One day an ant was drinking at a small stream and fell in. She made desperate efforts to reach the side, but made no progress at all. The poor ant almost exhausted was still bravely doing her best when a dove saw her. Moved with pity, the bird threw her a blade of grass, which supported her like a raft, and thus the ant reached the bank again. While she was resting and drying herself in the grass, she heard a man come near. He was walking along barefooted with a gun in his hand. As soon as he saw the dove, he wished to kill it. He would certainly have done so, but the ant bit him in the foot just as he raised his gun to fire. He stopped to see what had bit him, and the dove immediately flew away. It was an animal much weaker and smaller than herself that had saved her life.

    I used to think education was the most important thing in my life. Recently my attitude has begun to change, although I still hold that it is essential for everyone in the world today. As a top junior student in my college, I was asked to make a speech on how to learn English well. Standing in front of the audience and facing so many freshmen, I was trembling. I didn't remember any word that I had prepared. I ran out of the conference room without finishing my speech, leaving everyone puzzled. I cried that night in my room, feeling that I was a loser. Studying takes up so much of my time that I feel unable to really develop myself. I am just storing knowledge, yet I fail to communicate with others. I have received many awards in school, but they don't necessarily reflect anything about me. I don't know how to socialize. When I leave school I fear I will be of no use to society.

    I realize that everyone has his own way of living. I want to change my lifestyle. Of course I will keep studying. Yet I plan to look for a part-time job, which might turn out to be a good chance to get to know society. I still believe that working my hardest makes me happy. I will still stay on in college. But I will not allow it to shelter me from the real world.

    Most Americans are worried about new technology. They are concerned that machines, including robots, will take over work now done by humans. These findings come from a new report by the Pew Research Center of Washington D. C.

    About 75 percent of Americans questioned by Pew said automation will increase income inequality between the rich and the middle class and poor. And 64 percent of people expect automation to be so common in America that people will face difficulty finding things to do with their lives.

    Some of the concerns about technology come from a distrust about whether machines will always make the right decision. Many Americans believe humans have better judgement in dealing with. complex matters. One example is selecting a person for a job. Three-quarters of Americans said they would not want to apply for a job that uses a computer program to choose the most qualified person.

    “Most Americans want the government to limit automation. For example, 87 percent support a requirement that all driverless vehicles have a human in the driver's seat who can take control when an emergency occurs. And 85 percent want to limit machines to mostly doing jobs that are dangerous or unhealthy for humans. And only 25 percent expect more jobs to come from automation,” Pew said.

    Mark Zuckerberg, the co-founder of Facebook, spoke last May to graduating seniors from Harvard University in Massachusetts. His talk centered on the uncertain future facing young people. “Our generation will have to deal with tens of millions of jobs replaced by automation like self-driving cars and trucks.” Zuckerherg told the graduates.

    Zuckerberg said young people had better launch(发起)projects that will bring both jobs and direct benefits to the people of the world. He said in his speech that 30000 people worked to put a man on the moon, and millions of people built the Hoover Dam as well as other great projects over the last 100 years.

    Joanna Cole, born on August 11, 1944 in Newark, New Jersey, has been credited to be one of the most popular children's authors of all time. She has written over 250 books and is famous for writing one of the most popular children's book series. She knew as early as 5th grade that she was interested in writing and science. Cole has owed a large part of her passion to one of her elementary school teachers.

    Joanna Cole continued her education by attending the University of Massachusetts and Indiana. She would eventually earn a bachelor's degree in psychology from the City College of New York in 1967; after graduation Cole decided to take some education courses to become a librarian at a Brooklyn elementary school in 1967. Eventually, she would take jobs working for Newsweek, Seesaw book club.

    Cole's passion for writing and science was still alive and well during this time. In 197l she decided to write her first book, Cockroaches. She did some research and discovered there had never been a book written for children about cockroaches. So she thought she would be the first.

    Cole struck gold when she wrote the first Magic School Bus in 1985. The book would go on to be published the following year and quickly became book series and cartoon series due to its success.

    Cole continued to write both non-fiction and fiction books for children. She writes in a way that will hopefully inspire children to think like a scientist. She does this by writing ideas instead of just facts. She also tries to ask questions in her books that require children to think and discover the answers as they read. This creates an engaging experience for children, so it is no wonder why younger readers are hooked on her books.

    Like many other people, I love my smart phone, which keeps me connected with the larger world that can go anywhere with me. I also love my laptop, because it holds all of my writing and thoughts. In spite of this love of technology, I know that there are times when I need to move away from these devices and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the materials and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

    Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it, so I create to my students.

    The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course materials and the class discussion.

    I've been teaching my history class in this way for many years and the evaluations reflect students' satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course materials beyond the classroom.

    I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

    If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven't you noticed that you have become smarter since you started to learn a language?

    According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.

    The study also found the effect is greater when the younger people learn a second language. A team led by Dr. Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of "early bilinguals" who had learnt a second language before the age of five, as well as a number of later learners.

    Scans showed that grey matter density (密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.

    "Our findings suggest that the structure of the brain is changed by the experience of learning a second language," said the scientists.

    It means that the change itself increases the ability to learn.

    Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. "Having two languages gives you two windows on the world and makes the brain more flexible (灵活的)," he said. "You are actually going beyond language and have a better understanding of different ideas."

    The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and thirty-four. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. "Studying a language means you get an entrance to another world," explained the scientists.