There are two factors (因素) which decide an individual's intelligence (智商). The first is the sort of brain he is born with. Human brains differ greatly, some being more capable (有能力) than others. But no matter how good a brain he has to begin with, an individual (个体) will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is brought up. If an individual has less chances environmentally, it is likely that his brain will fail to develop and he will never arrive at the level of intelligence of which he is capable.

    The importance of environment in deciding an individual's intelligence can be shown by the case history of the twins. When they were three months old, their parents died, and they were placed in different homes. Peter was brought up by parents of low intelligence in a separate community with poor educational opportunities. Mark was brought up in the home of well-to-do opportunity to be encouraged intellectually.

    This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his twin brother. Given equal opportunities, the twins, having similar brains, would have tested at roughly the same level.

    Children's lives have changed greatly over the last 50 years. But do they have a happier childhood than you or I did?

    It's difficult to look back on one's own childhood without some element of nostalgia (怀旧的). I have four brothers and sisters, and my memories are all about being with them. Playing board games on the living room floor, or spending days in the street with the other neighborhood children, racing up and down on our bikes, or exploring the nearby woods. My parents scarcely appear in these memories, except as providers either of meals or of severe blame after some particularly risky adventure.

    These days, in the UK at least, the nature of childhood has changed dramatically. Firstly, families are smaller, and there are far more only children. It is common for both parents to work outside the home and there is the feeling that there just isn't time to bring up a large family, or that no one could possibly afford to have more than one child. As a result, today's boys and girls spend much of their time alone. Another major change is that youngsters today tend to spend a huge amount of their free time at home, inside. More than anything this is due to the fact that parents worry far more than they used to about real or imagined dangers, so they wouldn't dream of letting their children play outside by themselves.

    Finally, the kind of toys children have and the way they play is totally different. Computer and video games have replaced the board games and more interesting activities of my childhood. The irony (令人啼笑皆非的事情) is that so many ways of playing games are called “interactive”. The fact that you can play electronic games on your own further increases the sense of loneliness felt by many young people today.

    Do these changes mean that children today have a less relaxing childhood than I had? I personally believe that they do, but perhaps every generation feels exactly the same.

    Anki has introduced Cozmo, a little robot powered by an advanced artificial intelligence. Cozmo promises to be far more interactive（互动的）than any toy robot.

    Cozmo, which can lie in your hand, has a “brain”—technically its CPU—that can process data amazingly fast. In addition Cozmo has a playful personality. He's designed to react to emotions and even ask users to play with him.

    Cozmo is not the first interactive toy to reach the market nor is it the first robot toy. What sets Cozmo apart from the other “smart toys” is that it has greater play value than those toys, which can become repetitious all too quickly.

    “Every interaction with Cozmo is different, so you do not put up with repetitive patterns and responses typically found with other preprogrammed robots,” explained Anki spokesperson Peter Nguyen. Because it has functionality that is similar to that of video games, Cozmo also can receive regular updates, which could extend its playability. Still, Anki has designed this toy to be just that: a toy. It's not an advanced computerized robot. Its software is app-based.

    Cozmo lacks the “traditional” human-like robot form factor of legs, arms and a head. But Cozmo does have an OLED screen / face with blue eyes, which in fact were designed to help it connect with its user.

    “I'm glad my kids are already raised,” said Roger L. Kay, analyst an Endpoint Technologies Associates. “Otherwise, they might become more antisocial if their relationship with Cozmo is more satisfying than those with real people,” said Kay. “Cozmo might encourage kids to learn more about technology or even inspire them to try programming and similar studies,” said Charles King, analyst at Pund-IT.

    Yet this technology does promise to be more than a toy. “It's a pretty cool invention and might have further applications, for example in elder care,” suggested Kay.

    The Pacific island nation of Nauru used to be a beautiful place. Now it is an ecological disaster area. Nauru's heartbreaking story could have one good consequence — other countries might learn from its mistakes.

    For thousands of years, Polynesian people lived in the remote island of Nauru, far from western civilization. The first European to arrive was John Fearn in 1798. He was the British captain of the Hunter, a whaling ship. He called the island Pleasant Island.

    However, because it was very remote, Nauru had little communication with Europeans at first. The whaling ships and other traders began to visit, bringing guns and alcohol. These elements destroyed the social balance of the twelve family groups on the island. A ten-year civil war started, which reduced the population from 1,400 to 900.

    Nauru's real troubles began in 1899 when a British mining company discovered phosphate (磷酸盐)on the island. In fact, it found that the island of Nauru was nearly all phosphate, which was a very important fertilizer for farming. The company began mining the phosphate.

    A phosphate mine is not a hole in the ground; it is a strip mine(露天矿). When a company strip-mines, it removes the top layer of soil. Then it takes away the material it wants. Strip mining totally destroys the land. Gradually, the lovely island of Nauru started to look like the moon.

    In 1968, Nauru became one of the richest countries in the world. Every year the government received millions and millions of dollars for its phosphate.

    Unfortunately, the leaders invested the money unwisely and lost millions of dollars. In addition, they used millions more dollars for personal expenses. Soon people realized that they had a terrible problem — their phosphate was running out. Ninety percent of their island was destroyed and they had nothing. By 2000, Nauru was financially ruined. Experts say that it would take approximately $433,600,000 and more than 20 years to repair the island. This will probably never happen.

    Discover Nature Schools programs

    Becoming Bears (Kindergarten-2 grade)

    By becoming baby bears children learn from their "parent" to survive the seasons. Kids will find safety in the spring and learn kinds of food bears eat during the summer, and then create a cave for winter hibernation(冬眠). After learning the skills needed to survive, students will go out of the cave as an independent black bear able to care for themselves. (1.5-2 hours)

    Whose Clues? (3-5 grade)

    Kids will discover how plants and animals use their special structures to survive. Through outdoor study of plants and animals, kids will recognize their special structures and learn how they enable species to eat, avoid their enemies and survive. Using what they have learned, kids will choose one species and tell how they survive in their living places. (3-4 hours)

    Winged Wonders (3-5 grade)

Birds add color and sound to our world and play an important ecological (生态的) role. Students will learn the basics of birds, understand the role birds play in food chains and go bird watching using field guides and telescopes. Students will do hands-on activities. Students will use tools to build bird feeders, allowing them to attract birds at home.(3-4 hours)

Exploring Your Watershed (6-8 grade)

    We all depend on clean water. Examining how our actions shape the waterways around us. Go on a hike to see first-hand some of the challenging water quality problems in a city. Students will test the water quality to determine the health of an ecosystem.

    Each program is taught for a class with at least 10 students.

    All programs include plenty of time outdoors. So please prepare proper clothing, sunscreen and insect killers for children.

    To take part in a program, please email dcprograms@mdc.mo.gov.

A facial expression results from one or more motions of the muscles of the face. These movements convey the emotional nonverbal communication. They are a primary means of conveying social information among humans, but also occur in most other mammals and some other animal species.

In the business world, much emphasis is placed on your first words, but it isn't all about what you say. You only have seconds to make a first impression that can make or break a relationship in business. Since the face is the first thing we notice about a person, it's vital to use your face to make that important connection.

Researchers have shown that 55 percent of non-verbal communication is facial. People generally try to mask negative expressions such as disappointment, fear or envy, but these feelings are often reflected in their eyes, or the downward turn of the mouth.

Genuine expressions of anger and surprise can be quite brief, lasting for only a few seconds. If an expression remains longer, it may be a sign of insincerity (不真诚). In general, a genuine expression matches the beginnings of a feeling, so watch for expressions that come after the words.

The research conducted last year by a team from Glasgow University, suggested that people from different cultures read facial expressions differently. Not only can that mean confusion in everyday life, but it can lead to confusion when conducting business.

The study found that East Asian participants tended to focus on the eyes of the other person, while Western subjects took in the whole face, including the eyes and the mouth. The work, which was published in Current Biology journal challenged the idea that facial expressions are universally understood. In the study, East Asians were more likely than Westerners to read the expression for "fear" as "surprise", and "disgust "as "anger".