Some people think if you are happy, you are blind to reality. But when we research it, happiness actually raises every single business and educational outcome for the brain. How did we miss this? Why do we have these social misunderstandings about happiness? Because we assumed you were average. When we study people, scientists are often interested in what the average is.

    Many people think happiness is genetic. That's only half the story, because the average person does not fight their genes. When we stop studying the average and begin researching positive outliers —people who are above average for a positive aspect like optimism or intelligence —a wildly different picture appears. Our daily decisions and habits have a huge impact upon both our levels of happiness and success.

    Scientifically, happiness is a choice. It is a choice about where your single processor brain will devote its limited resources as you process the world. If you scan for the negative first, your brain really has no resources left over to see the things you are grateful for or the meaning embedded(嵌入) in your work. But if you scan the world for the positive, you start to acquire an amazing advantage.

    I wrote the cover story for the Harvard Business Review magazine on “Happiness Leads to Profits.” Based on my article called “Positive Intelligence” and my research in The Happiness Advantage, I summarized our researched conclusion: the single greatest advantage in the modern economy is a happy and busy workforce.

    A decade of research in the business world proves that happiness raises nearly every business and educational outcome: increasing sales by 37%, productivity by 31%, and accuracy on tasks by 19%, as well as a number of health and quality-of-life improvements.

    “Heaven (天堂) is where the police are English, the cooks are French, the mechanics are German, the lovers are Italian and everything is organized by the Swiss. Hell (地狱) is where the police are German, the cooks are English, the mechanics are French, the lovers are Swiss, and everything is organized by the Italians.”

    Obviously the national stereotypes (模式化的思想) in this old joke are generalizations (普遍化), but such stereotypes are often said to “exist for a reason”. Is there actually a sliver (裂片) of truth in them? Not likely, an international research team now says.

    “National and cultural stereotypes do play an important role in how people see themselves and others, and being aware that these are not dependable is a useful thing,” said study author Robert McCrae of the National Institute on Aging. “These are in fact unfounded stereotypes. They don't come from looking around you,” McCrae said.

    If national stereotypes aren't rooted in real experiences, then where do they come from? One possibility is that they reflect national values, which may become known from historical events. For example, many historians have argued that the spirit of American individualism (个人主义) has its origins in the experiences of the pioneers on the Old West.

    Social scientists such as psychologist Richard Robins have given several other possible explanations for stereotypes and why they may be incorrect. Robins notes that some stereotypes may have been correct at one point in history and then remained unchanged while the culture changed.

    We may be “hard-wired”, to some degree, to keep incorrect stereotypes, since we are less likely to notice and remember information that is different from our stereotypes. Generally, according to Robins, when we meet people who are different from our stereotypes, we see them as unique individuals rather than typical national or cultural groups.

    Most American students go to traditional public schools. There are about 88,000 public schools all over the US. Some students attend about 3,000 independent public schools called charter schools.

    Charter schools are self­governing. Private companies operate some charter schools. They are similar in some ways to traditional public schools. They receive tax just as other public schools do. Charter schools must prove to local or state governments that their students are learning. These governments provide the schools with the agreement called a charter that permits them to operate.

    Charter schools are different because they do not have to obey most laws governing traditional public schools. Local, state or federal governments cannot tell them what to teach. Each school can choose its own goals and decide the ways it wants to reach them. Class size is usually smaller than in traditional public schools.

    Governments strongly support charter schools as a way to re­organize public schools that are failing to educate students. But some education agencies and unions oppose charter schools. One teachers' union has just made public the results of the first national study comparing the progress of students in traditional schools and charter schools.

    The American Federation of Teachers criticized the government's delay in releasing the results of the study, which is called the National Assessment of Educational Progress. Union education experts say the study shows that charter school students performed worse in math and reading tests than students in regular public schools.

    Some experts say the study is not a fair look at charter schools because students in those schools have more problems than students in traditional schools. Other education experts say the study results should make charter school officials demand more student progress.

    Parallel worlds exist and interact with our world, say physicists.

    Quantum mechanics (量子力学), though firmly tested, is so weird and anti-intuitive that physicist Richard Feynman once remarked, “I think I can safely say nobody understands quantum mechanics.” Attempts to explain some of the bizarre (奇异的) consequences of quantum theory have led to some mind-bending ideas, such as the Copenhagen interpretation and the many-worlds interpretation.

    Now there's a new theory on the block, called the “many interacting worlds” hypothesis (假设) (MIW), and the idea is just as profound as it sounds. The theory suggests not only parallel worlds exist, but that they interact with our world on the quantum level and are thus detectable. Though still speculative (推测的), the theory may help to finally explain some of the bizarre consequences inherent in quantum mechanics.

    The theory is a spinoff of the many-worlds interpretation in quantum mechanics—an assumption that all possible alternative histories and futures are real, each representing an actual, though parallel, world. One problem with the many-worlds interpretation, however, has been that it is fundamentally untestable, since observations can only be made in our world. Happenings in these proposed “parallel” worlds can thus only be imagined.

    MIW, however, says otherwise. It suggests that parallel worlds can interact on the quantum level, and in fact that they do.

    “The idea of parallel universes in quantum mechanics has been around since 1957,” explained Howard Wiseman, a physicist at Griffith University in Brisbane, Australia, and one of the physicists to come up with MIW. “In the well-known 'Many-Worlds Interpretation', each universe branches into a bunch of new universes every time a quantum measurement is made. All possibilities are therefore realized — in some universes the dinosaur-killing asteroid (小行星) missed Earth. In others, Australia was colonized by the Portuguese.”

    “But critics question the reality of these other universes, since they do not influence our universe at all,” he added. “On this score, our 'Many Interacting Worlds' approach is completely different, as its name implies.”

    Wiseman and colleagues have proposed that there exists “a universal force of repulsion between 'nearby'(i.e. similar) worlds, which tends to make them more dissimilar.” Quantum effects can be explained by factoring in this force, they propose.

    When asked about whether their theory might imply that humans could someday interact with other worlds, Wiseman said: “It's not part of our theory. But the idea of human interactions with other universes is no longer pure fantasy.”

    What might your life look like if you made different choices? Maybe one day you'll be able to look into one of these alternative worlds and find out.

    The setting was a packed gymnasium just before the start of a game against another school. There were five girls who were members of the Danville High School basketball team-all of them starters. They were not in uniform to play that night and would not be on the team for the rest of this season. They were there to admit their breaking of team rules. They were there to support their coach's decision to take them off the team. They were there to let the town know there was a problem in their little community that needed to be addressed. And they did it with sincere regret rather than defensiveness.

    While the school had been out for the New Year's holiday, the five girls had gone to the party with several of their friends. There was alcohol there. And they all drank some.

    Coach Rainville has a zero tolerance rule on drugs and alcohol for her members though it was a hard decision to make. When classes resumed and accounts of holiday parties were shared, rumors about the five girls began closing in on them. The coach said she couldn't back down on her rules. And the players-two junior students and senior students-agreed. That night in the gym was part of their public support of the coach's decision.

    “We hope you will understand that we are not bad kids. What we did was definitely not worth it. We hope this event will make everyone realize that there is a big drug and alcohol problem in our community,” one of the senior students said, “And if you work with us to try to solve this problem, you will help us feel that we have not been thrown off our basketball team for nothing.” The five left the floor to deafening applause.

    The team may not win another game this year. But they've learnt something about personal responsibility, the effect of one's action on others, and honesty that will serve them well throughout life.

    Born in the 1950s, shopping malls were once the symbol of the U.S. consumer culture, but many are now dying out.

    Dying shopping malls can be found across the United States, often in middle-class suburbs. Economic decline in certain areas together with an upward trend towards online shopping and new forms of urban shopping centers have pushed the once seemingly unbeatable shopping malls into decline. It is estimated that 15 to 50 percent of shopping malls may close in the coming decades.

    American shopping culture follows its housing culture. Numerous shopping malls were therefore born after the Second World War, as Americans with cars and fat wallets moved to the suburbs. U.S. shopping malls were built at a rapid pace as shoppers fled cities, peaking in the mid-1990s when they were being built at a rate of 140 a year. Thus, too many shopping malls are left though construction has gradually decreased since then.

    Currently, there are around 1,500 shopping malls across the U.S. Most share a handful of similar feature. They usually contain two or three stories of stores separated by walkways. Food courts serve pizza and other fast food. Parking lots are big enough to easily misplace a car.

    Shopping malls in Europe might contain grocery stores or childcare centers, while those in Japan are often built around mass transit (交通枢纽). But the suburban American shopping malls are hard to get to and mainly sell clothes and gifts.

    As many shopping malls became redundant (过剩的), leaders in many U.S. towns who once fought for malls now struggle with how to transform them to new uses. Highland Mall in Texas is being transformed into a community college campus, and Lakeland Mall in Florida now houses a megachurch (大型教会). Others have been redeveloped to include housing, offices and even green space. However, it is hard to imagine every shopping mall meeting the demands for such transformations.