High school plays a major role in shaping up your future and your whole development. Extracurricular (课外的) activities along with the studies can be very helpful. Make yourself take part in various activities and at the same time try to stand out in your studies. When you move out to college these efforts that you put in may count for a lot.

    High school is not just about books or classes. Schools always provide opportunities for students to socialize (社交). There are various group tasks designed which allow the students to learn to work together.

    High school is the right time for you to discover yourself and bring out some of your hidden talents. In your lessons, you may find that you are better at English than you were earlier or have grown an interest for Math. High school also provides many other opportunities for students to take part in. These help develop leadership skills and management skills at an early age, which in turn is a way of preparing students to manage and plan their careers (事业) better.

    Balancing all activities is an experience in time management. If you have taken up a part-time job along with your high school you would have to arrange your time for studies, and extracurricular activities. Such management can go a long way in teaching you to manage things better when you take up a job. Moreover, they help build your character. You would be better prepared for additional stress that you may feel sometimes.

    When at high school you should pick up your classes wisely. Depending upon what you like and your career plan you should choose suitable classes. Doing something that you hardly like may get you very low grades as well as lose valuable time. Take up interesting and challenging classes that would allow you to put in those extra efforts.

    Tina and Mark noticed similar changes in their 14-year-old daughter. “She used to cuddle up (蜷伏)with me on the sofa and talk,” said Mark. “Now we joke that she does this only when she wants something. Sometimes she wants to be treated like a little girl and sometimes like a young lady. The problem is figuring out which time is which. ”

    Before age 11, children like to tell their parents what's on their minds. “In fact, parents are first on the list.” said Michael Riera, author of Uncommon Sense for Parents with Teenagers. “This completely changes during the teen years.” Riera explained. “They talk to their friends first, then maybe their teachers, and their parents last.”

    Parents who know what's going on in their teenagers' lives are in the best position to help them. To break down the wall of silence, parents should create chances to understand what their children want to say, and try to find ways to talk and write to them. And they must give their children a mental break, for children also need freedom, though young. Another thing parents should remember is that to be a friend, not a manager, with their children is a better way to know them.

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    Recently, we've been talking about how we need better teachers. There's no doubt that great teacher can help in a student's learning but here's what some new studies are also showing: We need better parents.

    Every three years, the organization called O.E.C.D. organizes exams as part of the Program for International Student Assessment(评估), or PISA, which tests 15-year-olds on their abilities to deal with real problems. America's 15-year-olds have not done as well as students in Singapore, Finland and Shanghai in the PISA exams.

    To better understand the reasons, the PISA team, starting with four countries in 2006, and then adding 14 more in 2009, went to the parents of 5,000 students. They interviewed them about how they raised their kids and then compared it with the test results for each of those years. Two weeks ago, the PISA team published the main finding of its study.

    Fifteen-year-olds whose parents often read books with them during their first year of primary school get much higher scores in PISA 2009 than students whose parents don't often read with them or not at all. Parents' concern for their children is strongly connected with better results in PISA.

    According to Schleicher, the leader of the team, just asking your children how their school    day was and showing great interest in their learning can help a lot. It is something every parent can do, no matter what their education level is.

    The study found that getting parents concerned about their children's learning at home is more powerful than parents attending parent-teacher meetings, volunteering in classrooms,   taking part in money-raising, and showing up at back-to-back nights.

    To be sure, nothing can replace a good teacher. But let's stop putting the whole duty on teachers. We also need better parents. Better parents can make teaching more beneficial.

    Norman Garmezy, a development psychologist at the University of Minnesota, met thousands of children in his four decades of research. A nine-year-old boy in particular stuck with him. He has an alcoholic mother and an absent father. But each day he would walk in to school with a smile on his face. He wanted to make sure that "no one would feel pity for him and no one would know his mother's incompetence.” The boy exhibited a quality Garmezy identified as “resilience”.

    Resilience presents a challenge for psychologists. People who are lucky enough to never experience any sort of adversity (逆境) won't know how resilient they are. It's only when they're faced with obstacles, stress, and other environmental threats that resilience, or the lack of it, comes out. Some give in and some conquer.

    Garmezy's work opened the door to the study of the elements that could enable an individual's success despite the challenges they faced. His research indicated that some elements had to do with luck, but quite large set of elements was psychological, and had to do with how the children responded to the environment. The resilient children had what psychologists call an “internal lens of control(内控点)”. They believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the arrangers of their own fates.

    Ceorge Bonanno has been studying resilience for years at Columbia University's Teachers College. He found that some people are far better than others at dealing with adversity. This difference might come from perception(认知) whether they think of an event as traumatic(创伤), or as an opportunity to learn and grow. “Stressful” or “traumatic” events themselves don't have much predictive power when it comes to life outcomes. "Exposure to potentially traumatic events does not predict later functioning,” Bonanno said. "It's only predictive if there's a negative response.” In other words, living through adversity doesn't guarantee that you'll suffer going forward.

The good news is that positive perception can be taught. "We can make ourselves more or less easily hurt by how we think about things," Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of adversity in different ways--to reframe it in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”—changes how they experience and react to the adversity.

When I teach research methods, a major focus is peer review. As a process, peer review evaluates academic papers for their quality, integrity and impact on a field, largely shaping what scientists accept as "knowledge"- By instinct, any academic follows up a new idea with the question, "Was that peer reviewed?"

Although I believe in the importance of peer review and I help do peer reviews for several academic journals-I know how vulnerable the process can be. 

I had my first encounter with peer review during my first year as a Ph. D student. One day, my adviser handed me an essay and told me to have my -written review back to him in a week. But at the time, I certainly was not a "peer"--I was too new in my field. Manipulated data （不实的数据） or substandard methods could easily have gone undetected. Knowledge is not self-evident. Only experts would be able to notice them, and even then, experts do not always agree on what they notice. 

Let's say in my life I only see white swans. Maybe I write an essay, concluding that all swans are white. And a "peer" says, "Wait a minute, I've seen black swans. "I would have to refine my knowledge. 

The peer plays a key role evaluating observations with the overall goal of advancing knowledge. For example, if the above story were reversed, and peer reviewers who all believed that all swans were white came across the first study observing a black swan, the study would receive a lot of attention. 

So why was a first-year graduate student getting to stand in for an expert? Why would my review count the same as an expert's review? One answer: The process relies almost entirely on unpaid labor. 

Despite the fact that peers are professionals, peer review is not a profession. As a result, the same over-worked scholars often receive masses of the peer review requests. Besides the labor inequity, a small pool of experts can lead to a narrowed process of what is publishable or what counts as knowledge, directly threatening diversity of perspectives and scholars. Without a large enough reviewer pool, the process can easily fall victim to biases, arising from a small community recognizing each other's work and compromising conflicts of interest. 

Despite these challenges. I still tell my students that peer review offers the best method for evaluating studies aird advancing knowledge. As a process, peer review theoretically works. The question is whether the issues with peer review can be addressed by professionalizing the field. 

As far as we know batteries are playing an important role in our life. We couldn't live without batteries. Why so? Batteries provide power for anything from small sensors to large systems. While scientists are finding ways to make them smaller but even more powerful, problems can arise when these batteries are much larger and heavier than the devices themselves. University of Missouri (MU) researchers are developing a nuclear energy source that is smaller, lighter and more efficient.

" To provide enough power, we need certain methods with high energy density (密度)", said Jae Kwon, assistant professor of electrical and computer engineering at MU." The radioisotope(放射性同位素) battery can provide power density that is much higher than chemical batteries."

Kwo n and his research team have been working on building a small nuclear battery, presently the size and thickness of a penny, intended to power various micro/ nanoelectromechanreal systems(M/NEMS). Although nuclear batteries can cause concerns, Kwon said, they are safe.

" People bear the word‘ nuclear' and think of something very dangerous," he said," However, nuclear power sources have already been safely powering a variety of devices, such as pace- makers, space satellites and underwater systems."

His new idea is not only in the battery's size, but also in its semiconductor(半导体). Kwon's battery uses a liquid semiconductor rather than a solid semiconductor.

" The key part of using a radioactive battery is that when you harvest the energy, part of the radiation energy can damage the lattice structure(晶体结构) of the solid semiconductor, Kwo n said," By using a liquid semiconductor, we believe we can minimize that problem."

Together with J. David Robertson, chemistry professor and associate director of the MU Research Reactor, Kwo n is working to build and test the battery. In the future, they hope to increase the battery's power, shrink its size and try with various other materials. Kwo n said that battery could be thinner than the thickness of human hair.