Many of us still tend to think that emotions can affect reasonable thought，and sometimes land us in trouble. But in recent years psychologists have taken quite a different view. Keith Oatley，Professor of Psychology at Glasgow University，is involved in the research which shows the fundamental importance of emotions.

    He believes we are very ambivalent about them：we think of our emotions as being unreasonable，but we also consider them as essential to being human. For example，Mr. Spock，a character in the television series Star Trek，is super­intelligent and he has no emotions at all. However，he is never made captain of the spaceship. Maybe，this is because Mr Spock is not the kind of person you can share your feelings with—a person who shows his emotions.

    As Professor Oatley points out，our emotions have very important functions，for example，fear. If we cross the road and a car approaches，we usually stop moving or step back. We stop what we are doing，check what we have done and pay very careful attention to the environment. The emotion of fear makes us take this small series of actions which,on average, help protect our safety.

    On the other hand，if things are going well and small problems come up，we find we can solve them with the resources we have to hand. As a consequence, we tend to feel happy and usually continue doing the job.

    Anger is an emotion that tends to occur when someone is preventing us from doing something. Then this small “kit” of reactions enables us to prepare ourselves to be quite aggressive to that person，or to try harder，and so on.

    Professor Oatley believes emotions generally occur at these important moments in actions. With fear and anger our emotions make us decide to start doing something else, while with happiness they “suggest” we continue what we are already doing.

    Located in the inner London Borough of Southwark, this hugely improved non-selective Secondary Academy School is looking to recruit (招募) and appoint a talented Science Teacher in April 2016 or sooner.

POSITION：Science Teacher |KS3 —5| All Science specialists are welcomed

DEPARTMENT：Popular & Ambitious Science Department

LOCATION：Borough of Southwark —Zone 2 —Inner London

PERSON：Qualified Science Teacher required —experience in UK

START DATE：April 2016 or sooner —full time & permanent contract on offer

SALARY：Inner London Pay Scale —£29,270 ～ £37,862 a year

PERSON REQUIREMENT：

    All applicants will need to be suitably skilled, trained and qualified to be considered for this Science Teacher position. Applicants should feel confident across Key Stage 3, 4 and 5, in addition to having a real desire to make a difference and provide pupils under their care with a first class education.

    SCHOOL & TRAVEL INFORMATION：

    This is a typically diverse inner city school, suitable for a broad range of pupils aged 11 to 18 years old. The school has made huge steps and progressed from a satisfactory to a good school. Results are constantly improving, thanks to the staff in place, who are responsible for creating and delivering a broad curriculum. The school site is a short walk away from the nearest underground and rail stations, positioned within inner London, Zone 2. Those living in South and Central London are perfectly positioned for this position.

    If you are a hardworking Science Teacher, hoping to become part of an improving Inner London Secondary, get in touch today. Please apply and submit your up-to-date CV using the form. One of the Clarus Education Team will be in touch within 48 hours if shortlisted(入围).

Look into hunters' eyes

    Have you ever been face to face with a cat or a sheep? If you have,you probably noticed that cats narrow their eyes to vertical (垂直的) slits (狭缝),while sheep have horizontal pupils (瞳孔).

     Why is the difference?

    Scientists from the Universities of California Berkeley and Durham in Britain may have the answer. Their research, published recently in the journal Science Advances, suggested that pupils' shapes could tell whether an animal is a hunter or gets hunted.

    The researchers took a close look at the eyes of 214 land animals.The challenge was to see if they could find a relationship between an animal's role in the food chain and the pupils' shapes.

    They found a pattern. Species with pupils that are vertical slits are more likely to be small ambush predators (捕猎者) – creatures that lie in wait for their lunch.In contrast,those with horizontal pupils are more likely to be plant-eating prey (猎物) species.

    Evolution chose the arrangement for a good reason.For hunters such as household cats,it appears that vertical pupils not only improve their ability to keep track of moving objects like mice,but also maximize (使最大化) their ability to judge the distances of the animals they hunt.

    However, an interesting discovery from the study is that the slit pupils are mostly linked to hunters that are close to the ground. Therefore, bigger cats who actively hunt down their prey, like tigers and lions, don't have slit pupils.

    On the other hand, for plant-eating prey animals, horizontal pupils give them a wider field of vision.When stretched (伸展) horizontally,the pupils allow for more light to enter from the front, back, and sides. Meanwhile, they also limit the amount of light from the sun above so the animal can see the ground better.“ Once they do find a predator,they need to see where they are running,” said leading researcher Martin Banks,a UC Berkeley professor of optometry (视光学).“They have to see well enough out of the corner of their eye to run quickly and jump over things.”

    But what happens when they bend down to eat? Researchers checked this by watching prey animals in the Oakland Zoo in California, US. They believe that when goats lower their heads to eat,their eyes rotate (旋转) to keep their pupils horizontal.

    So it seems that the eyes are indeed the window to the soul!

    Lockers(储物柜)have been the symbol of American high school for decades. But walk down any hallway of the new Germantown High School in Madison County, Mississippi, and you won't spot a single locker.

    New technology such as e-books, interactive(互动的)assignments and Web-based learning is making lockers in

    American high school a thing of the past.

    Officials from schools that have listed several benefits: less noise, less delay and an increased sense of safety.

    “It's all to create an environment that's student-friendly”, said Ronnie McGehee, chief official of the Madison County School District.

    Getting rid of lockers can also cut hundreds of thousands in construction costs. Madison County saved $200,000 by not including lockers in the new high school, McGehee said.

    It is also believed that removing lockers could help prevent school violence. ”Lockers give kids a place to hide things”, said Mike Nelson, founder of a safety- training group. Nelson believes that some school shootings and other incidents could have been prevented if there had been no lockers.

    However, Andrew Booth, a 10th-grader at Gemantown High, said there are some disadvantages of not having a locker. “It can make your book bag really heavy”, he said. The 16-year-old has four textbooks “plus notebooks and a binder(活页夹)” to carry to school each day.

    He said some teachers have shelves at the back of the classroom on which students can leave their bags. Others provide an extra set of textbooks in the classroom, so students don't have to carry books from home.

    New York architect Peter Lippman said schools will have to address such concerns and find ways to give students a “sense of space” “If you are carrying books around, it does limit your flexibility in the classrooms,” he said.

Lippman said he would like to see schools starting to use the new free space to provide less structured learning opportunities for students, including gathering areas and learning centers. “If you think about a school with just rows of lockers-there's nowhere for learning opportunities in that”, he said.

    Music is an international language. The songs that are sung or played by instruments are beautiful to all people everywhere.

    Popular music in America is what every student likes. Students carry small radios with earphones and listen to music before class, after class and at lunch. Students with cars buy large speakers and play the music loudly as they drive on the street.

    Adult drivers listen to music on the car radio as they drive to work. They also listen to the news about sports, the weather, politics, and activities of the American people. But most of the radio broadcast is music.

    Pop or popular music singers make much money. They make a CD or tape which radio stations use in every state. Once the popular singer is heard throughout the country, young people buy his or her tapes. Some of the money from these tapes comes to the singer. Wherever the singer goes, all the young people want to meet him or her. Now the singer has become a national star.

    Besides pop music, there are two other kinds of music that is important to Americans. One is called folk music. It tells stories about the common life of Americans. The other is called western or country music. This was started by cowboys who would sing at night to the cows they were watching. Today, any music about country life and the love between a country boy and his girl is called western or country music.

Benjamin West, the father of American painting, showed his talent for art when he was only six years of age. But he did not know about brushes before a visitor told him he needed one. In those days, a brush was made from camel's hair. There were no camels nearby. Benjamin decided that cat hair would work instead. He cut some fur from the family cat to make a brush.

The brush did not last long. Soon Benjamin needed more fur. Before long, the cat began to look ragged(蓬乱). His father said that the cat must be sick. Benjamin was forced to admit what he had been doing.

The cat's lot was about to improve. That year, one of Benjamin's cousins, Mr. Pennington, came to visit. He was impressed with Benjamin's drawings. When he went home, he sent Benjamin a box of paint and some brushes. He also sent six engravings (版画) by an artist. These were the first pictures and first real paint and brushes Benjamin had ever seen.

In 1747, when Benjamin was nine years old, Mr. Pennington returned for another visit. He was amazed at what Benjamin had done with his gift. He asked Benjamin's parents if he might take the boy back to Philadelphia for a visit.

In the city, Mr. Pennington gave Benjamin materials for creating oil paintings. The boy began a landscape (风景) painting. William Williams, a well-known painter, came to see him work. Williams was impressed with Benjamin and gave him two classic books on painting to take home. The books were long and dull. Benjamin could read only a little, having been a poor student. But he later said, "Those two books were my companions by day, and under my pillow at night." While it is likely that he understood very little of the books, they were his introduction to classical paintings. The nine-year-old boy decided then that he would be an artist.