Woman Uses Daughter's Key to "Steal" Car

    Charlie Vansant, a college student of Athens, Ohio, who reported that his car was stolen, got a surprise when he learned a woman had mistaken it for her daughter's car and taken it — using her key.

    Kate Anderson became an accidental car thief when picking up her daughter's car near an Ohio University building last week. Anderson spotted the Toyota Camry（丰田凯美瑞）and used her daughter's key to unlock the car, start the engine and drive home — without realizing that the car wasn't her daughter's.

    When Charlie Vansant left class a short time later, he found only an empty parking spot. He first assumed the car had been towed, but when the police couldn't find a record of it, they took a theft report.

    The morning after Anderson took the car, her daughter discovered the Camry in the driveway wasn't hers. Anderson said she was able to find Vansant's name on paperwork in the glove compartment and look up his phone number on the website for the university.

    When Anderson told Charlie the car was in her driveway, "It sounded really suspicious at first, as she wanted to hold the thing for ransom (赎金) , ” said Vansant. He eventually went to the house with a police officer, where he was reunited with his car. According to the police report, the case was closed "because of mistaken car identity", and Anderson wasn't charged.

    Vansant seemed to blame the car company more than the "thief". "Her key fitted not only my lock, but my ignition（点火装置）as well — so high-five for Toyota, I guess." he said.

    You might think that “global warming” means nothing more than a rise in the world's temperature. But, rising sea levels caused by it have resulted in the first evacuation (撤离) of an island nation — the citizens of Tuvalu will have to leave their homeland.

    During the 20th century, sea level has risen 8～12 inches. As a result, Tuvalu has experienced lowland flooding of salt water which has polluted the country's drinking water.

    Paani Laupepa, a Tuvaluan government official, reported to the Earth Policy Institute that the nation suffered an unusually high number of fierce storms in the past ten years. Many scientists connect higher surface water temperatures resulting from global warming to greater and more damaging storms.

    Laupepa expressed dissatisfaction with the United States for refusing to sign the Kyoto Protocol, an international agreement calling for industrialized nations to reduce their green house gas emissions (排放), which are a main cause of global warming.“By refusing to sign the agreement, the US has effectively taken away the freedom of future generations of Tuvaluans to live where their forefathers have lived for thousands of years,” Laupepa told the BBC.

    Tuvalu has asked Australia and New Zealand to allow the gradual move of its people to both countries.

    Tuvalu is not the only country that is vulnerable (易受影响的) to rising sea levels. Maumoon Gayoon, president of the Maldives, told the United Nations that global warming has made his country of 311 000 an“endangered nation”.

    Tired of Working in Your Country?

With over 500 instructors and 20 years of experience, we are the leader in the field of teaching foreign languages. We now have positions open in Osaka starting September/October 2018 for instructions of English, German, Spanish and French.

    Teach many different kinds of classes using the latest technology in small classes of up to 30 students.

    Accommodation, and other necessary documents will be ready before you leave.

    Applicants will teach their first language only.

    Excellent teacher training programs.

    If you are young with a university degree and are willing to experience different cultures, apply now. Experience in teaching is an advantage but not specially required. Knowledge of the Japanese language is not necessary but good English skills and practical computer knowledge are basic requirements.

Apply with C.V. and send letter to:

    NOVA France, Mr. Sampy (IHT 3/2)

    34, Bd. Haussmann, 75009 Paris, France

    Fax: 33148014804

    Or visit our website: www. teachjp. com

    The manager expects to meet and talk with successful applicants in Paris in June and July.

    Anyone who has ever played the game of Tetris (俄罗斯方块) knows the game's surreal ability to spill into real life. After you shut off the game, you still see those Tetris blocks falling in your mind. You're grocery shopping and find yourself thinking about rearranging items on grocery shelves. Your mind continues to play the game, even when you're physically not.

    Robert Stickgold, a Harvard professor, noticed something similar after a day hiking a mountain. That night, he dreamt he was still going through the motions of mountain hiking. Curious about this, he tried something: he got a group of college students of various skill levels to play Tetris and let them sleep in the Harvard sleep lab.

    Over 60% of the students, including those who suffered from amnesia (健忘症), reported dreams of images of Tetris pieces falling, rotating (旋转), and fitting together. Interestingly, half the Tetris expert students reported such Tetris dreams, while 75% of the beginners did.

    A study found that playing Tetris can grow your brain and make it more efficient. Adolescent girls played the game for an average of 1.5 hours a week over three months. The cerebral cortex (大脑皮层) of the girls grew thicker, while brain activity in other areas decreased. Richard Haier, who had found that there was a "Tetris learning effect", in which the brain consumed less energy as mastery of the game rose, concluded, "The brain is learning which areas not to use."

    Haier's study showed that as the girls practiced playing the game, nerve cells made connections, communicating through synapses (a synapse is a connection between two nerve cells). When you learn something, you change those connections. Every time you reactivate(激活) a circuit, synaptic efficiency increases, and connections become more durable and easier to reactivate. Stickgold says sleep plays a role in this memory process.

    So to sum up, whenever you do specific tasks over and over again, they take up less of your brain power over time. And that's pretty amazing.

    There are some very good things about open education. This way of teaching allows the students to grow as people, and to develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom.

    But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of students. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools.

    You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want and need to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to.

    After many considerations and years of heated argument, gray wolves were brought back to Yellowstone National Park. Fourteen wolves were caught in Canada and transported to the park. By last year, the Yellowstone wolf population had grown to more than 170 wolves.

    Gray wolves once were seen here and there in the Yellowstone area and much of the continental United States, but they were gradually displaced by human development. By the 1920s, wolves had practically disappeared from the Yellowstone area. They went farther north into the deep forests of Canada, where there were fewer humans around.

    The disappearance of the wolves had many unexpected results. Deer and elk populations — major food sources for the wolf — grew rapidly. These animals consumed large amounts of vegetation (植被), which reduced plant diversity in the park. In the absence of wolves, coyote populations also grew quickly. The coyotes killed a large percentage of the park's red foxes, and completely drove away the park's beavers.

    As early as 1966, biologists asked the government to consider reintroducing wolves to Yellowstone Park. They hoped that wolves would be able to control the elk and coyote problems. Many farmers opposed the plan because they feared that wolves would kill their farm animals or pets.

    The government spent nearly 30 years coming up with a plan to reintroduce the wolves. The U.S. Fish and Wildlife Service carefully monitors and manages the wolf packs in Yellowstone. Today, the debate continues over how well the gray wolf is fitting in at Yellowstone. Elk, deer, and coyote populations are down, while beavers and red foxes have made a comeback. The Yellowstone wolf project has been a valuable experiment to help biologists decide whether to reintroduce wolves to other parts of the country as well.