Mark Twain, the famous American writer and a great master of humor, liked to play jokes on others. But once a joke was played on him. One day Mark Twain was invited to give a talk in a small town. At lunch he met a young man, one of his friends.

    The young man said that he had an uncle with him. He told Mark Twain that his uncle never laughed or smiled, and that nobody and nothing was able to make his uncle smile or laugh.

    "You bring your uncle to my talk this evening," said Mark Twain. "I'm sure I can make him laugh."

    That evening the young man and his uncle sat in the front. Mark Twain began to speak. He told several funny stories and made everyone in the room laugh. But the man never even smiled. Mark Twain told more funny stories, but the old man still kept quiet. Mark Twain continued to tell his funny stories. Finally he stopped. He was tired and quite disappointed.

    Some days later, Mark Twain told another friend what had happened." Oh," said his friend, "I know that man. He's been deaf for years."

    A minister was on a long flight from China to London. The first warning of the approaching problems came when the sign on the airplane flashed on: Fasten your seat belts. Then, after a while, a calm voice said, "We shall not be serving the drinks at this time as there is going to be something unexpected. Please be sure seat belt is fastened."

    Soon the storm broke out. One moment the airplane was lifted on terrific currents of air. The plane dropped as if it were about to crash.

    The minister believed that he shared the discomfort and fear of those around him. As he looked around the plane, he could see that nearly all the passengers were upset and alarmed. The future seemed ominous and many were wondering if they would make it through the storm. Then he suddenly saw a little girl. Apparently the storm meant nothing to her. She was reading a book and everything within her small world was calm orderly. Sometimes she closed her eyes and then she would read again. Then she would straighten her legs, worry and fear were not in her world. The minister could hardly believe his eyes.

    It was not surprising therefore that when the plane finally reached its destination and all the passengers hurried to leave, the minister walked up to the girl he had watched for such a long time. Having commented about the storm and the behavior of the plane, he asked why she had not been afraid. The girl replied, "Because my dad is the pilot, and he's taking me home."

    Like many other people, I love my smart phone, which keeps me connected with the larger world that can go anywhere with me. I also love my laptop，because it holds all of my writing and thoughts. In spite of this love of technology, I know that there are times when I need to move away from these devices and truly communicate with others.

    On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the materials and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it, so I can relate to my students.

    The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course materials and the class discussion.

I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course materials beyond the classroom.

I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

    Throughout the history of the arts, the nature of creativity has remained constant to artists. No matter what objects they select, artists are to bring forth new forces and forms that cause change—to find poetry where no one has ever seen or experienced it before.

    Landscape is another unchanging element (元素) of art. It can be found from ancient times through the 17th­century Dutch painters to the 19th­century romanticists (浪漫主义艺术家 ) and impressionists. In the 1970s Alfred Leslie, one of the new American realists, continued this practice. Leslie sought out the same place where Thomas Cole, a romanticist, had produced paintings of the same scene a century and a half before. Unlike Cole who insists on a feeling of loneliness and the idea of finding peace in nature, Leslie paints what he actually sees. In his paintings, there is no particular change in emotions and he includes ordinary things like the highway in the background. He also takes advantage of the latest developments of color photography to help both the eyes and the memory when he improves his painting back in his workroom.

Besides, all art begs the age­old question: What is real? Each generation of artists has shown their understanding of reality in one form or another. The impressionists saw reality in brief emotional effects, the realists in everyday subjects and in forest scenes, and the Cro­Magnon cave people in their naturalistic drawings of the animals in the ancient forests. To sum up, understanding reality is a necessary struggle for artists of all periods.

    Over thousands of years the function of the arts has remained relatively constant. Past or present, Eastern or Western, the arts are a basic part of our immediate experience. Many and different are the faces of art, and together they express the basic need and hope of human beings.

    Dr. Sasaki knew the first-night effect probably has something to do with how humans evolved.

    The puzzle was what benefit would be gained from it when performance might be affected the following day. She also knew from previous work conducted on birds and dolphins that these animals put half of their brains to sleep at a time so that they can rest while remaining alert enough to avoid predators (捕食者). This led her to wonder if people might be doing the same thing. To take a closer look, her team studied 35 healthy people as they slept in the unfamiliar environment of the university's Department of Psychological Sciences. The participants each slept in the department for two nights and were carefully monitored with techniques that looked at the activity of their brains. Dr. Sasaki found, as expected, the participants slept less well on their first night than they did on their second, taking more than twice as long to fall asleep and sleeping less overall. During deep sleep, the participants' brains behaved in a similar manner seen in birds and dolphins. On the first night only, the left hemispheres (半球) of their brains did not sleep nearly as deeply as their right hemispheres did.

    Curious if the left hemispheres were indeed remaining awake to process information detected in the surrounding environment, Dr. Sasaki re-ran the experiment while presenting the sleeping participants with a mix of regularly timed beeps (蜂鸣声) of the same tone and irregular beeps of a different tone during the night. She worked out that, if the left hemisphere was staying alert to keep guard in a strange environment, then it would react to the irregular beeps by stirring people from sleep and would ignore the regularly timed ones. This is precisely what she found.

    Hi, everybody!

    Welcome to our newly-opened Richards Cinema Bookstore!

    Now let me introduce to you some of the new film books in our store.

    Are you Chinese film fans? OK, here comes the latest 25 New Takes about Chinese films. It is a collection of 25 fresh readings of different Chinese films from the 1930s to the present. In recent years, Chinese films are very popular in the States, such as Crouching Tiger and Hidden Dragon, Hero, and Flowers of Shanghai.

    Do you like French films? Well，here is The French Cinema Book. It covers French films from the 1890s to the beginning of the 21st century. It is written for all lovers of French cinema: students and teachers, specialists and fans, and so on.

    Maybe you are Indian film fans and star-chasers. Then here is Encyclopedia (百科全书) of Indian Cinema. The book is a complete introduction to all the best Indian films. It also offers a full list of names of the famous and successful film stars in the past ten years. You know, the Indian film industry is the largest in the world after our Hollywood.

    If you like British films, we have the British Cinema Book. It is a good review of British cinema. This book contains a good many nice pictures.

    In our bookstore, you can also find books about Mexican, Japanese, Australian, German and Italian films.

    Well, please help yourselves to some coffee or tea, and have a good time here!