Argentina in the late nineteenth century was an exciting place. Around 1870, it was experiencing an economic boom（繁荣）, and the capital, Buenos Aires, attracted many people. Farmers, as well as a flood of foreigners from Spain and Italy, came to Buenos Aires seeking jobs. These jobs didn't pay well, and the people felt lonely and disappointed with their new life in the city. As the unhappy newcomers mixed together in the poor parts of the city, the dance known as the tango(探戈舞) came into being.

    At the beginning the tango was a dance of the lower classes. It was danced in the bars and streets. At that time there were many fewer women than men, so if a man didn't want to be left out, his only choice was to dance with another man so that he could attract the attention of the few available women. Gradually, the dance spread into the upper classes of Argentinean society and became more respectable.

    In Europe at this time, strong interest in dance from around the world was beginning. This interest in international dance was especially evident in Paris. Every kind of dance from ballet(芭蕾舞) to belly dancing could be found on the stages of the Paris theaters. After tango dancers from Argentina arrived in Europe, they began to draw the interest of the public as they performed their exciting dance in cafes. Though not everyone approved of the new dance, saying it was a little too shocking, the dance did find enough supporters to make it popular.

    The popularity of the tango continued to grow in many other parts of the world. Soldiers who returned to the United States from World War I brought the tango to North America. It reached Japan in 1926, and in 2003 the Argentinean embassy(大使馆) in Seoul hired a local tango dancer to act as a kind of dance ambassador, and promote tango dancing throughout South Korea.

    Holi, also called the Festival of Colors, is a popular Hindu spring festival observed in India, Nepal, Bangladesh. It is celebrated at the end of the winter season on the last full moon day of the lunar month.Holi originally was a festival to celebrate good harvests. It developed to honor a legend from the Hindu Mythology（神话）. The story focuses on a cruel king, who hated his son,Prahlada. He attempted to kill his son but failed each time. Finally, the king asked his sister Holika, who was said to be safe in fire, to get rid of his son. However, when the aunt tried to burn Prahlada, it was the prince who ended up being safe in fire while the aunt herself was burnt to death. Holi honors this event every year and huge bonfires（篝火）are burnt on the eve of Holi. The festival spreads over 16 days. During these days people often have fun and play with colored powder and water. Holi is also celebrated with exciting parades which are companied by folk songs and dances.

    The festival begins on the night of the full moon. Bonfires are lit on street corners to drive away the air of evil spirits and bad feelings, and to symbolize the destruction of bad Holika, after whom the festival was named. In the morning, the streets are filled with people running, shouting and laughing.

    At noon, the craziness comes to an end and everyone heads to either the river or the bathroom, then relaxes and enjoys candies. A tired and contented silence falls over India.

    Home Laundry Automatic Dryer Product

    Full Two Year Warranty（保修）

    Limited Five Year Warranty on Cabinet（机箱）

    Warranty Provides for：

    FIRST TWO YEARS Amana will repair or replace any faulty part free of charge.

    THIRD THRU FIFTH YEARS Amana will provide a free replacement part for any cabinet which proves faulty due to rust（生锈）.

    Warranty Limitations：

    Warranty begins at date of original purchase.

    Applies only to product used within the United States or in Canada if product is approved by Canadian Standards Association when shipped from factory.

    Products used on a commercial or rental basis not covered by this warranty.

    Service must be performed by an Amana servicer.

    Adjustments covered during first year only.

Warranty Does Not Cover It If：

    Product has damage due to product change，connection to an improper electrical supply> shipping and handling, accident, fire, floods, lightning or other conditions beyond the control of Amana.

    Product is improperly installed（安装）or applied.

    Owner's Responsibilities：

    Provide sales receipt.

    Normal care and repair.

    Having the product reasonably accessible for service.

    Pay for service calls related to product installation or usage instructions.

    Pay for extra service costs, over normal service charges, if servicer is requested to perform service outside servicer^ normal business hours.

    In no event shall Amana be responsible for consequential damages（间接损坏）.

    This warranty gives you specific legal rights, and you may have others which vary from state to state For example, some states do not allow the exclusion（排除）or limitation of consequential damages, so this exclusion may not apply to you.

    Have you ever noticed how Americans fill up their entire glass with ice and then pour their beverage (饮品) in, but Europeans take their drinks at room temperature? In the U. S. , we've created fridges that give you cold ice at the press of a button, but in Britain they typically serve their tap water warm.

    This tradition—if that's what you want to call it—dates back to the 19th century. During that time, it was already commonplace for most American homes to have an ice box. Ice would be harvested in northern America or Canada and shipped across the Atlantic and sold at a high price in British department stores. Can you imagine heading to Macy's to treat yourself to a block of ice?

    Putting ice in your drink started to become somewhat of a fashion(时尚)trend for the wealthy in Britain. Some would put a few cubes in their champagne and sip on their chilled drinks at high-class parties. But, like with any fashion trend, it eventually faded, mainly because the ice was just too expensive. And even once ice boxes began appearing in homes in Britain as well, Brits never took a liking to ice in their drinks.

    So, next time you travel overseas, don't feel offended (被冒犯) when your server gives you an eye roll when you ask for ice water.

    Have you ever fallen for a novel and been amazed not to find it on lists of great books? Or walked around a sculpture known as a classic, struggling to see why it is famous? If so, you've probably thought about the question a psychologist, James Cutting, asked himself: How does a work of art come to be considered great?

    The direct answer is that some works of art are just great: of inner superior quality. The paintings that win prime spots in galleries, get taught in classes are the ones that have proved their artistic value over time. If you can't see they're superior, that's your problem. But some social scientists have been asking questions of it, raising the possibility that artistic canons(名作目录)are little more than old historical accidents.

    Cutting, a professor at Cornell University, wondered if a psychological pattern known as the "mere­exposure effect" played a role in deciding which paintings rise to the top of the cultural league. Cutting designed an experiment to test his hunch(直觉). Over a lecture course he regularly showed undergraduates works of impressionism for two seconds at a time. Some of the paintings canonical, included in art­history books. Others were lesser known but of comparable quality were exposed four times as often. Afterwards, the students preferred them to the canonical works, while a control group liked the canonical ones best. Cuttings students had grown to like those paintings more simply because they had seen them more.

    Cutting believes his experiment casts light on how canons are formed. He reproduced works of impressionism today bought by five or six wealthy and influential collectors in the late 19th century. Their preferences given to certain works made them more likely to be hung in galleries and printed in collections. And the fame passed down the years. The more people were exposed to, the more they liked it, and the more they liked it, the more it appeared in books, on posters and in big exhibitions. Meanwhile, academics and critics added to their popularity. After all, it's not just the masses who tend to rate what they see more often more highly. Critics' praise is deeply mixed with publicity. "Scholars", Cutting argues, "are no different from the public in the effects of mere exposure."

    The process described by Cutting show a principle that the sociologist Duncan Watts calls "cumulative advantage": once a thing becomes popular, it will tend to become more popular still. A few years ago, Watts had a similar experience to Cutting's in another Paris museum. After queuing to see the "Mona Lisa" at the Louvre, he came away puzzled: why was it considered so superior to the three other Leonardos, to which nobody seemed to be paying the slightest attention?

    When Watts looked into the history of "the greatest painting of all time", he discovered that, for most of its life, the "Mona Lisa" remained in relative obscurity. In the 1850s, Leonardo da Vinci was considered no match for giants of Renaissance art like Titian and Raphael, whose works were worth almost ten times as much as the "Mona Lisa" It was only in the 20th century that "Mona Lisa rocketed to the number­one spot. What brought it there wasn't a scholarly re­evaluation, but a theft. In 1911 a worker at the Louvre walked out of the museum with the "Mona Lisa" hidden under his coat. Parisians were shocked at the theft of a painting to which, until then, they had paid little attention. When the museum reopened, people queued to see it. From then on, the "Mona Lisa "came to represent Western culture itself.

    The intrinsic (本质的) quality of a work of art is starting to seem like its least important attribute. But perhaps it's more significant than our social scientists admit. Firstly, a work needs a certain quality to reach the top of the pile. The "Mona Lisa" may not be a worthy world champion but it was in the Louvre in the first place, and not by accident. Secondly, some objects are simply better than others. Read "Hamlet" after reading even the greatest of Shakespeare's contemporaries, and the difference may strike you as unarguable.

    A study suggests that the exposure effect doesn't work the same way on everything, and points to a different conclusion about how canons are formed. Great art and mediocrity (平庸)can get confused, even by experts. But that's why we need to see, and read, as much as we can. The more were exposed to the good and the bad, the better we are at telling the difference.

Teenagers who spend more than six hours online on school days are more likely to be lonely and skip school,according to an international study.

The study examined the home Internet use,well-being(幸福) and behaviour of 296,000 15-year-olds in 41 countries.More than one in four spent more than four hours per day online outside of school.The study found lower levels of well-being among students who spent more than six hours per day online.They were twice as likely as teenagers spending one and two hours per day online to report that they felt lonely at school.These extreme Internet users were also especially at risk of "behaving in problematic ways at school,such as arriving late or skipping class".

The report said,"Lower levels of engagement(密切关系) with school may be connected to less sense of belonging at school.It is also possible that skipping class and arriving late for school are the consequence of lack of sleep among extreme Internet users."It adds,"Parents,schools and health professionals can work together to watch and plan children's use of new media."

The study also found that countries that invest(投资) heavily in Information and Communication Technology(ICT) in schools have seen no considerable difference in 15-year-olds' achievement in reading,maths or science tests.The study results suggest limited use of computers at school may be better than not using them at all.However,students who use computers very frequently at school do a lot worse in most learning outcomes.The report says,"In the end,technology can strengthen great teaching,but great technology cannot replace poor teaching."