All of us know the old saying “Practice make perfect.” It tells us unless we want to realize our aim, we should practise and one day we will make it. It's easy to understand. Once I wanted to learn swimming. At first I found difficult to control my body. I just sank into the water. I feel very frightened. Then I watched others who were good at them and asked them the key to succeed. I went to the swimming pool every day, learned from them and practiced. A day, when my friend pushed me into the swimming pool, I sudden found that I could swim. How exciting I was! Now I can swim much more better than before.

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    Attending an interview with the intent to impress the hiring manager is dangerous if you go about it in the wrong way. Below are some things you can do to maximize your chances of getting the job.

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    True, sometimes interviewers aren't prepared themselves, but that doesn't mean they'll forgive you for the same mistake. Developing and following a plan at the beginning of a job search has a significant impact on its success. Research the job thoroughly. Think about how your previous experience qualifies you and how it compares to the work on offer. Set "process goals" to keep you on track toward your larger career goals. "Process goals" aren't big-picture objectives. They're "roll up your sleeves and make it happen" objectives.

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    You can't think of any personal weaknesses, you've overcome all your weaknesses, or you say you haven't given it a lot of thought. Mistakes? Not you. No one progresses in a career without making mistakes and learning from them. Trained interviewers will be looking to see if you readily acknowledge and admit your weaknesses and can describe mistakes you've made and what you learned from them. Never give a measured response that sugarcoats reality to a tough interview question about your past.

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    If you were a 6-foot, 5-inch, 250-pound Frenchman with strong arms and a bushy beard, would you apply for the part of Little Orphan Annie on Broadway? How ridiculous that image is. If you don't have an accurate understanding of what the job is all about, your opinion of how well-matched you are will be based on an inaccurate foundation. For example, sales professionals are expected to possess excellent communication skills, time management and organization skills. Make sure you have a full job description from the employer so you can match your skills to the job's requirements.

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    The best way to ensure a good first impression is to dress smart. What is appropriate depends on the particular employer and job but, generally speaking, it is better to dress formally while remaining comfortable. If you are unsure what to wear, you should always go with the most conservative, professional option. What you are wearing tells employers a lot about how serious you are about getting the job. The more confident and polished you appear, the more likely you are to leave the interviewer with a positive impression of you.

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    Learn as much as you can about how the interview will be conducted. Employers are looking for the candidate with the best knowledge and experience, but rarely do they hire for work skills at the expense of social skills. If you lack self-awareness, it shows. And it doesn't look good. Be on time for your interview. Be aware of your body language. Even in the critical small talk before the interview, make eye contact with your interviewer to convey confidence when you're speaking, smile when it's appropriate, and look alert.

    ID systems are used as a means for people to prove their identity, as a means of access control, or for many other situations. ID cards also contain a lot more information than simply the name of the holder. All ID cards contain information that is relevant to the institution that released them, so there is no single model that applies to all ID cards.

    Different institutions have different rules when it comes to ID cards, and ID cards used by students, in universities, will not have the same security features as those used in the military, for example. The more important the institution is, the more important the security is, and the more security features will be used to prevent duplication(复制) of an ID card.

    Anyone with a printer that can print ID cards can duplicate in ID card, if it does not have any security measures. There have been lots of cases, especially in low security institutions, where ID cards have been duplicated and this was not noticed, since the person holding the card usually flashed it when it was requested, and that was not enough to notice that it is a fake.

    That may not be extremely important when it is simply a case of a student trying to enter the campus of another university, but it can be of vital importance if it happens in a military institution. Checks in military institutions are much stricter and the personnel checking the card are always trained to spot fakes in a short amount of time.

    Some may think that creating an ID card is extremely difficult, but it is not. All it takes is a special printer that can print ID cards, a model and a photo ID. The fact that such printers can be freely ordered online has raised security issues with lots of companies and institutions, and most have decided to either create their own ID cards, or simply use more advanced security features that regular home-users do not have access to. This includes magnetic stripes(磁条), chips, barcodes(条形码),and other methods. This does increase the cost of the card per person, so the total cost of the cards increases based on the number of employees the company has, but it also reduces security risks to a minimum.

    So ID systems, as basic as they seem, are an excellent security measure for any institution. To ensure that the IDs look good and function properly, the company that handles the card printing services should be top-class. Trying to save some money by choosing a cheaper provider is not really wise. While some companies offer bonuses for large orders, if the quality provided is not of the highest standard, it is not worth it.

Overcome Culture Shock in the Classroom

    Culture shock occurs in a classroom when students are exposed to a new situation.{#blank#}1{#/blank#}. However, it can also happen to students moving from a small town to a large city, to home-schooled students starting formal school education or to students progressing from one level of education to another. There are several strategies that teachers can use to help students overcome culture shock.

    Make group rules

    Brainstorm(集体讨论) group rules with the class as a whole to create a safe space and good learning environment.{#blank#}2{#/blank#}. Rules could include respecting differences, listening when someone is speaking and not teasing, for example.

    Provide a partner

    Find a partner for the new student in the adjustment period.{#blank#}3{#/blank#}. A good partner is someone who is friendly, outgoing and patient. The partner should show the new student around the school, spend time with him or her after class and eat lunch with him or her.

    Know the source of a problem

    Identify problems early and work with the student and his or her family to deal with them. {#blank#}4{#/blank#}. It can also be caused by overseas or home school environment. Students and parents need to be aware of all the rules and customs that apply.

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    Create lessons that include information about different countries and traditions. These could include story reading, geography, cultural studies and history. Encourage the student to share some information about himself or herself.

A. Create special lessons

B. Respect other cultures

C. They have lost their own language and culture

D. Explain the rules and require everyone to follow them

E. A partner can help him or her quickly adapt to the new environment

F. Classroom culture shock is often caused by the very different environment of a classroom

G. Typically, this happens when a new immigrant(移民) arrives in a classroom for the first time

    Screen Time: How Much Is Too Much?

    Many children spend a lot of time watching or playing with electronic media—from televisions to video games, computers and other devices. {#blank#}1{#/blank#} Perhaps parents now should ease up on their concerns about screen time, at least for older boys and girls.

    Until last year, the American Academy of Pediatrics (AAP) suggested that children and teenagers have no more than two hours of screen time a day. It also suggests that parents balance a child's screen time with other activities.

    {#blank#}2{#/blank#} Christopher Ferguson, who teaches psychology at Stetson University in Florida, notes a lack of evidence supporting reports that too many hours spent playing video games or watching TV is truly harmful.

    Ferguson seems interested in one idea: the link between video games and violent or risky behavior. When he saw results from a recent British survey on screen time, he wanted to know more. The British study found a small negative effect—about a one percent increase—in aggression and depression among children who had six or more hours of screen time a day. {#blank#}3{#/blank#} So, Ferguson and his team examined answers from a survey on risky behaviors. The study involved about 6,000 boys and girls in Florida, whose average age was 16.

    Data from this survey found that American children are also fairly resistant to the negative effects of electronic media. Among those who used screens up to six hours a day, the survey found: a 0.5 percent increase in criminal behavior; a 1.7 percent increase in signs of depression; and a 1.2 percent negative effect on school grades. {#blank#}4{#/blank#} To further argue his point that screen time is not harmful, Ferguson adds that children should become familiar with screen technology. Electronic devices, he says, are a part of our everyday lives.

A. Some negative experiences on social media can and do affect some children.

B. However, some experts question claims that too much screen time is harmful.

C. He wanted to see if there was a similar effect among young people in the United States.

D. So, it is natural that parents should wonder about all the time children spend looking at a screen.

E. The researchers found no increase in risky sex or driving behaviors, use of illegal substances or eating disorders.

F. The researchers suggested that for those children, technology use might get in the way of taking part in other important activities.

    Do you know the look of wonder and joy that children get on their face when they listen to someone reading them a story？Schools across the nation are bringing in volunteers to guide children in this very way. If you simply enjoy spending time with children, being a reading volunteer can be a great way to help support the upcoming generation of readers.

    Reading volunteers work with elementary school age children to promote reading. They may read books to children, listen to children read aloud, or distribute books to school children. Reading volunteers promote the activity of reading, rather than focusing on teaching reading skills. They may read to a whole class of children, to a small group, or be assigned a child to read to one-on-one. During the time they spend with new readers, reading volunteers encourage them to learn to read.

    Almost anyone who knows how to read can be a reading volunteer. High school students, college students, parents, grandparents, and police officers are just an example of the kinds of people who become reading volunteers. Being able to read and wanting to spend time inspiring children to read are the only skills needed to be a successful reading volunteer.

    Several educational research studies show that children who are involved in programs with adult reading volunteers improve their school performance levels. For example, in 1998, researcher Sara Rimm-Kaufmann found that first graders involved in a program with an adult reading volunteer three times a week had better letter recognition and reading skills than similar first graders who hadn't been involved in such groups. In 2000, the Eugene Research Institute found that fifth graders who had been in "SMART", an adult volunteer literacy program, were 60% more likely to have grade-level scores in standardized reading tests. Moreover, a 2006 study by Brian Volkmann showed that children who were read to by adult volunteers had improved school attendance, which is a major predictor of high school graduation rates.

    In addition, reading volunteers themselves can gain a lot of benefits that range from expanding their personal networks to adding valuable skills to their resumes. They also enjoy the special time they get to spend with young children. Many volunteers have heart-warming stories to share with the children they read to. The volunteers know that they are inspiring young children with a proved educational strategy. So, if you have time, energy, and skill to support children's literacy, it is a good idea to sign up to be a reading volunteer.