In modern society there is a great deal of argument about competition. Some value it highly, believing that it is responsible for social progress and prosperity （繁荣）. Others say that competition is bad; that it sets one person against another; that it leads to unfriendly relationship between people.

    I have taught many children who held the belief that their self-worth relied on how well they performed at tennis and other skills. For them, playing well and winning are often life-and-death affairs. In their single-minded pursuit（追求）of success, the development of many other human qualities is sadly forgotten.

    However, while some seem to be lost in the desire to succeed, others take an opposite attitude. In a culture In modern society there is a great deal of argument which only values the winner and pays no attention to the ordinary players, they strongly blame competition. Among the most vocal are youngsters who have suffer under competitive pressures from their parents or society. Teaching these young people, I often observe in them a desire to fail. They seem to seek failure by not trying to win or achieve success. By not trying, they always have an excuse: “I may have lost, but it doesn't matter because I really didn't try.” What is not usually admitted by them is the belief that if they had really tried and lost, that would mean a lot. Such a loss would be a measure of their worth. Clearly, this belief is the same as that of true competitors who try to prove themselves. Both are based on the mistaken belief that one's self-respect relies on how well one performs in comparison with others. Both are afraid of not being valued. Only when this basic and often troublesome fear begins to disappear(缓解) can we discover a new meaning in competition.

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    I was never very neat, while my roommate Kate was extremely organized. Each of her objects had its place, but mine always hid somewhere. She even labeled（贴标签）everything. I always looked for everything. Over time, Kate got neater and I got messier. She would push my dirty clothing over, and I would lay my books on her tidy desk. We both got tired of each other.

    War broke out one evening. Kate came into the room. Soon, I heard her screaming. “Take your shoes away! Why under my bed!” Deafened, I saw my shoes flying at me. I jumped to my feet and started yelling. She yelled back louder.

    The room was filled with anger. We could not have stayed together for a single minute but for a phone call. Kate answered it. From her end of the conversation, I could tell right away her grandma was seriously ill. When she hung up, she quickly crawled（爬）under her covers, sobbing.

    Obviously, that was not something she should not go through alone. All of a sudden, a warm feeling of sympathy rose up in my heart.

    Slowly, I collected the pencils, took back the books, made my bed, cleaned the socks and swept the floor, even on her side. I got so into my work that I even didn't notice Kate had sat up. She was watching, her tears dried and her expression one of disbelief. Then, she reached out her hands to grasp mine. I looked up into her eyes. She smiled at me, “Thanks.”

    Kate and I stayed roommates for the rest of the year. We didn't always agree, but we learned the key to living together: giving in, cleaning up and holding on.

    We asked more than 200 teachers,children's authors,and children's literature experts to name the best picture books ever.We made a list based on their advice.Here are some of the books in the list.

    If You Give a Mouse a Cookie by Laura Numeroff,illustrated by Felicia Bond

    Who it's for: Grades PreK-2

    What it's about: Oh,that hungry mouse.Once you give him the cookie,he will ask for a glass of milk,and then a straw（吸管）and then...The action is unstoppable!In the end,the mouse and the boy that gives him the cookie (and perhaps the reader) are extremely exhausted!With terrific pictures and a wonderful lead character,this book shouldn't be missed by little kids.

The Other Side by Jacqueline Woodson,illustrated by E.B.Lewis

    Who it's for: Grades 1-4

    What it's about: This is a story about a fence（篱笆）that divides a white neighborhood from a black one and two little girls whose need for play and friendship allow them to cross it.It has a very deep theme.

Owl Moon by Jane Yolen,illustrated by John Schoenherr

    Who it's for: Grades 1-5

    What it's about: A classic example of child's expanding a simple walk into a glorious adventure.As a girl and her father hike through the moonlit night,the creatures they come across become exciting companions（同伴）for their owl hunt.

    The Snowman by Raymond Briggs

    The only wordless story on our list.

    Who it's for: Grades PreK-2

    What it's about:A great book to lead a child into reading.A fanciful story of a boy who makes and then befriends a snowman who both enters his world and takes him out for fun.

    About 15 years ago, I taught A Problem from Hell, a book on genocides (大屠杀), to a group of 18- and 19-year-olds in a mid-west university in the US. In my class there was a young man who had spent his boyhood in Bosnia as NATO bombed his hometown. My other students, amazed by his connection to the genocide in the textbook, asked him what it was like to grow up in a war-zone. "A pretty normal childhood as you had here," he said. "We played cards inside a lot, and when there was no bombing we kicked a ball in the street."

    In the past few years, the world has seen a rapid increase in refugees (难民), with the number hitting 60 million. Viet Thanh Nguyen's story collection The Refugees reminds us that literature is news that stays news. Set in the Vietnamese communities in California as well as in Vietnam, the stories do not aim to surprise us with new twists or shock us with wonderful details, as war and refugee stories could easily choose to do. Rather, like the young man from Bosnia, Nguyen's characters tell these stories because they are the only ones known to them.

    Included in the collection are two of the most touching pieces, both about siblings (兄弟或姊妹) separated by geography and history. In "Black-Eyed Women", the narrator (讲述人), a young Vietnamese woman, is visited by the ghost of her elder brother, who died young on the boat when the family took flight from the war. The tale of love and loss, violence and violation, may not be unfamiliar to the reader, but the determination of the brother's ghost (he has taken decades to swim across the Pacific to reach America) and the sister's abandoning herself to a half death make the story lasting.

    As an echo, the closing story, "Fatherland", explores a more complex situation between two siblings. The narrator, a young Vietnamese woman, meets her half-sister, visiting from the US for the first time. Adding to the tension is the fact that her father has named the narrator and her siblings after his first set of children. Two sisters, one American and one Vietnamese, yet named the same by the father – it may sound strange, but isn't it the fate many refugees have to face: a life left behind, that could have been theirs; and a life in an adopted country.

    The theme of doubleness –  choice and inevitability (不可避免性), home and homelessness, starting afresh and being stuck – is present not only in the stories of Vietnamese refugees, but also of those who have become refugees from their own homes and loved ones. "Smiling at your relatives never got you very far, but smiling at strangers and acquaintances sometimes did." So a pilot, who fought in the Vietnam war and is now revisiting the country for the first time, thinks while waving at the locals from a tour bus. He's distant from his daughter, just as a Mexican American in the collection is distant from his wife, or a young man from Hong Kong is distant from his father.

    The collection is full of refugees, whether from external or from a deeper, more internal conflict between even those who are closest to each other. With anger but not despair, with reconciliation (和解) but not unrealistic hope, and with genuine humour that is not used to insult anyone, Nguyen has breathed life into many unforgettable characters.

    A young woman carrying a three-year-old child got on a bus. The conductor hurried to give her a warm welcome and then kindly asked the other passengers to make more room for the woman and her child. On seeing this, people were surprised and began to talk. "You know this conductor used to be very rude. Now suddenly he has changed his bad behavior, "said a middle-aged man.

    "Yes, he should be praised and we must write a letter to the company," said a second passenger. "That's right," another lady said, "I wish a newspaper reporter were here so that more people could learn from this conductor.”

    Just then a gentleman who looked like a teacher turned to the conductor and said, "Excuse me, but can I know your name, please? Your excellent service must be praised..."

    Before he could open his mouth, the three-year-old child sitting on the young woman's lap interrupted, "I know his name. I call him Dad."

    Scientists have found evidence of a link between social and economic status and childhood attention deficit disorder(ADHD)(注意力缺陷多动障碍)in the UK. A team led by the University of Exeter Medical School analysed data from the Millennium Cohort Study, a database of more than 19, 500 UK children born between 2000 and 2002 .The study was published in the Journal of Child Psychology and Psychiatry.

    Findings showed that more children with ADHD came from families below the poverty line than the UK population as a whole, with average family incomes for households whose study child was affected by ADHD at £324 per week, compared to £391 for those whose child was not. The study found the odds (机会)of parents in social housing having a child with ADHD was roughly three times greater than for those who owned their own homes.

    The team also found that the odds of younger mothers having a child with ADHD were significantly higher than for other mothers. Mothers with no qualifications were more than twice as likely to have a child with ADHD than those with degrees, and lone (孤独的)parents were more likely to have a child with ADHD diagnosis than households with two live-in parents.

    Information was gathered from surveys when the cohort children were nine months old, and at the ages of three, five, seven and eleven.

    Dr Ginny, of the University of Exeter Medical School, who led the study, said, "There is a genetic element to ADHD, but this study provides strong evidence that ADHD is also associated with a disadvantaged social and economic background. Some people believe that ADHD in children causes disadvantage to the economic situation of their family, but we found no evidence to support that theory. It's important to discover more about the causes of this disorder so that we can look towards prevention, and so that we can target treatment and support effectively. "