Ways to make a great first impression

    You've heard it a million times already, but it really does take but a few seconds to make that all-important first impression (印象). Here are some easy ways for you to impress your classmates or teachers.

    {#blank#}1{#/blank#}

Before you shake hands with somebody, make sure that your hands are clean. The handshake should not be too strong or weak. Most people use their right hands, unless they have a reason to use the left.{#blank#}2{#/blank#}

    Be on time

    When meeting someone for the first time, arriving on time is as important as breathing. You may have an excuse, but that will leave the person who hardly knows you with a bad impression.{#blank#}3{#/blank#}It's better to be hanging around the place than be stuck in traffic.

    Introduce yourself and ask for names

    Make sure you properly introduce yourself. Ask for their name in a polite way.  {#blank#}4{#/blank#}This will increase the chances of their remembering your name in the future. Always remember to stand up when greeting someone and be sure to introduce them to anyone you're with.

    Make good conversation

To get the most out of your discussion, try to find something common between the two of you. {#blank#}5{#/blank#}A person will feel more comfortable with someone they can relate to (产生共鸣).

A. Use body language

B. Have a proper handshake

C. Repeat the name and use it later in conversation.

D. As a general rule, plan to arrive about 30 minutes early.

E. It could be a similar taste in clothes or a common hobby.

F. You'll be in serious trouble if you leave them with a bad impression.

G. However, don't have your left hand in your pocket because this appears impolite.

    The pupils of Grangetown High have been busy getting to know their newest and tallest classmate — a 7-meter-tall giraffe outside their school.

    The giraffe is a huge sculpture (雕像). The school's headmaster noticed it in an artist's garden as he drove past one day, and thought it would be perfect for his school. “I knew everyone would love it," he said, "because our basketball team is known as the Grangetown Giraffes, and they wear giraffes on their shirts. So I asked them to write to the artist, asking how much it would cost to buy the giraffe. He was very kind and got it ready to deliver (递送) in six weeks — all for nothing! It was expected to arrive one Sunday morning, so that the pupils would see it when they got to school on Monday — at that time they had no idea that we were getting it."

    The artist, Tom Bennett was a university professor of chemistry before he retired in 2012 and only took up metalwork a couple of years ago. "I've always drawn pictures," he said. I can even remember doing it on my first day at school — I drew a horse. I wanted it to be the best horse picture ever, but I don't think I succeeded."Tom's first metalwork was a bicycle on which he and his wife could go cycling together, “It was the most uncomfortable bike ever created," he said, "so I gave up making bicycles and went into sculpture instead."

    Meanwhile the pupils at Grangetown High are very happy with their new classmate. "We're going to hold a competition to give it a proper name," said one girl. "Everyone likes the expression on its face, so perhaps that will give us some ideas."

    "Opinion" is a word that is used carelessly today. It is used to refer to matters of taste, belief, and judgment. This inaccurate use would probably cause little confusion if people didn't attach too much importance to opinion. Unfortunately, most attach great importance to it. "I have as much right to my opinion as you to yours,'' and "Everyone's entitled to his opinion,'' are common expressions. In fact, anyone who would challenge another's opinion is likely to be branded intolerant.

    Is that label accurate? Is it intolerant to challenge another's opinion? It depends on what definition of opinion you have in mind. For example, you may ask a friend "What do you think of the new Ford cars?" And he may reply, "In my opinion, they're ugly." In this case, it would not only be intolerant to challenge his statement, but foolish. For it's obvious that by opinion he means his personal preference, a matter of taste. And as the old saying goes, "It's pointless to argue about matters of taste."

    But consider this very different use of the term. A newspaper reports that the Supreme Court has delivered its opinion in a controversial case. Obviously the justices did not share their personal preferences, their mere likes and dislikes. They stated their considered judgment, painstakingly arrived at after thorough inquiry and deliberation(审议).

    Most of what is referred to as opinion falls somewhere between these two extremes. It is not an expression of taste. Nor is it careful judgment. Yet it may contain elements of both. It is a view or belief more or less inaccurately arrived at, with or without examining the evidence.

    Is everyone entitled to his opinion? Of course, this is not only permitted, but guaranteed. We are free to act on our opinions only so long as, in doing so, we do not harm others.

    I first began experiencing depression (抑郁) at the age of 14 .At first depression would come and go, but later it became a continual part of my life.

    I was so strongly determined to find the way to overcome my depression that I tried everything from when I was in college, special teas, yoga (瑜伽), and advice given by doctors. However, I still felt I hadn't even come close to managing the problem.

    But one afternoon, I saw an article in a magazine that talked about how dogs were able to help people with depression. The next day, I decided to get a dog—a corgi (柯基犬).

    When I bought my little corgi, Buddy, home, I didn't realize how much he would change my life. One morning, I woke up with those familiar feelings again. I didn't want to get out of bed. I turned to pull the covers back over my head and give up. That's when I saw Buddy. He started jumping all over me, licking (舔) my face, letting me know that it was time to go outside. It was as if he were saying, "There's no time to be sad. The world is amazing!" And for the first time in my life, on a day when my depression were strong, I got out of bed. I put on my winter clothes and went for a walk in the snow with my new friend. I realized at that moment, walking down the street in winter, my life was changing. I really was a new person. This was my new beginning.

    It's been more than a year since that day, and I've never spent another morning unable to get out of bed. I've not cried myself to sleep or spent my days filled with fear and regret. Sure, I still have days when I feel sad or anxious. But with Buddy by my side, I've finally learned how to manage these feelings.

In recent years American society has become increasingly dependent on its universities to find solutions to its major problems. It is the universities that have been to blame for developing the expertise to place men on the moon; for dealing with our urban problems and with our worsening environment; for developing the means to feed the world's rapidly increasing population. The effort involved in meeting these demands presents its own problems. In addition, however, this concentration on the creation of new knowledge significantly impinges on the universities' efforts to perform their other principal functions, the transmission and interpretation of knowledge-the imparting of the heritage of the past and the preparing of the next generation to carry it forward.

With regard to this, perhaps their most traditionally acknowledged task, college and universities today find themselves in a serious situation. On one hand, there is the American commitment, especially since World War Ⅱ, to provide higher education for all young people who can profit from it. The result of the commitment has been a dramatic rise in enrollments(登记入学) in our universities, coupled with a striking shift from the private to the public sector of higher education. 

On the other hand, there are serious and continuing limitations on the resources available for higher education. While higher education has become a great "growth industry", it is also at the same time a tremendous drain(耗竭) on the resources of the nation. With the vast increase in enrollment and the shift in priorities away from education in state and federal(联邦的) budgets, there is in most of our public institutions a significant decrease in expenses for their students. One crucial aspect of this drain on resources lies in the persistent shortage of trained faculty(全体教师), which has led, in turn, to a declining standard of competence in instruction.

Intensifying these difficulties is, as indicated above, the concern with research, with its increasing claims on resources and the attention of the faculty. In addition, there is a strong tendency for the institutions' organization and functioning to fulfill the demands of research rather than those of teaching.

Is forgiveness against our human nature? To answer our question, we need to ask a further question: What is the essence of our humanity? For the sake of simplicity, people consider two distinctly different views of humanity. The first view involves dominance and power. In an early paper on the psychology of forgiveness, Droll (1984) made the interesting claim that humans' essential nature is more aggressive than forgiving allows. Those who forgive are against their basic nature, much to their harm. In his opinion, forgivers are compromising their well-being as they offer mercy to others, who might then take advantage of them.

The second view involves the theme of cooperation, mutual respect, and even love as the basis of who we are as humans. Researchers find that to fully grow as human beings, we need both to receive love from and offer love to others. Without love, our connections with a wide range of individuals in our lives can fall apart. Even common sense strongly suggests that the will to power over others does not make for harmonious interactions. For example, how well has slavery worked as a mode of social harmony?

From this second viewpoint of who we are as humans, forgiveness plays a key role in the biological and psychological integrity of both individuals and communities because one of the outcomes of forgiveness, shown through scientific studies, is the decreasing of hatred and the restoration of harmony. Forgiveness can break the cycle of anger. At least to the extent the people from whom you are estranged accept your love and forgiveness and are prepared to make the required adjustments. Forgiveness can heal relationships and reconnect people.

As an important note, when we take a Classical philosophical perspective, that of Aristotle, we see the distinction between potentiality and actuality. We are not necessarily born with the capacity to forgive, but instead with the potential to learn about it and to grow in our ability to forgive. The actuality of forgiving, its actual appropriation in conflict situations, develops with practice.