I stepped on the red carpet and smiled as the cameras rushed up to take pictures. I slowly walked into the large hall of my first Hollywood premiere(首映). I had designed the special effects for the hottest movie on the market. Later, a friend of mine came with a big smile on her face. “I'm sure you have never thought that you would be here,” she said excitedly. I calmly smiled back in return.

    Having never had great opportunities, I've worked long and hard to create a bright future. Though I grew up in a poor family, I never doubted that my future goals would be connected with computers. In middle school I became the producer of a daily news television show.

    My future goal became even more possible when a new high school in my area held a technology program created for students interested in technology related jobs. Through the program I was able to learn about computer design and gain experience through a part-time job with a local computer company. Whenever a new movie came out, I would find out the company which created the special effects for the movie. At the same time, I researched job positions on the Internet. The companies on the Internet suggested universities and degrees on their websites. I planned on studying Computer Science.

    Though I didn't give up my dreams, I continued to pay my attention to daily events. I took part in a large number of activities to broaden my view on life. I worked hard in school to develop my mind. I communicated with people who could give me advice about any problem I might meet along the way. And now, after years of preparation, my hard work is paying off. I know I have succeeded because I put my goals into action.

    For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. "While we teach, we learn," said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up to date. They're documenting why teaching is such a fruitful w ay to learn, and designing creative ways for young people to take part in instruction.

    Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who're learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings(兄弟姐妹). This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They arrange college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.

    But the most cutting-edge tool under development is the "teachable agent" — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil.

    Computer scientists have created an animated(动画的)figure called Betty's Brain, who has been "taught" about environmental science by hundreds of middle school students. Student teachers are inspired to help Betty master certain materials. While preparing to teach, they organize their know ledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.

    Feedback from the teachable agents further improves the tutors' learning. The agents' questions forces student tutors to think and explain the materials in different ways, and watching the agent solve problems allow s them to see their know ledge put into action.

    Above all, it's the emotions one experiences in teaching that improve learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they develop pride and satisfaction from someone else's accomplishment.

    For several decades, there has been an organized campaign intended to produce distrust in science, funded by those whose interests are threatened by the findings of modern science. In response, scientists have tended to stress the success of science. After all, scientists have been right about most things, from the structure of the universe to the relativity of time and space.

    Stressing successes isn't wrong, but for many people it's not persuasive. An alternative answer to the question "Why trust science?" is that scientists use the so-called scientific method. But what is called the scientific method isn't what scientists actually do. Science is dynamic: new methods get invented; old ones get abandoned; and at any particular point, scientists can be found doing many different things. False theories sometimes lead to true results, so even if an experiment works, it doesn't prove that the theory it was designed to test is true.

    If there is no specific scientific method, then what is the basis for trust in science? The answer is the methods by which those claims are evaluated. A scientific claim is never accepted as true until it has gone through a long process of examination by fellow scientists. Scientists draft the initial version of a paper and then send it to colleagues for suggestions. Until this point, scientific feedback is typically fairly friendly. But the next step is different: the revised paper is submitted to a scientific journal, where things get a whole lot tougher. Editors deliberately send scientific papers to people who are not friends or colleagues of the authors, and the job of the reviewer is to find errors or other faults. We call this process "peer review" because the reviewers are scientific peers—experts in the same field—but they act in the role of a superior who has both the right and the responsibility to find fault. It is only after the reviewers and the editor are satisfied that any problems have been fixed that the paper will be printed in the journal and enters the body of "science."

    Some people argue that we should not trust science because scientists are "always changing their minds." While examples of truly settled science being overturned are far fewer than is sometimes claimed, they do exist. But the beauty of this scientific process is that science produces both creativity and stability. New observations, ideas, explanations and attempts to combine competing claims introduce creativity; transformative questioning leads to collective decisions and the stability of scientific knowledge. Scientists do change their minds in the face of new evidence, but this is a strength of science, not a weakness.

    I stopped to watch my little girl busy playing in her room. In one hand was a plastic phone ; in the other a toy. I listened as she was speaking to her make-believe little friend and I'll never forget the words she said, even though it was imagined.

    She said, "Suzie's in the corner because she's not been very good. She didn't listen to a word I said or do the things she should." In the corner I saw her baby doll well dressed. It was obvious that she'd been put there to sit alone and think.

    My daughter continued her "conversation", as I sat down on the floor. She said, "I'm all fed up and I just don't know what to do with her any more. She cries whenever I have to work and wants to play games too. She tries to help me with the dishes, but her arms just cannot reach... And she doesn't know how to fold towels. I don't have the time to teach. I have a lot of work to do and a big house to keep clean. I don't have the time to sit and play - don't you know what I mean?"

    And that day I thought a lot about making some changes in my life, after listening to her innocent words which cut me like a knife. I hadn't been paying enough attention to what I hold most dear. I'd been caught up in responsibilities that increased throughout the years.

    But now my attitude has changed because in my heart I realize that I've seen the world in a different light through my little darling's eyes. So let the cobwebs(蜘蛛网) cut the corners and the dust bunny rabbit rule the floor. I'm not going to worry about keeping up with them anymore.

    I'm going to fill the house with memories of a child and her mother, for we have only one childhood and we will never get another.

A few notable moments from my most recent volunteering at the Children's Hospital never escape me.

After we had 1 with the nurses, Dr. Tiny and I went to our first room, inside which were a mother and a two-year-old boy. This young boy was 2 on the bed, jumping up and down. Mom looked at us with a sense of expectation and curiosity. She was trying to calm her son, but she couldn't. Dr. Tiny 3 his tool and waved it through the air creating bubbles (肥皂泡) in front of the child. I had a 4 with me. I started to play gentle, 5 music. As we did this, the young boy watched the bubbles with his eyes, and began to rock 6 gently to the music. He slowly reached out his hand to 7 the bubbles. We glanced over at the mom and noticed that she, too, had become 8 .

Later, we walked into another room at the Emergency Department. The patient was a teenage boy who had met with a terrible 9 , leaving him unable to sit up. 10 , he could raise his head with 11 to see us as we entered the room. He saw our guitar. "Play me a song," he said, "The Red Nose Reindeer."

I quickly adjusted my guitar, 12 my throat, and began to sing, "Jingle bells, Jingle bells, Jingle all the way…" The patient looked up with a look of 13 . With a smile, he said, "Play The Red Nose Reindeer, please!" Dr. Tiny looked at me and said, "You are starting to embarrass us." I glanced at Dr. Tiny and the patient, 14 for getting it wrong I began to sing again. As Dr. Tiny and I sang the song, the patient sang along and laughed. "That was a good one!" he shouted 15 .