “There is not much bullying here, but when it occurs we have a clear policy for dealing with it.” Three factors are involved in this change. First is an awareness of the severity of the problem. Second, a number of resources to help tackle bullying have become available in Britain. For example, the Scottish Council for Research in Education produced a package of materials, Action Against Bullying, circulated to all schools in England and Wales as well as in Scotland. In Ireland, Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published, too. Third, there is evidence that these materials work, and that schools can achieve something.

    Evidence suggests that a key step is to develop a policy on bullying, saying clearly what bullying means, and giving explicit guidelines on what will be done if it occurs, what records will be kept, who will be informed and what punishments will be employed. The policy should be developed through consultation over a period of time. Pupils, parents and staff should feel they have been involved in the policy. Other actions can be taken to back up the policy. There are ways of dealing with the topic through the curriculum, using video, drama and literature. But curriculum work alone may only have short-term effects; it should be an addition to policy work. There are also ways of working with individual pupils, or in small groups. Work in the playground is important, too. One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. Another possibility is to improve the playground environment, so that pupils are less likely to be led into bullying from boredom or frustration.

    With these developments, schools can expect that at least the most serious kinds of bullying can largely be prevented. The more effort is put in and the wider the whole school is involved, the more substantial the results are likely to be. The reduction in bullying and the consequent improvement in pupil happiness is surely a worthwhile objective.

    It's not easy being a teenager– nor is it easy being the parent of a teenager. You can make your child feel angry, hurt, or misunderstood by what you say without realizing it yourself. It is important to give your child the space he needs to grow while gently letting him know that you'll still be there for him when he needs you.

    Expect a lot from your child, just not everything. Except for health and safety problems, such as drug use or careless driving, consider everything else open to discussion to help them grow up more independently. If your child is unwilling to discuss something, don't insist he tell you what's on his mind. The more you insist, the more likely that he'll clam up. Instead, let him attempt to solve things by himself. At the same time, remind him that you're always there for him should he seek advice or help. Show respect for your teenager's privacy (隐私). Never read his mail or listen in on personal conversations.

    Teach your teenager that the family phone is for the whole family, which can make them more mature. If your child talks on the family's telephone for too long, tell him he can talk for 15 minutes, but then he must stay off the phone for at least an equal period of time. This not only frees up the line so that other family members can make and receive calls, but teaches your teenager moderation (节制). Or if you are open to the idea, allow your teenager his own phone that he pays for with his own pocket money or a part-time job.