Christian Eijkman, a Dutch doctor, left the Netherlands for the island of Java. Many people on the island had a disease called beri-beri. He was going there to try and find a cure.

    At first, Eijkman thought some kind of germ (细菌) caused beri-beri. He raised some chickens. He didn't eat them, but made experiments on them. The local people were quite surprised at that. One day he noticed that his chickens became sick when they were fed the food most Javanese ate — refined white rice (精炼米). When he fed them with unrefined rice, also known as brown rice, they recovered. Eijkman realized that he had made an important discovery — that some things in food could prevent disease. These things were named vitamins. The Javanese were not getting enough vitamins because they had actually removed the part that contains vitamins. Later, other diseases were also found to be caused by the lack of vitamins in a person's food.

    Today many people know the importance of vitamins and they make sure they have enough vitamins from the food they eat. If they don't, they can also take vitamin pills.

    When my brother and I were young, my mom would take us on Transportation Days.

    It goes like this: You can't take any means of transportation more than once. We would start from home, walking two blocks to the rail station. We'd take the train into the city center, then a bus, switching to the tram, then maybe a taxi. We always considered taking a horse carriage in the historic district, but we didn't like the way the horses were treated, so we never did. At the end of the day, we took the subway to our closest station, where Mom's friend was waiting to give us a ride home — our first car ride of the day.

    The good thing about Transportation Days is not only that Mom taught us how to get around. She was born to be multimodal(多方式的). She understood that depending on cars only was a failure of imagination and, above all, a failure of confidence — the product of a childhood not spent exploring subway tunnels.

    Once you learn the route map and step with certainty over the gap between the train and the platform, nothing is frightening anymore. New cities are just light-rail lines to be explored. And your personal car, if you have one, becomes just one more tool in the toolbox — and often an inadequate one, limiting both your mobility and your wallet.

    On Transportation Days, we might stop for lunch on Chestnut Street or buy a new book or toy, but the transportation was the point. First, it was exciting enough to watch the world speed by from the train window. As I got older, my mom helped me unlock the mysteries that would otherwise have paralyzed my first attempts to do it myself: How do I know where to get off? How do I know how much it costs? How do I know when I need tickets, and where to get them? What track, what line, which direction, where's the stop, and will I get wet when we go under the river?

    I'm writing this right now on an airplane, a means we didn't try on our Transportation Days and, we now know, the dirtiest and most polluting of them all. My flight routed me through Philadelphia. My multimodal mom met me for dinner in the airport. She took a train to meet me.

    So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for what only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should stop trying to do the impossible."

    Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

    Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny. If teacher and learner roles are not interchangeable, what then can be done through teaching will aid the child in knowledge. Smith has one principal rule for all teaching instructions. "Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children."

    When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

The situation is that familiar — deadlines are approaching, time runs out, disorder and confusion fills the day. The feeling is just as familiar — a slightly faster heart rate, and shortness of breath. Yes, it is panic time.

    It's too late to kick yourself with "I should have started on this sooner." or "It was a mistake to accept this tight deadline." The only thing left to deal with the situation is to panic more efficiently.

    ① Focus.

Panic happens when you are on an overload — too many things to do, too much pressure, too little time. But if you focus on the tasks that you need to take care of, and line them up in a logical list, you can have better control of a highly stressful and wild situation.

    ② Get rid of distractions.

    Time wasters and unnecessary activities are the last things you need during this time. Let everyone know you are on panic mode and should not be disturbed unless it is an emergency.

    ③ Watch your time.

    Don't be too engaged in one detail so that you reduce your timing for the other important details. Mind the time and deal with each task so that you can finish all of the required activities sufficiently.

    Try to solve a panic situation as quickly as you can so that you can rest and get back your energy and strength for the next one.

    You have heard the words “that which does not kill you makes you stronger”. I have found it true. But I also believe in the philosophy that we are not defined (定义) by what happens to us, but by what we do when things happen to us.

    Some friends think we have had far more than our share of bad things occur, but I don't think bad things are shared. They are events that occur as the result of many aspects, sometimes far past our control or even knowledge of them. I am also a firm believer in the laws of unintended consequences — one event causes things that are quite unexpected, sometimes positive, sometimes not.

    So as I considered the question of “What motivates me?” and sought an answer, it struck me that I simply refuse to be defeated. I won't let life or events tear me down to the point at which I am no longer me, or simply stop being.

    In 2008, I battled three types of cancer, had four cancer operations, the firm I worked for closed without notice, my wife was in a horrible car accident, got laid off from her company, the economy devastated our life savings, … and that was for starters.

    We also lost two family members and my closest friend. He was the last person I would expect to pass away out of our friends. But a disease took hold of him 9 years earlier. His memorial service was filled with love, and many of us told about his joy of life, humor, his achievements, and the challenges he had overcome in his life — which were many and painful. He would not be defeated in his life either.

    Today, my wife and I are hand-in-hand, continuing trying to live our lives with dignity, although living it differently from the end of 2007.

    TOKYO, June 8 (Xinhua) -- The Beijing Organizing Committee of the 2022 Olympic and Paralympics Winter Games held a promotion event in the Japanese capital, Tokyo on Saturday to introduce the latest developments in preparation for the Beijing Winter Olympics.

    The promotion event, which used an exhibition wall and the "Charming Beijing" photo exhibition to showcase the preparations of Beijing 2022, was part of "Beijing Week", a series of activities to commemorate the 40th anniversary of the establishment of sister-city relations between Beijing and Tokyo.

    On the exhibition wall with an area of 33 square meters, Beijing 2022 organizers show cased five aspects including the Beijing Winter Olympics vision, Beijing's winter sports tradition, emblem( 2 í) of Beijing 2022, competition planning and the National Speed Skating Oval.

    At the same time, old photos of the Chinese and Japanese ice hockey teams echoed the 40th anniversary of the establishment of sister-city relations between the two cities and the theme of the Beijing Winter Olympics.

    The promotion videos of the Beijing 2022 emblems, as well as other related video clips, drew great interest of the audience.

    The "Charming Beijing" photo exhibition displayed some of the Winter Olympic venues, showing the progress of the preparations for the Beijing Winter Olympics.

    Meanwhile, sand table, VR glasses and the "Beijing Winter Olympics Brochure" are also provided to let the audience visually experience the unique charm of the National Speed Skating Oval and the features of other competition venues.

    Chang Yu Director General of the Media and Communications Department of the Beijing Winter Olympic Organizing Committee, introduced the progress of the preparations 2022 and the vision of cooperation between Beijing 2022 and Tokyo 2020.

    Chang Yu said that the Beijing Winter Olympics Organizing Committee stays committed to with the aim of delivering a hosting the Games in a green, inclusive, open and clean manner, with an aim of delivering a fantastic, extraordinary and excellent Olympic event to the world.

    The Beijing Winter Olympics will open on February 4, 2022, which will feature sports, 15 disciplines and 109 events.