Some people think that success is only for those with talent or those who grow up in the right family, and others believe that success mostly comes down to luck. I'm not going to say luck, talent, and circumstances don't come into play because they do. Some people are born into the right family while others are born with great intelligence, and that's just the reality of how life is.

    However, to succeed in life, one first needs to set a goal and then gradually make it more practical. And, in addition to that, in order to get really good at something, one needs to spend at least 10,000 hours studying and practicing. To become great at certain things, it'll require even more time, time that most people won't put in.

    This is a big reason why many successful people advise you to do something you love. If you don't enjoy what you do, it is going to feel like unbearable pain and will likely make you quit well before you ever become good at it.

    When you see people exhibiting some great skills or having achieved great success, you know that they have put in a huge part of their life to get there at a huge cost. It's sometimes easy to think they got lucky or they were born with some rare talent, but thinking that way does you no good, and there's a huge chance that you're wrong anyway.

    Whatever you do, if you want to become great at it, you need to work day in and day out, almost to the point of addiction（沉迷）, and over a long period of time. If you're not willing to put in the time and work, don't expect to receive any rewards. Consistent, hard work won't guarantee you the level of success you may want, but it will guarantee that you will become really good at whatever it is you put all that work into.

    Up to 90% of school leavers in major Asian cities are suffering from myopia — short-sightedness, a study suggests. Researchers say the “extraordinary rise” in the problem is being caused by students working very hard in school and missing out on outdoor light.

    Eye experts say that you are short-sighted if your vision is blurred(模糊的) beyond 2m. It is often caused by an elongation (拉伸) of the eyeball that happens when people are young. According to the research, the problem is being caused by a combination of factors — a commitment to education and lack of outdoor light.

    Professor Morgan who led this study argues that many children in South East Asia spend long hours studying at school and doing their homework. This in itself puts pressure on the eyes, but exposure to between two and three hours of daylight helps maintain healthy eyes.

    Cultural factors also seem to play a part. Across many parts of South East Asian children often have a lunchtime nap. According to Professor Morgan they are missing out on natural light to prevent short-sightedness.

    A big concern is the numbers of the students suffering from “high” myopia. One in five of these students could experience severe visual impairment(障碍) and even blindness. These people are at considerable risk-sometimes people are not told about it and are just given more powerful glasses-they need to be warned about the risk and given some self-testing measures so they can get to an ophthalmologist and get some help.

    For decades, researchers believed there was a strong genetic component to the condition. But this study strongly suggests an alternative view. “Any type of simple genetic explanation just doesn't fit with that speed of change; gene pools just don't change in two generations. Whether it's a purely environmental effect or an environmental effect playing a sensitive genome, it really doesn't matter, the thing that's changed is not the gene pool—it's the environment.”

    Plastic waste has polluted the Arctic. Two new studies have spied bags, fishing rope and tinier bits of rubbish in the Barents Sea. This sea sits north of Norway, Sweden, Finland and Russia. It mixes with the Arctic Ocean, which is even farther north.

    Plastic waste in the Arctic could harm wildlife and may hint that large volumes of human rubbish are collecting there, says Melanie Bergmann. She is one of the scientists who spotted the waste. She studies Earth's oceans at the Alfred Wegener Institute in Bremerhaven, Germany. She first started counting bits of plastics in the Barents Sea because she kept spotting signs of the stuff there in images taken with deep-sea cameras.

    Bergmann and her colleagues counted pieces of plastic from an icebreaker, a boat designed to break through large blocks of ice in very cold waters. They also tracked plastic pieces they saw during helicopter rides over Arctic waters. The team found 31 pieces of plastic. “That doesn't seem like much, but it shows us that we've really got a problem, one that extends even to this remote area, far from civilization,” Bergmann says. She and her colleagues described their findings October 21 in Polar Biology.

    Another team has also been counting plastics in the area. Those scientists took water from the Barents Sea and counted the number of smaller bits of plastics, called microplastics.

    Plastic in the ocean is dangerous to animals. Some may get caught in rope or bags. And wildlife may swallow bags and other plastic bits. That makes them feel full. But some may eventually starve because they are not getting the nutrients they need to live. Sometimes plastics also may break down in an animal's body and release poisonous chemicals. If another animal later eats the one that swallowed plastic, it too can end up with poisonous chemicals in its body. This, in turn, can travel up the food web, endangering predators (肉食动物) — even people.

    A farmer had a cow, and he took very good care of the cow. One day when the cow was ill, he was very worried. He telephoned the vet.

    "What's the problem?" the vet asked the farmer when he arrived.

    "My cow's ill," the farmer said. "I don't know what's the matter with her. She's just lying down and doesn't eat anything. She's making a strange noise."

    The vet examined the cow and said, "She's certainly ill, and she needs to take some very strong medicine."

    He took a bottle out of his box, put two pills into the farmer's hand and said, "The pills should make her feel better."

    "How can she take these pills?" the farmer asked.

    The vet gave him a tube(管子) and said, "Put this tube in her mouth, and then put the pills in the tube and blow(吹气) into the cow's mouth. That will make it."

    The next day the vet came to the farm again. The farmer was sitting outside his house and looked more worried.

    "How is your cow?" the vet asked.

    "Not better," the farmer said, "and I'm feeling very strange myself."

    "Oh?" the vet asked. "Why?"

    "I did what you said," the farmer answered. "I put the tube in the cow's mouth and then put the two pills in the tube."

    "And?" the vet asked.

    "The cow blew first," the farmer said.

Teaching Poetry

    No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

    All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting it.

    I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is "a criticism of life", and "a heightening of life". It is "an approach to the truth of feeling", and it "can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies.

    I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to communicate this to anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

    You may have heard that humans only use ten percent of their brain, and that if you could unlock the rest of your brainpower, you could do so much more. You could become a super genius, or acquire psychic powers like mind reading.

    This "ten-percent myth" has inspired many references in the cultural imagination. In the 2014 movie Lucy, for example, a woman develops godlike powers thanks to drugs that release the previously inaccessible 90 percent of her brain.

    Contrary to the ten-percent myth, however, scientists have shown that humans use their entire brain throughout each day.

    Over the years, brain scientists have shown that different parts of the brain are responsible for specific functions, whether it's recognizing colors or problem solving. Contrary to the ten-percent myth, scientists have proven that every part of the brain is integral for our daily functioning.

    Research has yet to find a brain area that is completely inactive. Even studies that measure activity at the level of single neurons(神经元) have not revealed any inactive areas of the brain.

    Many brain imaging studies that measure brain activity when a person is doing a specific task show how different parts of the brain work together. For example, while you are reading this text on your smartphone, some parts of your brain, including those responsible for vision and reading comprehension, will be more active.

    A more direct counter to the ten-percent myth lies in individuals who have suffered brain damage – like through a stroke(中风)– and what they can no longer do, or do as well, as a result of that damage. If the ten percent myth is true, then damage too many parts of our brain shouldn't affect your daily functioning. Studies have shown that damaging a very small part of the brain may have devastating consequences.

    If someone experiences damage to Broca's area(布罗卡氏区), for example, they can understand language but can't speak fluently.

    In one highly publicized case, a woman in Florida permanently lost her" capacity for thoughts, perceptions, memories, and emotions that are the very essence of being human" when a lack of oxygen destroyed half of her brain.