Your smartphone(智能手机) can do a lot of things. It can call people. It connects to the Internet. It enables you to play fun games. But there is a dark side to this smart little device（设备）of yours – it might also spread disease.

    “People are just as likely to get sick from their phones as from handles of the bathroom,” Jeffrey Cain, the president of the American Academy of Family Physicians, told The Wall Street Journal.

    This may be hard to believe, but scientists reached this conclusion after they tested eight random cell phones from an office in Chicago. All the tested phones showed high numbers of coliforms(大肠菌), a kind of bacteria found in excrement(粪便)，with about 2,700 to 4,200 units of the bacteria on each phone. In drinking water, the healthy limit is less than 1 unit per 100 ml of water. This bacteria can cause flu, pinkeye（红眼病）and diarrhea(腹泻).

    Although computers, keys and pens all carry germs(细菌), our smartphones get far dirtier. They touch a lot of stuff, including our hands and the inside of our pocket or purse. We take them almost everywhere: the bus, the subway and who hasn't played Angry Birds of Fruit Ninja while sitting on the toilet?

    “Some things that we think are personal are actually more public than we imagine,” Cain said.

    What's even worse is that after the phone returns from its dirty trip, it then spends most of its time cozying up to our faces. You don't think about how often you touch your phone to your face, do you? Our noses, mouths and ears are all warm and rich in grease（油脂）, an environment that germs really like.

    Compared to traditional keypads（键盘）, touch screens transmit（传播）germs more easily to hands. According to Time magazine's website, an expert in Australia warned that playing with iPads and iPhones at Apple stores is a health risk.

    So how do you keep your smartphone clean? Alcohol is effective when used to kill germs from the back and side of your phone. But it might harm the screen. There is one simple and reliable way you can reduce the germs on your phone's surface: wash your hands regularly.

    Who is the most beautiful woman in the world? This question can't be answered as quickly as the magic mirror I answers the queen in Snow White. However, PEOPLE, a US magazine has been trying to answer that question since 1990. The magazine has its own Most Beautiful Woman every year. And last year it announced its pick for “World's Most Beautiful Woman” of 2017. It was Julia Roberts, who had won the title five times. “I am very happy,” said the Hollywood star. “I think I'm now peaking.”

    Roberts has been named “Most Beautiful” more times than anyone else. She first appeared on the magazine in 1991 at the age of 23. Roberts is perhaps not the perfect choice in all people's mind. There are so many beautiful ladies in different fields after all. But PEOPLE has its own reasons, and it's not just about her looks. Julia has never looked better. Her beauty also lies in her self-confidence and good humour. It lies in her ability to develop while keeping the best parts of herself. It lies in her talent for creating characters and telling stories that take us to new places. It lies in her beautiful smiles.

    In Julia's view, the most important secret for beauty is being happy! “Beauty is about your spirit. Be happy and live the life you want to live. That's the key to looking your best,” said Julia.

    Our lifestyles today are very busy. We have family, school, sports, entertainment and social activities to fit into a time that seems never enough. We need to be healthy to meet the demands of daily life. But what does it mean to have a healthy lifestyle?

    To have a healthy lifestyle, we need to: eat different kinds of healthy food most of the time do exercise often have time to relax get enough sleep to give our bodies time to grow healthy and strong

    Read about a normal day in the lives of two children.

    Abbey gets up at 7:00 am, feeds the dog, and has cereal and a glass of juice for breakfast. She walks to school with her friend, Julia. She has a bag of chips for a morning snack, drinks water, and has a chicken and lettuce sandwich with a banana for lunch. She likes to play soccer with her friends at lunch and morning break time. She walks home with Julia, has some crackers with cheese and juice for afternoon snack and plays with the dog for a while. She plays computer games for an hour or two before dinner, then has a shower and does her homework. She watches her favorite television show for an hour, then usually goes to bed at about 9:30 pm.

    Carl gets up at 8:30 am and has two pieces of bread with jam and a glass of milk for breakfast. His mother drives him to school on her way to work. He eats cookies with juice for morning snack and a pot pie ordered from the school lunch room with juice for lunch. He likes to play card games with his friends at lunchtime and climb the fixed equipment at morning break time. He catches the bus home, has a cereal bar and a can of soda for afternoon snack, then watches some television. He has a shower before dinner, then plays the computer for an hour or two. He goes to bed at about 10:30 pm.

    For decades, research has shown that children's book not only provide great pleasure to readers , but they can also play an important role in children's academic（学业上的）and social success. In 1974, researchers reported that sixth-grade children who had been read to form an early age developed into better readers and valued reading more than did sixth graders who had not been to, and they expected to continue reading throughout their lives. Others have determined that the more time children spend reading literature（文学作品）, the better their reading and writing abilities become. Significant increases have been found in young children's comprehension and vocabulary skills, their understanding of sentence structure and story structure as a result of their being read to form an early age, either at home or in school. Children who have access to literature and stories in their homes have been found to learn to read more quickly, and have better attitudes toward reading. Teachers who provide time for continuous silent reading, who share books and discuss book authors with children during the school day, positively those children's reading outside school. And the National Assessment of Educational Progress that children who frequently read for enjoyment out of school are better readers.

    Because children's literature is so valuable to children, it should also be valuable to their teacher. And so it's unfortunate that something that can play such an important role in children's lives is often moved into a less than important role teacher education.

    This article discusses three important issues about the position of children's literature in teacher﹣preparation programs. They are：⑴Respect for children's literature content in teacher education. ⑵The value of children's literature as a powerful educational tool. ⑶Children's literature as an important literary form.

    There are some very good things about open education. This way of teaching allows the students to grow as people, and to develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom.

    But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools.

    You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.

    Going to university is supposed to be a mind-broadening experience. That statement is probably made in comparison to training for work straight after school. But is it actually true? Jessika Golle of the University of Tubingen, in Germany reports in Psychological Science this week that those who have been to university indeed seem to leave with broader and more curious minds than those who have spent their immediate post-school years in vocational (职业的) training for work. However, it was not the case that university broadened minds. Rather, vocational training for work seemed to have narrowed them. The result is not quite what might be expected.

    Dr. Golle came to this conclusion after she and a team of colleagues studied the early careers of 2,095 German youngsters. The team used two standardized tests to assess their volunteers' personality traits (特点) including openness, conscientiousness (认真) and so on, and attitudes such as realistic, investigative and enterprising twice, once towards the end of each volunteer's time at high school, and then again six years later. Of the original group, 382 had to make a choice between the academic and vocational routes, and it was on these that the researchers focused. University beckoned for 212 of them. The remaining 170 chose vocational training and a job.

    When it came to the second round of tests, Dr. Golle found that the personalities of both groups had not changed significantly. As for changes in altitude, again, none were noticeable in the university group. However, those who had chosen the vocational route showed marked drops in interest in tasks that are investigative and enterprising in nature. And that might restrict their choice of careers.

    The changes in attitude that the researchers recorded were more worrying. Vocational training has always been what Germany prides itself on. If Dr Golle is correct, and changes in attitude brought about by the very training are narrowing people's choices that is indeed a matter worthy of serious consideration.