A student walks into his first class and realizes he forgot all about the midterm exam. He knows he needs to bring his grades up, and getting a zero will make it nearly impossible. He quickly jots down some notes and shoves them under his lap hoping it will help him pass. Cheating is a major concern in all academic environments. Students are creating new and more outrageous(令人吃惊的）ways of cheating every day: some claim that certain accounts of cheating can be justified, but overall it can always be prevented.

    Cheating has been around forever, and millions of ways to cheat have been fashioned. Copying homework and cheat sheets are some of the most basic ways students in all education levels have cheated. Some students think nothing about writing a few answers on their hand, in a gum wrapper, or boldly using a study guide to cheat. Desperate students have even gone as far as to steal the test or scan in bottle wrappers and put answers into the nutrition label. The internet has now become available in almost every location. Computers can be accessed at school, at home, and now even on cell phones. This opens a doorway for even more methods of cheating to be born.

    There are countless opinions on whether or not cheating can be justified. The truth is this behavior will always be a matter of opinion with each scenario of cheating. Students often rationalize their cheating by claiming they forgot to look over the material or did not understand what the teacher or professor was saying. Some may counter these arguments by saying that the student could have set reminders or asked the teacher to explain the material before the day of the test. Some other reasons students believe cheating is justified are their heavy workloads and trying to find time for school, sports, friends, and family. This may be true in certain instances, however, all students have these problems, and it is unfair to the students refrain(制止) from cheating when the student who is dishonest receives a better grade. The majority of students who think cheating is acceptable may believe the reason for this is that sometimes students are unaware they are cheating, there is not enough time given for assignments, or that the information is too much for the course.

    It may be difficult to accomplish, hut cheating can be prevented. 1'eachers and professors have tried many options to stop cheating. These options can range anywhere from simply spreading test-takers out in a room, to expelling（驱逐）a student, which will most likely hinder their plans of getting into another college. One simple way to fix the problem is to scold the student when caught. They may be so scared or embarrassed that they never do it again. This is a risky way to prevent cheating in some cases, however, because it can possibly damage self-esteem. Another simple way 10 avoid cheating is to create many different kinds of the same test. This prohibits students from getting the answers off of a neighbor's test, but students still have the option of using other cheating tactics.

    There may be a million ways to cheat and get away with it, but there are few times, if any, that it is justified. Cheating never has to be a necessity and is never worth compromising morals and losing years worth of working towards a degree. This problem is spreading throughout America; with everyone's help, it can be stopped.

    Suppose you work in a big firm and find English very important for your job because you often deal with foreign businessmen. Now you are looking for a place where you can improve your English, especially your spoken English. Here are some advertisements(广告) about English language training from newspapers. You may find the information you need.

    Global English Centre

    General English in all four skills: listening, speaking, reading, and writing.

    3-month (700 yuan), 6-month (1, 200 yuan) and one-year (2, 000 yuan) courses.

    Choice of morning or evening classes, 3 hours per day. Mon.~Fri.

    Experienced college English teachers.

    Close to city centre and bus stops.

    Tel: 67605272

    Add: 105 Zhongshan Road, 100082

    Modern Language School

    Special courses in English for business, travel, banking, hotel management and office skills.

    Small classes (12~16 students) on Sat. & Sun. from 2:00~5:00 p.m.

    Native English teachers from Canada and USA.

    Language lab and computers supplied.

    3-month course: 1,050 yuan; 6-month course: 1,850 yuan.

    Write or phone: Modern Language School, 675 Park Road, 100056

    Tel: 67353019

    The 21^st Century English Training Centre

    We specialize in effective teaching at all levels.

    We offer morning or afternoon classes, both of which last three months and a half at a cost of 800 yuan.

    We also have a six-week TOEFL preparation class during winter and summer holidays.

    Entrance exams: June 1 and Dec. 1.

    Only 15-minute walk from city centre.

    Call 67801642 for more information.

    The International House of English

    Three/Six-month English courses for students of all levels at a very low cost: 60 yuan for 12 hours per week, convenient (方便的) class hours:

    9:00~12:00 a.m. and 2:00~5:00 p.m.

    A four-month evening programme for developing speaking skills (same cost as day classes).

    Well-trained Chinese and foreign teachers with experience in teaching English as a second foreign language.

    Free sightseeing and social activities.

    Very close to the Central Park.

    For further information call 674322308.

    We've all heard the saying: practice makes prefect! In other words, acquiring skills takes time and effort. But how exactly does one go about learning a complex subject such as tennis, calculus, or even how to play the violin? An age-old answer is: practice one skill at a time. A beginning pianist might rehearse scales(音阶) before chords(和弦). A young tennis player practices the forehand before the backhand. Learning researchers call this “blocking”， and because it is common and easy to schedule, blocking is dominant in schools, training programs, and other settings.

    However another strategy promises improved results. Enter “interleaving”， a largely unheard-of technique that is catching the attention of  cognitive(认知) psychologists and neuroscientists. Blocking involves practicing one skill at a time before the next (for example, “skill A” before “skill B” and so on, forming the pattern “AAABBBCCC”), while in interleaving one mixes practice on several related skills together (forming for example the pattern “ABCABCABC”).

    Over the past four decades, a small but growing body of research has found that interleaving often outperforms blocking for a variety of subjects, including sports and category learning. Yet there have been almost no studies of the technique in unplanned, real world settings-until recently. New research in schools finds that interleaving produces dramatic and long-lasting benefits for an essential skill: math. Not only does this finding have the potential to transform how math is taught, it may also change how people learn more generally.

    Researches are now working to understand why interleaving produces such impressive results. One important explanation is that it improves the brain's ability to tell apart between concepts. With blocking, once you know what solution to use, or movement to do, the hard part is over. With interleaving, each practice attempt is different from the last, so rote(死记硬背) responses don't work. Instead, your brain must continuously focus on searching for different solutions. That process can improve your ability to learn critical features of skills and concepts, which then better enables you to select and produce the correct response.

    A second explanation is that interleaving strengthens memory associations. With blocking, a single strategy，temporarily held in short-term memory, is sufficient. That's not the case with interleaving-the correct solution changes from one practice attempt to the next. As a result, your brain is continually engaged at regaining different responses and bringing them into short-term memory. Repeating that process can strengthen neural connections between different tasks and correct responses, which improves learning.

    Both of these accounts imply that increased effort during training, either to discriminate correct responses or to strengthen them, is needed when interleaving is used. This corresponds to a potential drawback of the technique, namely that the learning process often feels more gradual and difficult in the beginning. However, that added effort can have better, longer-lasting results.

    When something goes wrong, it can be very satisfying to say, "Well, it's so-and-so's fault." or "I know I'm late, but it's not my fault; the car broke down." It is probably not your fault, but once you form the habit of blaming somebody or something else for a bad situation, you are a loser. You have no power and could do nothing that helps change the situation. However, you can have great power over what happens to you if you stop focusing on whom to blame and start focusing on how to remedy the situation. This is the winner's key to success.

    Winners are great at overcoming problems. For example, if you were late because your car broke down, maybe you need to have your car examined more regularly. Or, you might start to carry along with you the useful phone numbers, so you could call for help when in need. For another example, if your colleague causes you problems on the job for lack of responsibility or ability, find ways of dealing with his irresponsibility or inability rather than simply blame the person. Ask to work with a different person, or don't rely on this person. You should accept that the person is not reliable and find creative ways to work successfully regardless of how your colleague fails to do his job well.

    This is what being a winner is all about—creatively using your skills and talents so that you are successful no matter what happens. Winners don't have fewer problems in their lives; they have just as many difficult situations to face as anybody else. They are just better at seeing those problems as challenges and opportunities to develop their own talents. So, stop focusing on "whose fault it is." Once you are confident about your power over bad situations, problems are just stepping stones for success.

Keeping secrets is a burden

    "Don't tell anyone". We hear these words when someone tells a secret to us. But it can be hard to keep a secret. We're often tempted to "spill the beans(说漏嘴)",even if we regret it later.

    According to Asim Shah, professor in the Menninger Department of Psychiatry and Behavioral Sciences at Baylor College of Medicine, US, keeping a secret may well "become a burden". This is because people often have an "obsessive and anxious urge to share it with someone".

    An earlier study, led by Anita E. Kelly, a scientist at the University of Notre Dame, US, suggested that keeping a secret could cause stress. People entrusted(受委托 ) with secrets can suffer from depression, anxiety, and body aches, reported the Daily Mail.

    But with secrets so often getting out, why do people share them at all? Shah explained that people often feel that it will help them keep a person as a friend. Another reason people share secrets is guilt over keeping it from someone close to them. A sense of distrust can develop when people who are close do not share it with each other. "Keeping or sharing secrets often puts people in a position of either gaining or losing the trust of someone," according to Shah.

    He added that talkative people could let secrets slip out (泄露).But this doesn't mean that it is a good idea only to share secrets with quiet people. A quiet person may be someone who keeps everything inside. To tell such a person a secret may cause them stress, and make them talk about the secret. Shah said that to judge whether to tell someone a secret.

    Shah said that to judge whether to tell someone a secret, you'd better put yourself in their position. Think about how you would feel to be told that you mustn't give the information away. Shah also recommended that if you accidentally give up someone's secret you should come clean about it. Let the person know that their secret isn't so secret anymore.

After moving to the United States in 1901, 19-year-old Bob Douglas found a job as a doorman in New York. Later, a co-worker took him to visit a basketball court, and he was amazed by the athletic prowess on display. At that moment, Douglas, who had enjoyed playing sports as a child, was determined to create a basketball team and provide greater opportunities for New York City's Black athletes. 

He needed to find a place for his team to play. When asking a ballroom owner, William Roach, for permission to use one of the dance floors, Douglas was replied with "you guys will break up my place". After promising to take on all the financial risk, he finally persuaded Roach to change his mind and called the team "Rens". 

However, their ballroom had fewer seats and attracted fewer people than others, so Douglas had to pack the house to generate profits and keep his team alive. They traveled the country playing any opponent that would agree to schedule them, during which they repeatedly faced discrimination and unfair treatment and the players were often banned from hotels and restaurants. 

No matter the obstacle, the Rens just kept strict practicing. They helped change the game of basketball by focusing on quick passing, which let the players move faster, play a more fluid (流畅) game and keep winning. In 1925, the Rens shocked the world by defeating the Original Celtics, the most dominant team of their day. During the 1932-33 season, the team won 88 straight games, a professional basketball record that remains unbroken. 

Unfortunately, the Rens disbanded (解散) in 1949. But in time, they were recognized for the important role they played in advancing Black athletes in basketball, ensuring that although the Rens aren't a household name, their story will never be forgotten.