Everyone wants to be self-confident, but maybe we just don't know how to be. Here are some tips on how you can feel more confident about yourself.

    {#blank#}1{#/blank#} Everyone has shortcomings. When you have found your shortcomings, work to overcome them. If you are a shy person, take part in social activities, such as parties, and speak to at least one or two people there.

    Second, try to spend more time with positive people. Successful and confident people have their own ways of settling problems.{#blank#}2{#/blank#}

    Third, set goals for yourself. With each goal you achieve, your self-confidence will increase.{#blank#}3{#/blank#}We are afraid that we might lose. Stop thinking like that and give yourself a chance.

    Fourth, start each day with a sense of opportunity.{#blank#}4{#/blank#}Think positively about yourself.

    Actually everyone has his or her own way of becoming confident.{#blank#}5{#/blank#}Friends might have useful suggestions, too. In short, as long as you try new things, you are sure to become more confident.

A. Pay attention and learn from them.

B. You should talk with your friends.

C. First, don't think about your weak points.

D. It's not always right to ask friends for help.

E. Sometimes we might be afraid of trying new things.

F. Start your day by reading something encouraging.

G. First, you should know what your weak points are.

Lisa: My best teacher is my geography teacher in 10th grade. Why? Because we did school projects! Back then I wrote about India and never forgot what I had learned. He brought the culture to life by letting me become part of it. He also listened to us and was always ready with a kind word.

David: My best teacher is my high school social studies and history teacher, Thomas Ladenburg. He respected us, though we were just teenagers. His class was never boring because he often asked us to discuss in class. He used his own materials which made the class very interesting.

Henry: My best ever teacher is my biology teacher in high school. I really liked her class. She explained everything very clearly. She also checked our notebooks to make sure we had written down what she said. Now, many years later, I can still remember a large part of the things she taught!

Susan: The best teacher I have ever had is my 10th grade social studies teacher. She was always in a good mood and kept us laughing. She was really young, so she acted like us teenagers, which made learning fun. If we needed to talk to an adult about a problem, we would always come to her because we knew she could help us.

Tom: My favourite teacher is Mr. Yelle. He taught us math, science and music. He spoke to us “at eye level”, and was very patient and kind. We did great projects for the science fairs. Forty years later, I still remember his lessons very well. By the way, though he was called Mr Yelle, he didn't yell(喊叫).

    Leonardo da Vinci, one of the greatest thinkers in the world, began his career as an artist. Very little is known about Leonardo's early life. He was born in 1452 in the town of Vinci. As a boy, Leonardo showed a great interest in drawing, sculpting and observing nature.

    However, because Leonardo was born to parents who were not married to each other, he was barred from some studies and professions. He trained as an artist after moving to Florence with his father in the 1460s. It was an exciting time to be in Florence, one of the cultural capitals of Europe. Leonardo trained with one of the city's very successful artists, Andrea del Verrocchio. He was a painter, sculptor and gold worker. Verrocchio told his students that they needed to understand the body's bones and muscles when drawing people.

    Leonardo took the teacher's advice very seriously. He spent several periods of his life studying the human body by taking apart and examining dead bodies. While training as an artist, Leonardo also learned about and improved on relatively new painting methods at the time. One was the use of perspective(透视) to show depth. A method called “sfumato” helped to create a cloudy effect to suggest distance. “Chiaroscuro” is a method using light and shade as a painterly effect.

    Leonardo's first known portrait now hangs in the National Gallery in Washington, D. C. He made this painting of a young woman named Ginevra de' Benci around 1474. The woman has a pale face with dark hair. In the distance, Leonardo painted the Italian countryside.

    He soon received attention for his extraordinary artistic skills. Around 1475 he was asked to draw an angel in Verrocchio's painting “Baptism of Christ.” One story says that when Verrocchio saw Leonardo's addition to the painting, he was so amazed by his student's skill that he said he would never paint again.

    Most academics would view a post at an elite university like Oxford or Harvard as the crowning achievement of a career—bringing both honour and access to better wine cellars. But scholars desire such places for reasons beyond glory. They believe perching on one of the topmost branches of the academic tree will also improve the quality of their work, by bringing them together with other geniuses with whom they can collaborate and who may help spark new ideas. This sounds reasonable. Unfortunately，as Albert Laszlo Barabasi of Northeastern University，in Boston (and also, it must be said, of Harvard), shows in a study published in Scientific Reports, it is not true.

    Dr Barabasi and his team examined the careers of physicists who began publishing between 1950 and 1980 and continued to do so for at least 20 years. They ranked the impact of the institutions these people attended by counting the number of citations each institution's papers received within five years of publication. By tracking the association of individual physicists and counting their citations in a similar way, Dr Barabasi was able to work out whether moving from a low to a high-ranking university improved a physicist's impact. In total, he and his team analysed 2,725 careers.

    They found that, though an average physicist moved once or twice during his career, moving from a low-rank university to an elite one did not increase his scientific impact. Going in the opposite direction, however, did have a small negative influence. The consequence is that elite university do not，at least as far as physicists are concerned，add value to output. That surprising conclusion is one which the authorities in countries such as Britain, who are seeking to concentrate expensive subjects such as physics in fewer, more elite institutions—partly to save money, but also to create what are seen as centers of excellence—might wish to consider.

    I love charity(慈善) shops and so do lots of other people in Britain because you find quite a few of them on every high street. The charity shop is a British institution, selling everything from clothes to electric goods, all at very good prices. You can get things you won't find in the shops anymore. The thing I like best about them is that your money is going to a good cause and not into the pockets of profit-driven companies, and you are not damaging the planet, but finding a new home for unwanted goods.

    The first charity shop was opened in 1947 by Oxfam. The famous charity's appeal to aid postwar Greece had been so successful it had been flooded with donations(捐赠物). They decided to set up a shop to sell some of these donations to raise money for that appeal. Now there are over 7,000 charity shops in the UK. My favourite charity shop in my hometown is the Red Cross shop, where I always find children's books, all 10 or 20 pence each.

    Most of the people working in the charity shops are volunteers, although there is often a manager who gets paid. Over 90% of the goods in the charity shops are donated by the public. Every morning you see bags of unwanted items outside the front of shops, although they don't encourage this, rather ask people to bring things in when the shop is open.

    The shops have very low running costs: all profits go to charity work. Charity shops raise more than ￡110 million a year, funding(资助) medical research, overseas aid, supporting sick and poor children, homeless and disabled people, and much more. What better place to spend your money? You get something special for a very good price and a good moral sense. You provide funds to a good cause and tread lightly on the environment.

This document sets out the display standards for Glasgow Museums. This guide will help exhibition planners provide access to exhibitions in our museums. Glasgow Museums' aim is to improve access to collections by having as many items as possible on display and without physical barriers. We also try out best to protect these objects without limiting access to them.

Object Placement

·Don't place objects in such a way that they could present a danger to visitors.

·All object displays, cased or otherwise, must be viewable by all, including people who are small in figure or in wheelchairs.

Open Display

·All objects on open display must be secure from theft and damage.

·All objects identified for potential open display must be viewed and agreed on an object-to-object basis by the Security Manager of the museum.

*In some cases, 600mm may be acceptable, provided the plinth height is above 350mm.

Cased Objects

·All cased displays should fall within the general optimum（最优的）viewing band of 750-2000mm. Ensure everything is visually accessible from a wheelchair.

·Position small objects or those with fine detail in the front part of a case, with larger items behind.

·Position small items or those with fine detail no higher than 1015mm from floor level. Objects placed above this height are only seen from below by people in wheelchairs or people who are small in figure.