An organization, Eye Care 4 Kids, is bringing much-needed eye care to poor kids. It provides free eye examinations for kids from poor families. Founded by Joseph Carbone in 2001, the organization has helped around 100,000 children in Utah and Nevada.

    Now, Cecil Swyers, a biomedical(生物医学的) engineer who was once a poor child himself, is bringing the charity's(慈善) services to poor students in Arizona, so that vision impairment(视力受损) doesn't stand in the way of their education.

    “Eye Care 4 Kids is bringing eye care and glasses to families that wouldn't have the means to pay for them,” said Mario Ventura from Isaac Elementary School District, the first school district in Arizona to receive its services.

    Good vision is important to a child's learning experience. According to a study, up to 80 percent of learning happens through sight for children between 6 and 18 years old. Without proper eye care, it's difficult for students to learn better and succeed.

    Swyers is hoping that by bringing the organization to Arizona he'll help a lot more students. He teamed up with two other organizations to get doctors to volunteer their time with the group. Using an Eye Care 4 Kids mobile clinic, Swyers visited Alta E. Butler Elementary School and has already helped 40 students.

    The school was grateful to receive the eye care, especially since the services came to them. “It's great for us,” said Assistant Principal Cindy Alonso.

    Swyers is hoping to bring Eye Care 4 Kids' services to other schools in the state. He said that hopefully his work will have a positive effect on students' futures. “If we can help students while they're young, we can make a difference in their futures,” he said.

Bayfield Shopping Coupons (赠券)

    There's a man in the habit of hitting me on the head with an umbrella. At first I couldn't stand it, now I'm used to it.

    I don't know his name. I know he's average in appearance, wears a gray suit, and has a common face. I met him five years ago one hot morning when I was sitting on a tree­shaded bench in Palermo Park, reading the paper. Suddenly I felt something touch my head. It was the very same man who now, as I'm writing, keeps hitting me, mechanically (机械地) and impassively, with an umbrella.

    On that occasion I turned around filled with anger. He just kept on hitting me. I asked him if he was crazy, he didn't even seem to hear me. Then I threatened to call a policeman. Calmly, cool as a cucumber, he stuck with his task. After a few moments of hesitation, and seeing that he was not about to change his attitude, I stood up and hit him on the nose. The man fell down, but he immediately got back on his feet, obviously with great effort, and without a word again began hitting me on the head with the umbrella. His nose was bleeding and, at that moment, I felt sorry for him. I felt regret for having hit him so hard. After all, the man wasn't exactly hitting me; he was merely tapping me lightly with his umbrella, not causing any pain at all. Of course, those taps were extremely bothersome. As we all know, when a fly lands on your forehead, you don't feel any pain; what you feel is annoyance. Well then, that umbrella was one huge fly that kept landing on my head time after time.

    Convinced that I was dealing with a madman, I tried to escape. But the man followed me, wordlessly continuing to hit me. So I began to run (I should point out that not many people run as fast as I do). He took off after me, trying to land a blow. The man was out of breath so that I thought, if I continued to force him to run at that speed, he would drop dead right then and there.

Lizzie's diary from Antarctica (南极洲)

Day 3: Tuesday   December 2

    We planned to go to Rothera that morning. We'd be staying there for the next two weeks. Because Antarctica is the windiest place on earth, sometimes you can't fly at all.

    We had a nervous wait over breakfast to find out if we'd be leaving that day. People have to stay in Stanley for weeks while the pilots wait for good weather.

    It turned clear at 9:30 and we took off at 10:30 on a little red plane called a Dash-7. But even when we were in the air, there was still a chance we wouldn't be able to fly the whole day.

Day 4: Wednesday   December 3

    After waking up in the Antarctic for the first time today I can understand why everybody who comes here falls in love with the place. It is really beautiful.

    We're staying at Rothera Survey base with mountains of ice all around. It is about minus 2⁰C today, which for me is very cold, but the regulars(常客) here are often seen walking around in T-shirts !

Day 5: Thursday   December 4

    I woke up to another beautiful sunny day here in the Antarctic. I'm told it's a bit colder today, about minus 5⁰C, but it's not very windy so it feels warmer. Those of us who are new to the base have to do a special training course before we're allowed to go off base to other stations or to go snowboarding over the nearby hill.

Day 7:  Saturday   December 6

    Not a cloud in the sky and it's warm enough to sit outside (in a jacket).

    The most amazing thing about this place is how the scenery (风景) changes every day.

    At first I thought I was going mad. I'd step outside in the morning and think, "I'm sure that big mountain of ice wasn't there yesterday." It's because the sea ice is always moving—slowly thankfully !

    If you walk through the doors of one of the Smithsonian Institution's museums in Washington, D.C., you may be greeted by an unusual guide. A Japanese tech company recently sent 25 humanoid robots to the Smithsonian. All of them are named Pepper.

    Each Pepper stands 4 feet tall and has a computer screen attached to its body. Built by SoftBank Robotics, the robots are programmed to share information about the museum in which they are based.

    "Pepper is basically an experiment," Goslins, director of the Smithsonian's Arts and Industries Museum, said. "The idea is to explore and see how a robot performs in this kind of environment."

    Museum visitors communicating with Pepper. The robot can tell stories and answer basic questions. People even take pictures and dance with it.

    "The robot draws big crowds," said Allison Peck, director of marketing at the Hirshhorn. "People just love Pepper."

    According to the Smithsonian Institution's website: "Pepper gives our museum workers a new way to reach and serve visitors." For example, Pepper teaches Swahili words to visitors of the "World on the Horizon" exhibit at the Smithsonian's National Museum of African Art.

    Pepper also has the special ability to draw guests to less-visited areas of the Smithsonian's museum. When Pepper is placed in a spot, crowds are attracted to that place.

    When not educating museum visitors, Pepper stays in the Smithsonian offices, getting charged and programmed. After being charged, Pepper can run for about 8 hours at a time.

    Pepper plays an important role, but the robot "is not meant to take away human jobs at the museum," Goslins explained. "It is meant to give our visitors a more enjoyable experience while they are here with us."

When learning a new language, speakers often have non-native accents. Linguistic research suggests such accent is shaped by the speaker's first language that they learned when growing up. Schepens' team's research puts new light on just how strong these effects can be.

There're similar researches from other scientists, but Schepens' team analyzed a data set of more than 50,000 adults, who learned Dutch as their second or third languages. Besides, these adults came from more than 60 different first language backgrounds. These data were collected through a state exam administered by the Dutch government for foreigners that enter Holland. The exam rated each test taker's Dutch speaking proficiency(熟练，水平)

The team found that about half of the individual difference in the proficiency of learners could be accounted for by a handful of reasons: the learner's education and sex (women had higher scores than men), the learner's age when they arrived in Holland, the time they spent in Holland, and the learner's first language. This last reason was the most prominent one since it accounts for 50 percent of the explained difference in learners' proficiency.

What leads to this? Working with professor Hout, Schepens's team studied the linguistic similarity between Dutch and the 62 first languages spoken by different learners in the database. The huge majority—about 80 percent—of the effect of the language background was explained by linguistic similarity. Of the test takers who grew up speaking Arabic, only about 5 percent scored higher in Dutch speaking proficiency than the worst 50 percent of the test takers that grew up speaking German.

"Our results suggest this is largely due to the fact that German shares many linguistic characteristics with Dutch, but Arabic does not," says Schepens.

"This suggests a large part of the non-nativeness of a learner is simply due to the language they grew up with, and this reason is entirely out of their control," says Florian Jaeger." The result can play a part in language teaching."