Natural selection is the process by which one type of animal within a species thrives because of certain characteristics that make it more likely to live than others in its group. The history of the peppered moth（灰蛾）is an example of the natural selection process.

    In 19th century England, certain types of peppered moths were able to better blend（融合）into their surroundings. During that time period, great changes were happening in Great Britain. The Industrial Revolution was part of this change, and with it came air pollution. Natural selection often takes hundred or even thousands of years to occur. For the peppered moth, this process occurred comparatively quickly.

    At the beginning of the Industrial Age, most peppered moths in England were light-colored and covered with black markings, although a few moths had dark-colored wings. Because the light-colored moths blended into the light-colored bark on the trees, they could not be easily seen by birds that would eat them. As the air grew more polluted, however, tree trunks became covered with soot（烟煤）and became darker. The light-colored moths became easy for birds to see against the dark tree trunks. Since the dark-colored moths now had the advantage, their numbers grew. Within 50 years, the peppered moth went from being mostly light-colored to being mostly dark-colored.

    In the 20th century, the air cleared up, and the peppered moth population changed again. As tree trunks lighted due to less soot in the air, light-colored moths once again had an advantage. Their numbers increased as soot levels declined. Depending on their environment, the coloration of the moths helped them to be “naturally selected” to survive.

    A study showed that the experiences children have in their first few years are important. These experiences affect the development of the brain. When children receive more attention, they often have higher IQs. Babies receive information when they see, hear and feel things, which makes connections between different parts of the brain. There are a hundred trillion(万亿)connections in the brain of a three-year-old child.

    Researcher Judit Gervain tested how good newborns are at distinguishing different sound patterns. Her researchers produced images of the brains of babies as they heard different sound patterns. For example, one order was mu-ba-ba. This is the pattern"A-B-B". Another order was mu-ba-ge. This is the pattern “A-B-C”. The images showed that the part of the brain responsible for speech was more active during the" A-B-B" pattern. This shows that babies can tell the difference between different patterns. They also were sensitive to where it occurred in the order.

    Gervain is excited by these findings because the order of sounds is the building block of words and grammar." Position is key to language," she says. "If something is at the beginning or at the end, it makes a big difference: John caught the bear.' is very different from 'The bear caught John.'”

    Researchers led by scientist Patricia Kuhl have found that language delivered by televisions, audio books, the Internet, or smartphones－no matter how educational－doesn't appear to be enough for children's brain development. They carried out a study of nine-month-old American babies. They expected the first group who'd watched videos in Chinese to show the same kind of learning as the second group who were brought face-to-face with the same sounds. Instead they found a huge difference. The babies in the second group were able to distinguish between similar Chinese sounds as well as native listeners. But the other babies－regardless of whether they had watched the video or listened to the audio－learned nothing.

    Scientists have been studying how people use money for long. Now they're finding some theories may apply to one group of monkeys.

    Researchers recently taught six monkeys hos to use money. They gave the monkeys small metal disks (圆片) that could be used like cash and showed them some yummy apple pieces. The monkeys soon figured out that if they gave one of the disks to a scientist, they'd receive a piece of apple in return.

    If you think that is all the monkeys can figure out, you are wrong. Two researchers, Jake and Allison, acted as apple sellers in the experiments. The monkeys were tested one at a time and had 12 disks to spend in each experiment. Jake always showed the monkeys on apple piece, while Allison always showed two pieces. But that's not necessarily what they gave the monkeys. The number of apple pieces given for a disk was determined at random.

    Experiment One: Allison showed two pieces of apples but gave both piece only half the time. The other half, she took one piece away and gave the monkey just the remaining piece. Jake, on the other hand, always gave exactly what he showed: one piece for each disk. The monkeys chose to trade more with Allison.

    Experiment Two: Allison continued to sometimes gave two pieces and sometimes one piece. But now, half the time, Jake gave the one apple piece he was showing, and half the time he added a bonus. Guess what? The monkeys chose to trade more with Jake.

    In the first experiment, the monkeys correctly figured out that if they traded with Allison, they'd end up with more treats. In the second one, when a monkey received two pieces from Jake, it seemed like a gain. When Allison gave the monkey only one piece instead of the two she showed, it seemed like a loss. The monkeys preferred trading with Jake because they'd rather take a chance of seeming to win than seeming to lose.

    We also sometimes make silly business decisions just to avoid the feeling that we're getting less, even when we're not. Would you have made the same choices?

    Bright Side did some research on many places throughout the world where you can buy a house for 1 dollar or for free!

    Roubaix, France

    If you like France, Roubaix located in the north of France is just for you. The local authorities want it to be populated and attractive. You can buy a small house in the industrial district for just $1. The buyer is supposed to live in this house for 3 years.

    Buffalo. USA

    Buffalo offers whoever qualifies to buy a house for $1. All you need is to be a lawful citizen of the city and invest amount of money into its decoration. Doing this, the authorities are hoping to make the city beautiful again without spending money.

    Liverpool, Great Britain

    In Liverpool, most of houses were abandoned by the working class during the years of unemployment. The government is trying to sell the houses for just $1. If you want to buy such a house, it has to be your first deal on buying property (不动产).

    Candela, Italy

    If you still have any doubts about spending SI on a house, you should know: the government will pay you some money, if you move to Candela. In order to be paid, you need to become a permanent citizen and have an income of $7500 per year. If moving a, one, you will get S800, and if you are going with your family, the pay can be four times as much as only one person.

    For more information of other cities, please Click Here.

    Get top tips from an expert photographer while you are taking digital photographs in the Garden at Kew.

Event details

    Wednesday 13 – Thursday 14 February, 2019

    Time: 10:30 am – 4 pm

    Place: Kew Gardens

    Course Fee: £160

About the course

    This course is designed for camera-owners who would like to know the basics. It will explain some of the basic principles of photography such as focus and exposure as well as many of the practical aspects such as how to download and store images.

    The great part of the time will be spent practicing techniques by actually using cameras out in the beautiful gardens at Kew. There will be many opportunities to ask questions, review your own images and learn some top tips.

    This course is suitable for people with any sort of camera. It is useful to bring along instructions books, and you'll need to make sure your batteries are fully charged and your memory card has some free space on it.

About the tutor

    Edward Parker is an expert tree and forest photographer who, over the last 20 years, has worked in more than 40 countries around the world. He has written more than 30 educational books and his photographs have been on exhibition at Kew Gardens, Downing Street and the Horniman Museum. Photographing Trees is his latest book.

How to book

    Email adulated@kew.org with a contact number, or call at 020 8332 5641.

Every year, thousands of teenagers participate in programs at their local art museums. But do any of them remember their time at museum events later in life? A new report suggests that the answer is yes--and finds that arts-based museum programs are credited with changing the course of alumni's（毕业生的） lives, even years after the fact. 

The Whitney Museum of American Art, the Walker Art Center and the Museum of Contemporary Art, Los Angeles recently asked researchers to conduct à study to find out how effective their long-standing teen art programs really are. They involved over 300 former participants of four programs for teens that have been in existence since the 1990s. Alumni, whose current ages range from 18 to 36, were invited to find out how they viewed their participation years after the fact. 

Among the alumni surveyed, 75 percent of them thought the teen art program experience had the most favorable impact on their own lives, beating the family, school and their neighborhoods. Nearly 55 percent thought that it was one of the most important experiences they had ever had, regardless of age. And two-thirds said that they were often in situations where their experience in museums affected their actions or thoughts. 

It turns out that participating in art programs also helps keep teens keen about culture even after they reach adulthood: Ninety-six percent of participants had visited an art museum within the last two years, and 68 percent had visited an art museum five or more times within the last two years. Thirty-two percent of alumni work in the arts as adults. 

Though the study is the first of its kind to explore the impact of teen-specific art programs in museums, it reflects other research on the important benefits of engaging with the arts. A decade of surveys by the National Endowment for the Arts found that the childhood experience with the arts is significantly associated with people's income and educational achievements as adults. Other studies have linked arts education to everything from lower dropout rates to improvement in critical thinking skills.