This brief book is aimed at high school students, but speaks to anyone learning at any stage of life.

    Its formal, serious style closely matches its content, a school-masterly book on schooling. The author, W. H. Armstrong, starts with the basics: reading and writing. In his opinion, reading doesn't just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as one digests a sandwich and makes it a part of himself. The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees. Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text. I've seen it again and again: some one who can't express an idea after reading a text is just as ineffective as someone who hasn't read it at all.

    Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history. He generally handles these topics thoroughly and equally, except for some weakness in the science and math sections and a bit too much passion (激情) regarding history to his students, that was a hundred times more than my history teachers ever got across. To my disappointment, in this part of the book he ignores the arts. As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind. Although it's commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics.

    My other comment is that the text aged. The first edition apparently dates to the 1960s—none of the references(参考文献) seem newer than the late 1950s. As a result, the discussion misses the entire computer age.

    These are small points, though, and don't affect the main discussion. I recommend it to any student and any teacher, including the self-taught student.

    When international aid is given, steps must be taken to ensure (确保)that the aid reaches the people for whom it is intended. The way to achieve this may not be simple. It is very difficult for a nation to give help directly to people in another nation. The United Nations Organization (UNO) could undertake to direct the distribution of aid. Here however rises the problem of costs. Also tied with this is time. Perhaps the UNO could set up a body of devoted men and women in every country who can speedily distribute aid to victims of floods and earthquakes.

    More than the help that one nation can give to another during a disaster; it would be more effective to give other forms of help during normal times. A common proverb says, “Give me a fish and I eat for day, teach me to fish and I eat for a lifetime.” If we follow this wise saying, it would be right to teach people from less developed nations to take care of themselves. For example, a country could share its technology with another. This could be in simple areas like agriculture or in more complex areas like medical and health care or even in building satellites. Even small country is able to help less developed nations. Sometimes what is take for granted, like the setting up of a water purification plant or the administration of a school, could be useful for countries which are looking about to solve common problems. It does not cost much to share such simple things. Exchange students could be attached for a number of months or years and learn the required craft while on the site. They can then take their knowledge back to their homelands and if necessary come back form time to time to clear doubts or to update themselves. Such aid will be truly helpful and there is no chance of it being temporary or of it falling into the wrong hands.

    Many countries run extensive courses in all sorts of skills. It will not cost much to include deserving foreigners in these courses. Besides giving effective help to the countries concerned, there is also the build-up of friendships to consider. Giving direct help by giving materials may be effective in the short run and must continue to be given in the event of emergencies. However, in the long run what is really effective would be the sharing of knowledge.

    Standing in the shower waiting for the water to het up could be a thing of the past, along with all the wasted water. Three and a half years ago, Lindy Honeychurch, a thirty-year-old Australian full-time mum living on a farm outside Launceston, didn't consider herself a very good water saver. Neither did her partner who often complained about it with good reasons. Their farm had to rely on tank water and solar power, which meant water had to be trucked in if he tank water ran out in summer.

    “I looked at where I could save because I could lead an easier life without the complaint,” she said. Modeling her idea on a car thermostat(恒温器), Lindy used her kids' magnetic(磁的)drawing board to design a device that diverts the cold water back down the hot water pipe. “The first aim when I started designing was to keep it really small and simple without having to use power. I wanted to keep it as something that everyone could use,” said Lindy.

    She got a patent for her design and took it to some engineers to have it tested out. At first, even though the engineers were amazed that she wasn't an engineer, she said she sometimes found it hard to be taken seriously. “My age was a real factor because in the plumbing(管路系统)and manufacturing industries you're dealing with people who've got a lot of experiences,” she said. But the engineers soon saw the potential of her design, which she estimated would save average families between 14,000 to 22,000 liters per year.” when you transfer that to the dollar savings on tank water that you have to buy, it can be a saving of $600 per year,” said Lindy.

    Armed with positive feedback from engineers and people using rainwater tanks, her design proved a great success. Soon she found a manufacturer early this year, and completed a state government commercial ready course to help her research, her markets and distribution channels. With an Australian Standard for her device just approved, she's about to start manufacturing and wishes to see her products on the shelves within the next few months. Once that happens, Lindy plans to return to being a full-time mum.

     Stephen Hawking is perhaps the world's most famous living physicist. To the public, he's best known as an author of bestsellers such as The Universe in a Nutshell and A Brief History of Time, which have brought an appreciation of theoretical (理论上的)  physics to millions. He is regarded as having one of the brightest minds on the planet. But outstanding astrophysicist (天体物理学家) Stephen Hawking has admitted that he did not learn to read until he was eight years old.

    In a public lecture at the Royal Albert Hall, Professor Hawking also admitted that he was not active in studying while at Oxford University, where he studied physics, and that only the news that he might die young from motor neurone (运动神经元) disease made him focus on his work.

    Professor Hawking said, “My sister Philippa could read by the age of 4 but then she was brighter than me.” He said that he was common at school and was never further than halfway up his class. “My classwork was very untidy, and my handwriting was very bad in the teachers' eyes,” he said. “But my classmates gave me the name Einstein, so probably they saw signs of something better.”

    But he said that it was when doctors told him that he probably only had a few years to live at the age of 21 that he began to focus on his work, which resulted in some of his early achievements. He said, “When you are faced with the possibility of an early death, it makes you realize that life is worth living and there are lots of things you want to do.” Hawking serves as Lucasian Professor of Mathematics at the University of Cambridge, where he continues to contribute to both high-level physics and the popular understanding of our universe.

    Tim Richter and his wife, Linda, had taught for over 30 years near Buffalo, New York – he in computers, she in special education. "Teaching means everything to us," Tim would say. In April 1998, he learned he would need a heart operation. It was the kind of news that leads to some serious thinking about life's purpose.

    Not long after the surgery, Tim saw a brochure describing Imagination Library, a program started by Dolly Parton's foundation (基金会) that mailed a book every month to children from birth to age five in the singer's hometown of Sevier, Tennessee. "I thought, maybe Linda and I could do something like this when we retire," Tim recalls. He placed the brochure on his desk, "as a reminder."

    Five years later, now retired and with that brochure still on the desk, Tim clicked on imaginationlibrary.com. The program had been opened up to partners who could take advantage of book and postage discounts.

    The quality of the books was of great concern to the Richters. Rather than sign up online, they went to Dollywood for a look-see. "We didn't want to give the children rubbish," says Linda. The books – reviewed each year by teachers, literacy specialists and Dollywood board members – included classics such as Ezra Jack Keats's The Snowy Day and newer books like Anna Dewdney's Llama Llamaseries.

    Satisfied, the couple set up the Richter Family Foundation and got to work. Since 2004, they have shipped more than 12,200 books to preschoolers in their area. Megan Williams, a mother of four, is more than grateful: "This program introduces us to books I've never heard of."

    The Richters spend about ＄400 a month sending books to 200 children. "Some people sit there and wait to die," says Tim. "Others get as busy as they can in the time they have left."

Most children love stories. Stories are entertaining and fun, but can they be more than just fun? Findings from a new study led by Rebecca de Leeuw, an assistant professor at the Radboud University, indicate stories in movies can also be meaningful for children. 

The researchers contacted children between 4 and 15years old after they watched the Disney film Inside Out. This film takes place mainly in the head of an 11-year-old girl, where her emotions—Joy, Sadness, Anger, Fear and Disgust, personified as different characters—conflict on how to help her best in her new life after her family moves. The story follows the "hero's journey" —a classical narrative（叙事的）framework, which involves a hero who goes on an adventure, overcomes challenges, and return s changed. So the research team chose this film. When making this film, the film-makers had in-depth discussions with psychologists to make the emotion animation consistent with scientific knowledge. 

The research team asked mostly open-ended questions to encourage the children to share their thoughts, including the key question: "Was there a part of the movie you had to think about?" Children looked at stills of important scenes and were invited to explain in their own words what happened. If they liked, they also rewatched scenes of the film. 

While watching, children made sense of the feelings, motives and behavior of characters in the film, using their social intelligence skills. They also further developed these skills when they were challenged in making sense of the story. Children also mentioned they appreciated seeing acts of pity, kindness, love and bravery in the film. Just like adults, they were even touched to tears by these qualities. 

One of the children in the study even expressed that Joy inspired her to never quit in her own life. The more insights children gained while watching, the more meaningful the story became for them. Altogether, stories in movies can be a quick way for children to gain life experience and wisdom.