Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”

    Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.

    Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk,burningto find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?

    Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster's office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!

    Recently some articles claim the word “selfie” as one of the most annoying words. But I'd like to offer that maybe it isn't not so bad.

    The “selfie” is used to describe the self taken photo, often from a smart phone. Women and men alike adorn their Instagram, Facebook and Twitter accounts with these pictures, sometimes with puckered lips or large smiles. In fact, the selfie has become so widely known that over 31 million photos on Instagram are captioned with the selfie.

    Let's think about it. Someone takes about 10 seizes each time they do, and they only end up posting one or two of those. They pick the one that they feel makes them look the best. Isn't that beautiful? In that one picture, someone has even him or herself confidence.

    Self-image is important. In society today, we are so often consumed with what society tells us is perfect. But maybe, with that one selfie, we feel like we fit that bill. We feel handsome, beautiful, confident, smart, happy and content. For that moment, everything bad or terrible that has ever happened to us is erased, because that smile or that pucker is what gives us the determination to love ourselves.

    I saw a spoken word poem recently and the young man said: If I ask you what you love the answers will most likely roll off your tongue. You love to read. You love to write. You love birds, music, tattoos… Your mom, your brother, your sister, your daughter, your best friend, your dog. How long do you think you could go on and on before you said “I love myself”？

    That statement hit me like a ton of bricks. I've struggled with confidence all of my life. I still do. And in no way am I saying that taking a selfie is a gateway to that confidence. However, the selfie does deserve some credit for allowing individuals to express themselves. Pamela Rutledge agrees, stating, “There are many more photographs available now of real people than models.”

    Helen Thayer, one of the greatest explorers of the 20th century, loves challenges. She says, “I like to see what's on the other side of the hill.” She has gone almost everywhere to do that.

    In 1988, at the age of 50, she became the first woman to travel alone to the North Pole. She pulled her own sled (雪橇) piled with 160 pounds of supplies, and during her trip no one brought her fresh supplies. Accompanied (陪伴) only by her dog Charlie, she survived cold weather and meetings with polar bears. In fact, Charlie saved her life when one of them attacked her. Near the end of her trip, a forceful wind blew away the majority of her supplies. The last week of the trip, she survived on a handful of nuts and a little water each day.

    Helen goes to challenging places not only for adventure, but also for education. Before her Arctic journey, she started a website called Adventure Classroom. On the site, she shares her adventures in order to motivate (激发) students. She explains, “Although kids often see the world in a negative way, without hope for their future, we work to inspire them to set goals, plan for success and never give up…” Helen grew up in New Zealand. Her parents were athletes and mountain climbers. Following how parents' example, she climbed her first mountain at 9. Later, she climbed the highest mountains in North and South America, the former USSR and New Zealand.

    In 1996, she took on another challenge-the Sahara Desert. She and her husband, Bill, walked 2,400 miles across it! In 2001, she and Bill traveled on foot from west to east through the Gobi Desert in Mongolia. They hope to travel in mainland China into Sichuan and Tibet to study pandas this year.

    Helen plans to continue taking trips. She'll use her colorations, writing, photography and environmental work to create programs for her Adventure Classroom website. She wants to inspire her students never to stop facing challenges!

    When I was only 3 years old, my mother taught me to memorize and recite poems. She was my first teacher of the arts, and my father was the first to appreciate my performance. Even at that young age, I had a simple understanding of how art and culture affect us as human beings and how we can connect to each other through the arts, which shapes my life to this day.

    When I was growing up, my parents supported my interest in taking acting classes and doing community theater. Their faith in me and the professional（专业的）training I was getting from my theater teachers gave me a sense of purpose and a sense of self-confidence. I learned what artistic achievement actually was and what hard work the business was. While many people see the rosy picture to our business, I was really learning what it would require for me to become a professional.

    I became an actress, but arts education isn't just about preparing our young people for a job in the arts. I recently talked to some of the kids attending theater education. Some of them want to work in theater, and some don't. They are learning not only theater skills, but also about the world around them. They learn about discipline（纪律）and hard work and what's required and what they have to do to bring themselves to the work. They learn how they can be of service in the world through the arts. They learn how to work with a team. By studying the arts, these students are open to worlds and lives that they might not have any other way of knowing about or any other way to connect with in their lives the way they are right now.

    These young people are our future. We are passing the torch to them. And I think that's one of the most important reasons why we need to foster（培养）the arts.

    It's been a hard time for rhinos (犀牛) lately. Recently the International Union for Conservation announced the western black rhinos had died out in the wild. It was last seen in western Africa in 2006. Now, those who work to protect the animals are trying to make sure that won't happen to other rhinos.

    19 south-central black rhinos in South Africa were driven to an area nearly 1,000 miles away, which was said to be the gentlest and quickest way to transport the animals. They were taken to a new home that would keep them safe from hunters.

    Though it is not allowed to hunt rhinos, many are still killed for their horns, which can sell for as much as $ 30,000 each. Most of them are used to make drugs as traditional medicines in Asian countries. Some people believe that the horns work well in treating pain, fever and even cancer. However, there is no medical evidence yet.

    Black rhino population began falling rapidly in the second half of the 1900s because of poaching. In fact, some people still hunt the animals at the risk of being put into prison. And many of the places where the animals used to live in were destroyed when people started building farms on the grasslands. Until the 1960s, about 65,000 black rhinos lived throughout most of Africa. Today, fewer than 5,000 are left—most of them in zoos and wildlife reserves.

    South Africa has the largest population of rhinos in the world. Poaching is an especially big problem in that country. So far, more than 340 rhinos have been killed there. Since 2003, the Black Rhino Expansion Project has been helping the south-central black rhinos in South Africa. The group works with landowners to find areas where rhinos can live safely away from hunters.

    So far, the group has successfully saved about 120 rhinos. Leaders of the project say the south-central black rhinos have seen a rise in numbers. It is hoped that, with continued support, these rhinos can escape the unfortunate result of the western black rhinos.

    Go to NYU Precollege Summer Program

    Make the most of your summer vacation with this six-week academic summer camp for high school juniors and seniors. Earn college credits, explore New York City(NYC), and experience academic and student life at New York University(NYU), Scholarships are available.

    Participants

    NYU Precollege summer camp offers rising high school juniors and seniors the opportunity to experience academic and student life at New York University. Teens take college-level courses for academic credits which may be applied to a future degree. Residential（住校的）and non-residential choices are available.

    What to do

    Participants take credit-bearing（学分计的）courses with current college students. Courses are available in over 36 subjects. Students can explore the archeological（考古学的）history of New York City, visit major New York sports equipment, learn the business of sports management, begin to master the Chinese language, practice the art of news reporting, or dig into the service industry while going behind the scenes at Manhattan hotels and restaurants.

    Additionally, students have the opportunity to participate in free noncredit seminars taught by NYU's distinguished writing experts. The seminars offer students an opportunity to improve writing skills and focus on college-level writing.

    Harvest Outside the classroom, NYU Precollege offers seminars regarding the college admissions and application process, as well as a variety of on-and-off-campus social event and activities. NYU Precollege summer camp allows outstanding teens to get a taste of college while still having time to work or volunteer outside of school, and enjoy the summer vacation.