Many of us still tend to think that emotions can affect reasonable thought，and sometimes land us in trouble. But in recent years psychologists have taken quite a different view. Keith Oatley，Professor of Psychology at Glasgow University，is involved in the research which shows the fundamental importance of emotions.

    He believes we are very ambivalent about them：we think of our emotions as being unreasonable，but we also consider them as essential to being human. For example，Mr. Spock，a character in the television series Star Trek，is super­intelligent and he has no emotions at all. However，he is never made captain of the spaceship. Maybe，this is because Mr Spock is not the kind of person you can share your feelings with—a person who shows his emotions.

    As Professor Oatley points out，our emotions have very important functions，for example，fear. If we cross the road and a car approaches，we usually stop moving or step back. We stop what we are doing，check what we have done and pay very careful attention to the environment. The emotion of fear makes us take this small series of actions which,on average, help protect our safety.

    On the other hand，if things are going well and small problems come up，we find we can solve them with the resources we have to hand. As a consequence, we tend to feel happy and usually continue doing the job.

    Anger is an emotion that tends to occur when someone is preventing us from doing something. Then this small “kit” of reactions enables us to prepare ourselves to be quite aggressive to that person，or to try harder，and so on.

    Professor Oatley believes emotions generally occur at these important moments in actions. With fear and anger our emotions make us decide to start doing something else, while with happiness they “suggest” we continue what we are already doing.

    The O. Henry Museum

    The aim of the O. Henry Museum is to collect, preserve, and interpret artifacts，works and archival (档案的) materials relative to the author, for literary» educational, and historical purposes that are accessible to the public. The museum was set up in 1934, under the authority of the City of Austin, and is both a National Register Property and a National Literary Landmark.

    The O. Henry Museum is open from Wednesday to Sunday, noon to 5:00 pm. Admission is free. Tours are also available for free. Please contact the museum at least one week in advance to schedule a tour for a group of 10 or more. Metered parking is available on the street in front of the museum. The museum's gift shop has for sale T-shirts, coffee mugs, DVDs, and an array of books by and about O. Henry.

    Group tours:

    We ask for one-week advance notice of groups more than 10 people, including schools, church groups, and organizations.

    Donations:

    Donations greatly benefit the museum and its programs. Inquire about contributing.

    Volunteer:

    Contact us about volunteering at the museum. We are currently in need of a gardener and a volunteer docent (讲解员).

    Staff:

    Valerie Bennett, Curator valerie. bennett@ci. austin. tx. us

    Michael Hoinski, Culture & Arts Education Specialist michael. hoinski@ci. austin. tx. us

    Elizabeth Taylor, Docent

    Location: 409 East Fifth Street, Austin, Texas 78701

    I am sorry that I haven't written this letter before now. It has taken me three years to gather the courage. I have started it so many times in my head, but was afraid that you would think it disrespectful of me to write to you. It does seem strange writing to someone I have never met, but part of me feels that I know you very, very well.

    We read your file one morning in September. We knew the contents would be difficult. Later that afternoon, we received the call from our social worker to tell us that you had passed away. Suddenly, we knew what we had to do.

    There was never any doubt. All I remember was a desire to protect this little boy, to give him the love and care he deserved. And really that was that; as far as we were concerned, David was now our son. There were further meetings, questions, paperwork, decisions, arrangements and preparations. Then, two months later, we met him for the first time. I hope the fact that I call him “our son” does not offend you. Sarah, you will always be his birth mother. But I make no apology in referring to him as our son.

    For the past three years, we have loved and cared for David. We have dealt with his anger, his confusion and his anxieties. David was taken away from you soon after his second birthday. I cannot imagine the pain that must have caused you. We know that you really wanted to be a good mother to David, but you could not cope when his father left.

    It is tragic that your life ended so early. I don't know how I will explain all these things to David as he grows up, or how he will explain his story and what happened to him during his early years. I hope that it does not cast a shadow over his life as his understanding deepens. I hope you can find comfort in the fact that, from all this pain, Sarah, you have given us the most wonderful gift – an amazing little boy who is completely fearless.

    It is so unfair that you did not receive the love and the warmth in your childhood that David now takes for granted. And although you never chose to hand your beautiful baby over, I can only feel gratitude towards you for this wonderful little boy who has made our lives complete.

    “Educational researchers, political scientists and economists are increasingly interested in the characteristics and skills that parents, teachers and schools should foster in children to increase chances of success later in life,” said lead author Marion Spengler, PhD of the University of Tubingen.” Our research found that specific behaviors in high school have long-lasting effects for one's later life.”

    Spengler and her co-authors analyzed data collected by the American Institutes for Research from 346, 660 U. S. high school students in 1960, along with follow-up data from 81,912 of those students 11 years later and 1,952 of them 50 years later. The initial high school phase measured a variety of student behaviors and attitudes as well as personality characteristics, cognitive abilities, parental socioeconomic status and demographic(人口统计的)factors. The follow-up surveys measured overall educational attainment, income and occupational prestige(声望).

    Being a responsible student, showing an interest in school and having fewer problems with reading and writing were all significantly associated with greater educational attainment and finding a more prestigious job both 11 years and 50 years after high school. These factors were also all associated with higher income at the 50-year mark. Most effects remained even when researchers controlled parental socioeconomic status, cognitive aibility and other broad personality characteristics such as conscientiousness.

    While the findings weren't necessarily surprising, Spengler noted how reliably specific behaviors people showed in school were able to predict later success.

    Further analysis of the data suggested that much of the effect could be explained by overall educational achievements, according to Spengler.

    “Student characteristics and behaviors were rewarded in high school and led to higher educational attainment, which in turn was related to greater occupational prestige and income later in life,” she said. “This study highlights the possibility that certain behaviors at crucial periods could have long-term consequences for a person's life.”

    Mark felt that it was time for him to take part in his community，so he went to the neighborhood meeting after work. The area city council(委员会)woman was leading a discussion about how the quality of life was on the decline. The neighborhood faced many problems. Mark looked at the charts taped to the walls. There were charts for parking problems, crime, and for problems in vacant buildings. Mark read from the charts, “Police patrols(巡逻)cut back, illegal parking up 20%.” People were supposed to suggest solutions to the council woman. It was too much for Mark. “The problems are too big,” he thought. He turned to the man next to him and said, “I think this is a waste of my time. Nothing I can do would make a difference here.”

    As he neared the bus stop on his way home, Mark saw a woman carrying a grocery bag, and a baby. As Mark got closer, her other child，a little boy, suddenly dashed into the street. The woman tried to reach for him, but as she moved, her bag shifted(滑落), and groceries started to fall out.Mark ran to take the boy's arm and led him back to his mother. “You gotta stay with Mom,” he said. Then he picked up the fallen groceries while the woman smiled in relief. “Thanks,” she said. “You've got great timing.” “Just being neighborly,” Mark said. As he rode home, he glanced at the poster near his seat in the bus. Small acts of kindness add up.Mark smiled and thought, “Maybe that's a good place to start.”

    I think a close friend is someone you get on well with, who helps you when you have problems, who gives you advice, and who always has time for you. I didn't use to have many close friends when I was at school because I was very shy, but now I have several. They are all women. I think it's difficult to have a close friend of the opposite sex（异性）.

—Marie

    I think a close friend is someone who you've known for a long time, and who you still get on with. They have similar hobbies to you so you can do things together. I've got three close friends who I was at middle school with and we often go out together （without our parents of course）. We often go camping, play football, or walk outside in the open air.

—David

    I'm not sure how to answer the question because I don't really have any close friends. I know a lot of people but mainly through work, and the social occasions（场合） when we meet are business dinners, things like that. I think if you come from a really close family, friends are a bit unnecessary. I like spending my free time with my family.

—Richard

    For me close friends are the people you spend your free time with. I go out at weekends with a group of people, and they are all my close friends. They're also people who live near me. I don't think you can have close friends at a distance because you need to be able to see each other often. But I don't think you need to be doing the same things. I mean I'm at school but none of my friends are.

—Anna