Using technology, of course. While special services via webcam(摄像头) and cheating detecting software have been developed now, Mettl, an online company, has developed advanced techniques for netting cheaters, which the company claims are even more reliable and easier to use. Whatever small attempt to cheat, he or she will be found out.

    Mettl has adopted a handful of technologies on its test—taking platform, creating a mini monitoring state in an exam. Here's how it works: A test-takersigns on to Mettl and selects hisher exam from the site's library of pre—loaded tests. Facial and keystroke recognition technology confirm the person that has signed in is the very person, and the system records both the test—taker(through the webcam)and the test—taker's screen throughout the test.

    Mettl's technology uses the test—taker's webcam to detect how many people are using the computer. Soon, it will track eye movement well enough to sense whether the test-taker is looking away from the screen, perhaps to Consult a smart phone or a friend in secret. Mettl also monitors the test-taker's screen and can detect when the test-taker has changed a computer or moved from the test. The system will soon be able to record sound, thus detecting whether the test-taker is talking or being talked to.

    If any irregularities are detected, the system flags the incident and reports it back to the test's administrator. This can bring any number of things, depending on the test-giver's wishes: a completeshutdown of the exam, a warning message that appears on the test-taker's screen, even human instructions from the control center.

    Mettl is hoping its technology will help it break into the country's big MOOC markets.

    Nearly 19 percent of teachers of color (有色人种教师) left their jobs after the 2014-2015 school year. Some left for personal reasons like taking care of their families. But 50 percent said they left because they were dissatisfied with their employment situation, such as poor working conditions, student discipline problems and large class sizes. Thus, taking immediate measures to improve it is our top priority.

    For years, researchers have proved the benefits of increasing the share of minority teachers in schools, especially as our public school system has turned to one that is made up mostly of minority students. Teachers of color, who are more likely than their white counterparts to choose to work in racially diverse (多种多样的) schools, offer particular benefits to their students. Graduation rates increase among minority students when they are taught by racially similar educators, research shows. They can also serve as positive role models, and their presence reduces the chance of racial discrimination at school.

    The Shanker Institute report suggests that the rate of minority teacher hiring is not the whole problem. The problem is what happens after these teachers enter the classroom. These teachers often work in high-poverty rural schools. They are more likely to have less-desirable working conditions.

    Diversity is a key component to equality and opportunity. Where there's a diverse teaching workforce, all kids thrive. So solutions must be found at once to turn this trend around. Firstly, schools should develop mentorship programs that support minority teachers once they are in the classroom. Secondly, more money should be spent in improving working conditions in these schools. Of course, school headmasters should also be evaluated on their ability to retain teachers of color.

    One evening, author Neil's son was angry. Neil had said one of those things that parents say, like “isn't it time you were in bed.” His son looked up at him, angry and said, “I wish I didn't have a dad! I wish I had … a goldfish!” That conversation gave birth to Neil's book, “The Day I Swapped My Dad for Two Goldfish”. The book is a funny adventure of a son searching for the dad he swapped.

    Whether they realize it or not, fathers play an important role in their children's development. Roland Warren, Director of the National Fatherhood Initiative, says that, “The shape of their dads has a role in the kids' soul.” I agree. We live in the best of times and the worst of times for fatherhood. We live in the best of times because fathers who are engaged in their child's life spend more time than fathers of any previous generation. We live in the worst of times because there are still millions of children who continue to miss the regular presence of Dad.

    What difference does a dad make? Are they really that important? For the most part, studies have proved clearly that fathers, whether they live with their children or not, matter in the lives of their children. When fathers are present, they provide economic support for their children and caregiving responsibilities. Well-fathered children are shown to be more emotionally intelligent and socially successful as adults. When fathers are absent, their absence may negatively influence children's academic achievement, general behavioural adjustment and anger management, especially in males.

    Yet just being physically present isn't enough to be a great father. It is important that a dad be warm and emotionally available to his child. Author and researcher, John Gottman, describes this kind of father as an “emotion coaching father”. Emotion coaches are parents who listen to their children's feelings, see the sharing of feelings as an opportunity for intimacy（亲密）. It is not just the mere presence of fathers that matters, but how they are present. Most children long for and need a loving, devoted and responsible father.

    Twelve years ago, I was a 19 -year-old guy living in the French A1ps. In February 2004, while skiing the back - country in Val d'Isere, I fell off the mountain, resulting in a right leg broken in several pieces. I was helicoptered to hospital, operated on immediately—and there started my adult life.

    Before the accident, I was on a path to what I hoped would be a career in rugby. After-wards, and participation in collision sport was gone. I found a replacement in cycling. Unfortunately, by late 2012, I tried to cycle up Mount Ventoux, but it was halfway up when the pain hit me and I gave up.

    A decision needed to be made on a next step. I had to have my lower right leg cut off. Several months later, I had my first proper weight - bearing prosthetic (假肢). I jumped on a train with my bike to Mount Ventoux. Though it certainly wasn't my quickest, I did it.

    Two weeks later, I was lucky enough to be given a running blade; I bounced on it that day and then raced my triathlon (三项全能) on the Monday. So, that was me, up and running - almost 12 years since I had last run.

    Along with my running coach, I complete a “make every kilometre count” programme of four runs per week alongside a busy cycle, swim and gym schedule. So far this year, I have raced a 10k with an unexpected personal best in January of 38:04. I have my first speed triathlon in late March before heading to North Korea to compete in the Pyongyang Marathon on 10 April.

    If my lifetime allows, I will attempt to race in every country in the world. In the meantime, I'll keep on running — and, when it hurts and I'm low on motivation, I'll remember how far I've come and how much further I've got to go.

    In my class in middle school, there was a girl who was considered the outcast of our class. No one actually knows how this exclusion originated, but we all followed it for no reason at all. One day after lunch, we girls sat on the track field, talking about little things that happened in our little lives. Someone brought her up, and soon the topic transformed to mocking the funny texture of her hair, the awkward way she walked and… I felt extremely uncomfortable but kept silent, because I didn't want to be the one “supporting” the common enemy. After all, it's just a mild ranting session among a trusted group of friends, why should I bring unnecessary tension?

    Suddenly, one of my friends pointed her finger towards somewhere behind me. All of us turned around and saw that exact girl, hand still in the air, with a twisted look on her face. She lowered her hand in slow motion, blinked really hard for a few seconds, then turned around and ran off. For a second I wanted to stand up and chase her down to tell her that no one meant what they said, and that she is an amazing person being who she is. But my legs felt so heavy: I didn't want to make a fool out of myself—why bother taking care of the class clown（小丑）? People would think that I was crazy as well!

    No one spoke a word for a long time; we were all so caught up in our thoughts. I tried opening my mouth but couldn't—no words were coming out. Then one person started talking about the weather, and all of us were more than glad to follow this flow.

    A few weeks later, the teacher told us that a classmate dropped out of school—it was that girl. Her parents told the school that it was the peer pressure that made her want to leave. The teacher wanted to know who the bully was. Again, no one spoke a word. Perhaps it was exactly this cold, hard silence that drove her away. I certainly did not raise my hand—I had never even said anything bad about her; it was my friends who loved to make fun of her awkwardness every day.

    Surely, I didn't bully her physically or with my language, but I kept silent when others did. By failing to stand up for her and offering her support, I was giving tacit（心照不宣的）agreement. This agreement made others think that it was okay to mistreat her, because “no one cares anyways”. Perhaps I did realize I was bullying her—but by convincing myself that I had nothing to do with her leaving, I wouldn't have to bear the burden of heavy shame on my shoulders.

    Real life is not like a Hollywood movie, and the protagonists don't always have the courage to compensate for our mistakes. In that classroom, my feet were glued to the ground once again, thinking of all the possibilities that could embarrass me in front of the whole class. What if she doesn't appreciate my effort and just walk off? What if she misunderstands my actions as sympathy and gets upset? Worst of all, what if my own group mates disapprove of my decision? Am I really willing to risk my friendship just to help out one girl that I've seldom spoken to?

    To be honest, I still don't have answers to these questions. I don't know if the answers to those questions even exist. However, what I do know is that nothing will change if I keep thinking and never take actions. Talking to someone in need of support would mean the world to them, while it takes little to none effort for me. So what if those actions are under appreciated? At least I will be satisfied knowing that I did the right thing.

    Check out our tsunami (海啸) facts and lean some interesting information related to these great walls of water that can cause so much destruction. Find out what causes tsunamis and read about some notable recent examples of tsunamis that have occurred around the globe.

    Tsunamis are huge waves of water that are usually caused by earthquakes or volcanic eruptions.

    As a tsunami approaches the shore, water may move back from the coast. If it is shallow enough, the water may be pulled back hundreds of meters. If you are in the area, observing this is a good indication that a tsunami is on the way.

    Regions in tsunami danger zones often have warning systems in place to give people as much time to evacuate (撤离) as possible.

    When tsunamis hit shallow water (often near the coast), they slow down but increase in height.

    An earthquake in the Indian Ocean off Indonesia in December 2004 caused a tsunami that killed over 200, 000 people in 14 countries.

    In March 2011, the Tohoku earthquake off the eastern coast of Japan caused a tsunami that was a major factor in the death of over 15, 000 people.

    The tsunami waves created by the Tohoku earthquake reached heights of over 40 metres (131feet) in mine areas, wiping out coastal towns and causing a number of nuclear accidents.

    The Japanese word "tsunami" literally means "harbour wave".

    Tsunamis are sometimes referred to as tidal waves but this term has fallen out of favour because tsunamis are not related to tides.