B

    Two weeks before my 12th birthday, my teacher asked me to conduct an experiment. When I mixed some powder together, they exploded. Molten liquid hit me in the face, but I felt no pain.

    I vividly remember standing there in a state of calm. I thought I was in a dream, but however hard I struggled to swim to the surface of consciousness, I couldn't wake up. I didn't understand how terrifying it was until I heard people saying, ＂Who's that?＂ That's when I knew I was unrecognizable.

    I was taken to hospital, but the doctors didn't know what to do with me. Later I was flown to Houston for surgery. Between the ages of 13 and 16, I had 40 operations. As each operation came and went, my vision would come back, then fade again. Eventually, it faded completely and I had what was left of my eyes removed for cosmetic reasons.

    Since then, I have lived in total darkness. Most blind people, even if they don't have any sight they're aware of, are still able to sense light. That gives them a sense of day and night. But not me. I absolutely lost that sense of time passing.

    For many years, I felt my sight loss darkening my life like the loss of my parents from which I would never recover. But when I was in my 40s, I realized I had to find a way to live. I trained to become a counselor, and that has helped me see my experiences in a different way. I can't fix people's broken lives — just like I can't fix my sight — but I can help them find a way to manage.

    Sometimes it feels as if all the struggles and negative experiences I've lived through were in fact a kind of preparation for helping others to make their own way towards the light.

    Primary schools could be told to remove some traditional subject-based lessons and replace them with “personal development” classes to encourage children to improve their social and practical skill. Parents, teachers and pupils, who took part in the investigation carried out for the biggest ever official review of the primary curriculum, argued that the number of subjects taught to very young people should be reduced.

    The review, being conducted by the government's school's director Sir Jim Rose, will consider how to redesign the primary school day to handle concerns that too many pupils leave primary school unable to read, write and do maths at the level expected of them. It will also address criticisms that pupils are expected to study so many subjects there is little time for creative learning.

    The 60 focus groups brought together 1,500 parents, pupils and school staff and is expected to heavily influence the thinking of the Rose review, which the government is promising to back. Instead of a broad range of subjects, pupils should study in-depth literacy and maths lessons alongside a more creative curriculum that encourages pupils to develop personal, learning and thinking skills, they say. Such lessons might include “healthy lifestyles, sex and relationships education, drugs and alcohol education”.

    “Child and personal development as priorities have been shamefully neglected in recent years in the rush to hit targets in the basics.” John Bangs, head of education at the National Union of Teachers, said, “The worst thing would be to evaluate child development through the current high stakes testing system. That would weaken the capacity of teachers to meet children's unique needs.”

    However, the shadow schools minister, Nick Gibb, said, “If lessons on lifestyle are given the same status as traditional subjects, it is the most disadvantaged children who will be worst affected.” “Children are not able to personally develop and succeed in the future if they don't have a grasp of basic subjects such as maths and English early on in primary school. Removing high requirement from the primary curriculum would increase the inequality gap between less well-off pupils and the rest.” Nick added. A spokeswoman for the Department for Children, Schools and Families (DCSF) said, “This is a summary of stake holder's view, not the views of the Qualifications and Curriculum Authority or the DCSF, and has been submitted to Sir Jim Rose's review as evidence to consider.”

    I could feel the judging eyes of my family burning a hole into the back of my head as I picked up my phone. All of a sudden, the chattering in the living room died and all I could hear was the sound of the turkey sizzling (发出嘶嘶声) in the oven.

    “Look at her! She's been on her phone all day long! It's all your fault! Children will never respect elders if they are not taught how to behave! ” my grandmother shouted.

    I was very shocked and angry! I opened my mouth to say something, but words failed me and I just sat down quietly on the chair like a mouse in its trap. I thought “Here we go again.” I truly love my family and I would do anything for them. I also know that they would do anything for me as well. However, there are moments that make me feel like they are just stuck with me. They all agree on one thing: technology is wrecking me.

    If I am going to be treated like a child or completely ignored, I will most likely not enjoy your company, and I feel like this applies to (适用于） the majority of the people. So I sometimes simply shut myself in my room and listened to the voices coming from the living room, thinking: They all grew up in a world so different that it amazes me how they have actually gotten this far. They did not have phones or any type of advanced technology, which is both good and bad. Bad because they had almost no type of fast communication, and good because they were forced to interact (互动) with one another, which is something today's society is lacking in. However, maybe if they made an effort to be aware of how things work nowadays, they would not be so against everything.

    Louise Blanchard Bethune showed early promise in math. But Louise did not go to school. Instead, her father taught her at home until she was 11 years old. She also discovered a skill for planning houses. It developed into a lifelong interest in architecture and a place in history as the first professional female architect in the United States.

    After graduating from high school in 1874, Louise traveled and studied. She hoped to prepare herself to attend the new architecture school at Cornell University. But then Buffalo's leading architectural firm of Richard A. Waite and F.W. Caulkins offered her a job. She knew that architects gained their training from practical experience, not from school. She took the job.

Louise worked there as an assistant, 10 hours a day for five years. She learned —-and mastered—-drawing and architectural design. She also met her husband, Robert A. Bethune. Their new firm, R.A. and LBethune, opened in October 1881.

    Bethune appeared to be the strength of the business. At the turn of the 20th century, the city of Buffalo was rapidly expanding to meet the demands of growing industry. The firm received tasks to build hundreds of structures throughout western New York. The firm designed lots of schools, apartment buildings, department stores, churches and factories.

    Bethune believed that being an architect meant being an artist, a scientist and a business person. She made a point of advocating for women in the profession. She became a member of the Western Association of Architects(WAA) in 1885. In 1888, she was the first woman to join the American Institute of Architects(AIA). Besides, Bethune took a firm stand on equal treatment for women architects. She insisted on equal pay for equal work.

    Bethune left almost no papers or letters, and few people recognize her name today. But her legacy remains in the foothold she established for women in the field of architecture. She started her own firm and enjoyed a successful career.

    Coming to the end of my assistantship in Barcelona, I start to think about what the future might hold.

    It's been seven months and a few days since I arrived here and things have changed so much in what some might call a short period of time. When I first arrived in Terrassa I was excited and nervous to start a new adventure in a country I love. The first few days seem so long ago now, trying to find a place to live, organizing my timetable with the schools, meeting new people.

    However, a fortnight later, the excitement started to fade and I began to spend more than a few nights thinking about family and friends back home, wondering if I should be there with them. Everything started to change after meeting some new friends and spending good time with them, eating together and seeing new places as a group. I suppose we should never forget how important it is to have good people in your life, because they can make a difference.

    Coming back to Terrassa after visiting home for Christmas felt like returning to a second home, to a place that was mine with people I cared about. Things got even busier and more people came into my life; new friends, romance and a whole lot of good food flowed by in what seems to have been weeks, not months.

    Now, looking forward, there are some decisions to make. Should I return home to Scotland and move on with life there or try to extend my time here, perhaps make it something permanent? Experiencing other cultures or learning about the world is such an important thing to do if you have the means.

    My advice from my experience so far is to travel and try new things whenever you get the opportunity. You may find somewhere you were always supposed to be.

Economically speaking, are we better off than we were ten years ago? Twenty years ago?

In their thirst for evidence on this issue, commentators seized on the recent report by the Census Bureau, which found that average household income rose by 5.2% in 2015. Unfortunately, that conclusion puts too much weight on a useful, but flawed and incomplete, statistic. Among the more significant problems with the Census's measure are that: 1) it excludes taxes, transfers, and compensation like employer-provided health insurance; and 2) it is based on surveys rather than data. Even if precisely measured, income data exclude important determinants of economic wellbeing, such as the hours of work needed to earn that income.

While thinking about the question, we came across a recently published article by Charles Jones and Peter Klenow, which proposes an interesting new measure of economic welfare. While by no means perfect, it is considerably more comprehensive than average income, taking into account not only growth in consumption per person but also changes in working time, life expectancy, and inequality. Moreover, it can be used to assess economic performance both across countries and over time.

The Jones-Klenow method can be illustrated by a cross-country example. Suppose we want to compare the economic welfare of citizens of the U.S. and France in 2005.

In 2005, as the authors observe: real consumption per person in France was only 60% as high as the U.S., making it appear that Americans were economically much better off than the French on average. However, that comparison omits other relevant factors: leisure time, life expectancy, and economic inequality. The French take longer vacations and retire earlier, so typically work fewer hours; they enjoy a higher life expectancy, presumably reflecting advantages with respect to health care, diet, lifestyle, and the like; and income and consumption are somewhat more equally distributed there than in the U.S. Because of these differences, comparing France's consumption with the U.S.'s overstates the gap in economic welfare.

Similar calculations can be used to compare the U.S. and other countries. For example, this calculation puts economic welfare in the United Kingdom at 97 % of U.S. levels, but estimates Mexican well-being at 22%. The Jones-Klenow measure can also assess an economy's performance over time. According to this measure, as of the early-to-mid-2000s, the U.S. had the highest economic welfare of any large country. Since 2007, economic welfare in the U.S. has continued to improve. However, the pace of improvement has slowed markedly.

Methodologically, the lesson from the Jones-Klenow research is that economic welfare is multi-dimensional. Their approach is flexible enough that in principle other important quality-of-life changes could be incorporated—for example, decreases in total emissions of pollutants and declines in crime rates.