Beauty has always been regarded as something praiseworthy. Almost everyone thinks attractive people are happier and healthier, have better marriages and have more respectable jobs. Personal advisors give them better advice for finding jobs. Even judges are softer on attractive defendants. But in the executive(主管) circle, beauty can become a liability.

    While attractiveness is a positive factor for a man on his way up the executive ladder, it is harmful to a woman.

    Handsome male executives were considered as having more honesty than plainer men; effort and ability were thought to lead to their success.

    Attractive female executives were considered to have less honesty than unattractive ones; their success was connected not with ability but with factors such as luck.

    All unattractive women executives were thought to have more honesty and to be more capable than the attractive female executives. Interestingly, though, the rise of the unattractive overnight success was connected more to personal relationships and less to ability than that of the attractive overnight success.

    Why are attractive women not thought to be able? An attractive woman is considered to be more feminine and an attractive man more manly than the less attractive ones. Thus, an attractive woman has an advantage in traditionally female jobs, but an attractive woman in a traditionally manly position appears to lack the "manly" qualities required.

    This is true even in politics. "When the only clue is how he or she looks, people treat men and women differently," says Anne Bowman, who recently published a study on the effects of attractiveness on political candidates. She asked 125 undergraduate students to rank two groups of photographs, one of men and one of women, in order of attractiveness. Then the students were told the photographs were of candidates for political offices. They were asked to rank them again, in the order they would vote for them.

    The results showed that attractive males completely defeated unattractive men, but the women who had ranked most attractive unchangeably received the fewest votes.

    Dear friend, do you know the boy in the picture? He is Wang Yuan, a member of the Chinese boy band, TFBOYS. Do you want to know more about him? Follow me, please.

    Wang Yuan was born on November 8^th , 2000 in Chongqing. His English name is Ray, he is senior high school student now, he is good at singing, dancing and playing the piano. He can also write song alone. He and another two boys formed the boy band TFBOYS in 2013. They are very popular with the young girls and boys in China now.

    On February 10^th,2017,Wang Yuan made a short speech on good quality education(优质教育）in English at the United Nations in front of 500 people from around the world. It's great. As for middle school students, we should learn from Wang Yuan, and put our hearts into what we are doing to make a difference in our daily lives.

    One of the greatest gifts one generation can give to other generations is the wisdom it has gained from experience. This idea has inspired the award-winning photographer Andrew Zuckerman. He interviewed and took photos of fifty over sixty-five-year olds all over the world. His project explores various aspects of their lives. The photos and interviews are now available on our website.

    Click on the introductions to read the complete interviews.

    Let us now have a culture of peace.

—Federico Mayor Zaragoza, Spain

    Federico Mayor Zaragoza obtained a doctorate in pharmacy(药学) from the Complutense University of Madrid in 1958. After many years spent in politics, he became Director General of UNESCO in 1987. In 1999, he created the Foundation for a Culture of Peace, of which he is now the president. In addition to many scientific publications, he has published four collections of poems and several books of essays.

    Writing is a discovery.

—Nadine Gordimer, South Africa

    Due to a weak heart, Nadine Gordimer attended school and university briefly. She read widely and began writing at an early age. She published her first short story at the age of fifteen, and has completed a large number of works, which have been translated into forty languages. In 1991, Gordimer won the Nobel Prize for Literature.

    Jazz is about the only form of art today.

—Dave Brubeck, USA

    Dave Brubeck studied music at the University of the Pacific and graduated in 1942. After World War Ⅱ he was encouraged to play jazz. In 1951, he recorded his first album. Brubeck's 1959 album has become a jazz standard. He received a Grammy Lifetime Achievement Award in 1996.

    For more figures CLICK HERE.

    Having experienced a shocking electrical accident, which caused him to become both blind and deaf, James Franco's world became completely dark and quiet for almost ten years. The loss of sight and hearing threw him into such sorrow that he tried a few times to put an end to his life. His family, especially his wife, did their best to tend and comfort him and finally he regained the will to live.

    One hot summer afternoon, he was taking a walk with a stick near his house when a thunderstorm started all at once. He stood under a large tree to avoid getting wet, but he was struck by the lightning. Witnesses thought he was dead but he woke up 20 minutes later, lying face down in muddy water. He was trembling badly, but when he opened his eyes, he could hardly believe what he saw: a tree and muddy road. When Mrs. Franco came running up to him, shouting to their neighbors to call for help, he could see her and hear her voice for the first time in nearly ten years.

    The news of James regaining his sight and hearing quickly spread and many doctors came to examine him. Most of them said that he regained his sight and hearing from the shock he got from the lightning. However, none of them could give a compellent answer as to why this should happen. The only reasonable explanation given by one doctor was that, since James lost his sight and hearing as a result of a sudden shock, perhaps, the only way for him to regain them was another sudden shock.

    A scientist working at her lab bench and a six-old baby playing with his food might seem to have little in common. After all, the scientist is engaged in serious research to uncover the very nature of the physical world, and the baby is, well, just playing…right? Perhaps, but some developmental psychologists have argued that this "play" is more like a scientific investigation than one might think.

Take a closer look at the baby playing at the table. Each time the bowl of rice is pushed over the table edge, it falls in the ground—and, in the process, it belongs out important evidence about how physical objects interact; bowls of rice do not flood in mid-sit, but require support to remain stable. It is likely that babies are not born knowing the basic fact of the universe; nor are they ever clearly taught it. Instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. Though their ranges and tools differ, the baby's investigation and the scientist's experiment appear to share the same aim(to learn about the natural world ), overall approach (gathering direct evidence from the world), and logic (are my observations what I expected?).

Some psychologists suggest that young children learn about more than just the physical world in this way—that they investigate human psychology and the rules of language using similar means. For example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child, Mommy actually doesn't like Dove chocolate.

Viewing childhood development as a scientific investigation throws on how children learn, but it also offers an inspiring look at science and scientists. Why do young children and scientists seem to be so much alike? Psychologists have suggested that science as an effort —the desire to explore, explain, and understand our world—is simply something that comes from our babyhood. Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about feel good about figuring something out may have been adopted by adult scientists. As some psychologists put it, "It is not that children are little scientists but that scientists are big children."

    Grown-ups are often surprised by how well they remember something they learned as children but have never practiced ever since. A man who has not had a chance to go swimming for years can still swim as well as ever when he gets back in the water. He can get on a bicycle after many years and still ride away. He can play, catch and hit a ball as well as his son. A mother who has not thought about the words for years can teach her daughter the poem that begins "Twinkle, twinkle, little star" or remember the story of Cinderella or Goldilocks and the Three Bears.

    One explanation is the law of overlearning, which can be stated as follows: Once we have learned something, extra learning trials (尝试) increase the length of time we will remember it.

    In childhood we usually continue to practice such skills as swimming, bicycle riding, and playing baseball long after we have learned them. We continue to listen to and remind ourselves of words such as "Twinkle, twinkle, little star" and childhood tales such as Cinderella and Goldilocks. We not only learn but overlearn.

    The multiplication tables (乘法口诀表) are an exception (例外) to the general rule that we forget rather quickly the things that we learn in school, because they are another of the things we overlearn in childhood.

The law of overlearning explains why cramming (突击学习) for an examination, though it may result in a passing grade, is not a satisfactory way to learn a college course. By cramming, a student may learn the subject well enough to get by on the examination, but he is likely soon to forget almost everything he learned. A little overlearning, on the other hand, is really necessary for one's future development.