When John was growing up, other kids felt sorry for him. His parents always had him weeding the garden, carrying out the garbage and delivering newspapers. But when John reached adulthood, he was better off than his childhood playmates. He had more job satisfaction, a better marriage and was healthier. Most of all, he was happier. Far happier.

These are the findings of a 40-year study that followed the lives of 456 teenage boys from Boston. The study showed that those who had worked as boys enjoyed happier and more productive lives than those who had not. “Boys who worked in the home or community gained competence (能力) and came to feel they were worthwhile members of society,” said George Vaillant, the psychologist (心理学家) who made the discovery. “And because they felt good about themselves, others felt good about them.”

Vaillant's study followed these males in great detail. Interviews were repeated at ages 25, 31 and 47. Under Vaillant, the researchers compared the men's mental-health scores with their boyhood-activity scores with their boyhood-activity scores. Points were awarded for part-time jobs, housework, effort in school, and ability to deal with problems.

The link between what the men had done as boys and how they turned out as adults was surprisingly sharp. Those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed. The researchers also found that IQ and family social and economic class made no real difference in how the boys turned out.

Working—at any age—is important. Childhood activities help a child develop responsibility, independence, confidence and competence—the underpinnings (基础) of emotional health. They also help him understand that people must cooperate and work toward common goals. The most competent adults are those who know how to do this. Yet work isn't everything. As Tolstoy once said, “One can live magnificently in this world if one knows how to work and how to love, to work for the person one loves and to love one's work.”

    Allow me to introduce you to Terry, a window salesman from England. If I could take you back about 20 years, you'd know Terry as a complete green hand, who was wet behind the ears in just about everything he attempted. A person couldn't sell false teeth to his own Granny, let alone he could compete with the other salespeople in the industry. You know, the kind who could sell snow to Eskimos.

    Terry's boss decided to send him out on a practical field trip on his first day. So off he went, but he was extremely nervous. With his hands and his knees shaking, he approached the front door and knocked at it. And an old woman appeared. After dozens of cups of tea and pieces of biscuits, the woman signed a contract and purchased over $7,000 worth of windows.

    The woman had already talked with 6 excellent salesmen that week, all of whom offered her cheaper ones! That's right—Terry's price was the most expensive and he was also the most inexperienced salesman there ever was.

    So, what happened then? Here comes the secret. The woman said she liked the young lad more than the others. That's all there was to it. She didn't care about the extra expense. Even the other salesmen couldn't persuade her to pay less than this young lad was asking for.

    The truth is that the young lad left on the woman the first impression that shone brighter than any of the salesman's talk. First impressions count, not the sales techniques, not the low prices. The actual “personality” the kid honestly gave was all that was required. If you market your own products and services, consider what impression you are giving to others. If you appeal to them, then you've already done half of the work. If this means redesigning your presentation, then so be it. If this means going out of your way to be polite, helpful and giving the best possible shopping experience to your customers, the so be it.

    A new study has discovered that meditation（冥想）and oxygen sport together reduce depression. The Rutgers University study found that this mind and body combination, done twice a week for only two months, reduced the symptoms for a group of students by 40 percent.

    “We are excited by the findings because we saw such a meaningful improvement in both clinically depressed and non-depressed students,” said lead author Dr. Brandon Alderman. “It is the first time that both of these two behavioral ways have been looked at together for dealing with depression.”

    Researchers believe the two activities have an interactive effect in combating depression. Alderman and Dr. Tracey Shors discovered that a combination of mental and physical training (MAP) enabled students with major depressive disorder not to let problems or negative thoughts defeat them.

    Rutgers researchers say those who participated in the study began with 30 minutes of focused attention meditation followed by 30 minutes of oxygen sport. They were told that if their thoughts drifted to the past or the future they should refocus on their breathing, enabling those with depression to accept moment-to-moment changes in attention.

    Shors, who studies the production of new brain cells in the hippocampus—part of the brain involved in memory and learning—says scientists have shown in animal models that oxygen sport exercise keeps a large number of certain cells alive.

    The idea for the human intervention（干预）came from her laboratory studies, she says, with the main goal of helping individuals acquire new skills so that they can learn to recover from stressful life events.

    By learning to focus their attention and exercise, people who are fighting depression can acquire new learning skills that can help them process information and reduce the overwhelming recollection of memories from the past, Shors says.

    “We know these treatments can be practiced over a lifetime and that they will be effective in improving mental health.” said Alderman. “The good news is that this intervention can be practiced by anyone at any time and at no cost.”

    We're always looking for well­written reviews of books， music， movies， television shows， websites， video games and other products. When writing a review， concentrate on exactly what you liked or didn't like. Give examples of strengths and weaknesses，be descriptive and provide background information on an author，director，actor or musician，if possible. Find professional reviews in magazines or newspapers and see how reviewers deal with their topics，but be sure to express your own voice in your review.

    Grammar Hint for Reviews：When describing a book，movie， album or anything else，use the present tense.

Book Reviews

    Discuss an author's technique，strengths and weaknesses instead of focusing on the plot. Does the story flow？ Is there a strong sense of character and place？Did you stay up until dawn to finish it？Is it good reading for teenagers？What influence did it have on you and why？If you've read other books by the same author， discuss how this book compares.

Movie Reviews

    Think of the major Oscar categories and consider the performances， music， lighting and setting， etc. Do these work together？ Did some hold up while others didn't？ If the movie is based on a book， discuss whether one is better than the other and why. If the movie is a remake， compare the film to its original.

    Remember that a well­written movie review should discuss strengths and weaknesses. Some readers may not have seen a movie yet， so don't give away an exciting scene or the ending！

College Reviews

    Begin by providing an overview of the college，including location，size and a description of the campus and/or dorm life. Think about all aspects of your college visit. What academic，athletic and after­class programs are available？ What are the students like？ What makes the college different from others？ Every school has strengths and weaknesses. Be objective. Consider what the school has to offer and who might enjoy or benefit the most from attending there.

How Room Designs Affect Our Work and Feelings

    Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors. But now scientists are giving this feeling an empirical(经验的，实证的) basis. They are discovering how to design spaces that promote creativity, keep people focused and lead to relaxation.

    Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room's ceiling affects how people think. Her research indicates that higher ceilings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook.

    In additions to ceiling height, the view afforded by a building may influence an occupant's ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention.

    Using nature to improve focus of attention ought to pay off academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design & Planning Laboratory at the University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots.

    Recent study on room lighting design suggests than dim(暗淡的) light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax.

    So far scientists have focused mainly on public buildings. "We have a very limited number of studies, so we're almost looking at the problem through a straw(吸管)," architect David Allison says. "How do you take answers to very specific questions and make broad, generalized use of them? That's what we're all struggling with."

    It was Saturday morning. I heard loud noises of moving furniture in the next room. I could almost feel the excitement of John who was soon going to get a room of his own. I remember my own feelings when I was 13. I knew how much he longed for his right to privacy (私人空间) when he was sharing a room with his younger brother, Robot. He said, “Mum, Can I please have a room of my own? I could use Jeff's. He won't mind.”

    It was true that Jeff had graduated from college and flown from the nest. But would he mind? The room was the place where I told him a thousand stories and we had a thousand talks. As close as we were, though, the time came when Jeff needed a door between us. His life was spreading into areas that had less to do with family. I no longer could-or should-know everything about him.

It turned out that getting Jeff's permission was easy. He said, “Of course, Mum, it would be selfish of me to hold on to it.” Then his voice softened, “Mum, I won't be living at home again—you know that.” Behind his glasses, his eyes were lit with all the love. There were no doors closed here—they had all opened up again.

    As John and I were cleaning the room, I fixed my eyes on Jeff's things around me and could almost touch the little boy who I knew was gone forever. I looked at the room and, in my heart, I let it go. To hold on would be, as Jeff said, selfish. Now it was time for John, shouldering through the door, his eyes bright with promise of independence, to disappear behind the door. It was time for letting go to happen again.