Getting on the school bus, like the possible dangers around the home, getting on the school bus can also bring its own set of dangers. There are several important safety measures that parents should be aware of when it comes to bus safety.

    Parents should always make sure that someone is taking charge of children at the bus stop to make certain clear ground rules which are in place and are being followed—particularly rules that forbid horseplay in and around the street.

    Teach children to ask the bus driver for help in picking up anything they may have dropped around the bus, as children getting dropped articles are often hit by the bus or another vehicle because they are not seen by the bus driver or by oncoming traffic.

    Children should be asked to take five large steps away from the bus when they get it off, and make sure that the bus driver can see you and look you directly in the eyes to signal it is OK to cross the street. It is still very important that children also look both ways as they cross the street.

    Inform children that they must never speak to any stranger who talks with them first and that they must never accept a ride from any person unless their parents tell them directly that it is OK. Teach kids that adults should ask other adults for help, not kids. If an adult asks a kid for help, that child should get another adult.

    If for any reason a child feels uncomfortable or unsafe at the bus stop they need to bring it to a parent's or caregiver's attention.

Remember, planning ahead is always the best safety measure. Follow these rules and your family will be off danger!

    According to Guglielmo Cavallo and Roger Chartier, reading aloud was a common practice in the ancient world, the Middle Ages, and as late as the sixteenth and seventeenth centuries. Readers were “listeners attentive to a reading voice,” and “the text addressed to the ear as much as to the eye.” The significance of reading aloud continued well into the nineteenth century.

    Using Charles Dickens's nineteenth century as a point of departure, it would be useful to look at the familial and social uses of reading aloud and reflect on the functional change of the practice. Dickens habitually read his work to a domestic audience or friends. In his later years he also read to a broader public crowd. Chapters of reading aloud also abound in Dickens's own literary works. More importantly, he took into consideration the Victorian practice when composing his prose, so much so that his writing is meant to be heard, not only read on the page.

    Performing a literary text orally in a Victorian family is well documented. Apart from promoting a pleasant family relationship, reading aloud was also a means of protecting young people from the danger of solitary（孤独的）reading. Reading aloud was a tool for parental guidance. By means of reading aloud, parents could also introduce literature to their children, and as such the practice combined leisure and more serious purposes such as religious cultivation in the youths. Within the family, it was commonplace for the father to read aloud. Dickens read to his children: one of his surviving and often-reprinted photographs features him posing on a chair, reading to his two daughters.

    Reading aloud in the nineteenth century was as much a class phenomenon as a family affair, which points to a widespread belief that Victorian readership primarily meant a middle-class readership. Those who fell outside this group tended to be overlooked by Victorian publishers. Despite this, Dickens, with his publishers Chapman and Hall, managed to distribute literary reading materials to people from different social classes by reducing the price of novels. This was also made possible with the technological and mechanical advances in printing and the spread of railway networks at the time.

    Since the literacy level of this section of the population was still low before school attendance was made compulsory in 1870 by the Education Act a considerable number of people from lower classes would listen to recitals of texts. Dickens's readers, who were from such social backgrounds, might have heard Dickens in this manner. Several biographers of Dickens also draw attention to the fact that it was typical for his texts to be read aloud in Victorian England, and thus literacy was not an obstacle for reading Dickens. Reading was no longer a chiefly closeted form of entertainment practiced by the middle class at home.

    A working class home was in many ways not convenient for reading: there were too many distractions, the lighting was bad, and the home was also often half a workhouse. As a result, the Victorians from the non-middle classes tended to find relaxation outside the home such as in parks and squares, which were ideal places for the public to go while away their limited leisure time. Reading aloud, in particular public reading, to some extent blurred the distinctions between classes. The Victorian middle class defined its identity through differences with other classes. Dickens's popularity among readers from the non-middle classes contributed to the creation of a new class of readers who read through listening.

    Different readers of Dickens were not reading solitarily and “jealously,” to use Walter Benjamin's term. Instead, they often enjoyed a more communal experience, an experience that is generally lacking in today's world. Modern audiobooks can be considered a contemporary version of the practice. However, while the twentieth and twentieth-first-century trend for individuals to listen to audiobooks keeps some characteristics of traditional reading aloud—such as “listeners attentive to a reading voice” and the ear being the focus—it is a far more solitary activity.

    Every time a new year is coming, people set out to better themselves. They promise they will lose weight, find a new job, or maybe even take that vacation they've always talked about. But why do we make these promises to ourselves, and where did this tradition come from? Why does this tradition live on when so many people fail to keep the resolutions(决定) they made? Well, we can start by blaming the ancient Babylonians.

    Around 4, 000 years ago in Babylon, the earliest recorded celebration honoring the coming of a new year was held. Calendars weren't as they are today, so the Babylonians did it in late March during the first new moon after the Spring Equinox(春分). The festivities were meant for the rebirth of the sun god, but the Babylonians made promises in order to please their gods. They felt this would help them start the new year off well.

    Resolutions continued on with the Romans. When the early Roman calendar no longer synced(同步) up with the sun, Julius Caesar decided to make a change. He consulted with the best astronomers and mathematicians of the time and introduced the Julian calendar, which more closely represents the modern calendar we use today. Caesar declared January 1 the first day of the year to honor the god of new beginnings, Janus. The Romans celebrated the New Year by offering sacrifices to Janus.

To this day, the traditions of the ancient Babylonians and Romans continue around the world. So much that Google launched a Resolution Map in 2013 where people could add resolutions and see others adding theirs in real time. However, no matter how many people participated in Google's project, the numbers are bleak when it comes to the number of people who maintain their resolutions—-only eight percent of people are successful in sticking them out.

    I'd done it before, and so I had no reason to believe that this time would be any different. I was sure that when I returned home from my mission trip. As always, I'd bring back nothing more some mud on my boots. A hole or two in my jeans and, of course, a lot of great memories.

    The summer before my high school graduation, I went to West Virginia with others as volunteers to repair the homes of those in need. Arriving at our destination, my group was assigned the task of rebuilding sections of a home that had been damaged by fire. No sooner had we parked on the home's dirt driveway than we saw an excited little girl, no more than six years old, standing in the doorway of the family's temporary home. Shoeless and wearing dirty clothes and the biggest smile I'd ever seen, she yelled, "Ma, Ma, they really came!" I didn't know it then, but her name was Dakota, and four more days would pass before she'd say another word near me.

    Behind Dakota was a woman in a wheelchair — her grandmother, we'd soon learn. I also discovered that my job that week would be to help change a fire-damaged dining room into a bedroom for this little girl. Grabbing our tools, we went to work. Over the following days, I noticed Dakota peeking at us every now and then as we worked. A few times, I tried talking with her, but she remained shy and distant, always flying around us like a tiny butterfly but keeping to herself.

    By our fifth and final day, however, this was about to change.

    Before I went to work on her home on that last morning, I spoke for a moment or two with the grandmother. I was especially pleased when she told me how much Dakota loved her new room — so much, in fact, that she'd begged to sleep in it the previous night, even though it wasn't quite ready. As we talked, I noticed something I hadn't seen before — Dakota was hiding behind her grandmother.

    Cautiously, she stepped into view, and I could see that just like her clothes, her face was still dirty. But no amount of soil could hide those bright blue eyes and big smile. She was simply adorable. I wanted so much to hug her, but respecting her shyness, I kept my distance.

    Slowly, she began walking toward me. It wasn't until she was just inches away that I noticed the folded piece of paper in her tiny hand. Silently, she reached up and handed it to me. Once unfolded, I looked at the drawing she'd made with her broken crayons on the back of an old coloring book cover. It was of two girls — one much taller than the other — and they were holding hands. She told me it was supposed to be me and her, and on the bottom of the paper were three little words that instantly broke my heart. Now almost in tears, I couldn't control myself anymore — I bent down and hugged her. She hugged me, too. And for the longest time, neither of us could let go.

    By early afternoon, we finished Dakota's bedroom, and so I gladly used the rare free time to get to know my newest friend. Sitting under a tree away from the others, we shared a few apples while she told me about her life. As I listened to her stories about the struggles she and her family went through daily, I began to realize how boring various aspects of my own life were.

    I left for home early the next morning. I was returning with muddy boots and holes in my Jeans. But because of Dakota, I brought back something else, too-a greater appreciation for all or the blessings of my life. I'll never forget that barefoot little butterfly with the big smile and dirty face. I pray that she'll never forget me either.

At the beginning of the century there was a big farm called Hollywood Ranch. It was near Los Angeles in California. A few years later Hollywood was one of the famous places in the world. From the 1910s to the 1950s Hollywood was the film center of the world. Every family knew the names of its film stars — Charlie Chaplin, Grela Garbo, Bergman and hundreds more.

The reason why people went to Hollywood to make films was the sun. At first people made films in New York on the east coast of the United States. But then they heard about Los Angeles where there are 350 days of sun every year. As they made all the films by sunlight, the west coast was a much better place to work. Also near Hollywood you can find mountains and sea and desert. They did not have to travel far to make any kind of film.

When TV became popular, Hollywood started making films for television. Then in the 1970s they discovered people still went to the cinema to see big expensive films. After twenty years they are still making films in Hollywood and people watch them all over the world.

New research from the University of Portsmouth has shown a marked increase in shipping in the North East Atlantic. Scientists now warn that more monitoring is required to help protect sea life. 

Researchers at the University of Ponsmouth have discovered that rates (率)of shipping in the North East Atlantic area rose by 34 per cent in a five-year period. The research is the first detailed survey of shipping activity in the North East Atlantic. Researchers used data from over 530 million vessel(船)positions recorded by Automatic Identification System(AIS). They looked at the change in shipping between 2013 and 2017 across ten different vessel types. In total the study area covered 1.1 million km², including waters off Belgium, Denmark, France, Germany,Iceland, Ireland, The Netherlands, Norway, Portugal. Spain, and the UK. 

Lead author, James Robbins said:"This change is likely to put more pressure on the marine(海 洋的)environment, and may influence the protection of at-risk species. Renewed monitoring effort is needed to make sure that protective measures are enough to save species under threat in a changing environment. "

Some of the greatest shipping increases were found in areas close to the Spanish coast. The Espacio Marino de la Costa da Morte saw a rise of 413 percent in vessel activity. It is an area used to protect seabirds. 

Dr. Sarah Marley, Visiting Researcher at the University of Portsmouth, said:"Shipping is the most widespread human activity in our oceans, carrying a set of threats-from unnoticeable effects like underwater noise pollution to serious results when ships hit whales. "

Professor Alex Ford. from the University's Institute of Marine Sciences, said:"Given the well- documented effects that shipping can have on the marine environment, it is necessary that this situation continues to be monitored-particularly in areas used to protect vulnerable(脆弱的)species which may already be under pressure. "