Such chronic (慢性的) diseases as heart disease, stroke, cancer and lung disorders are the most leading causes of death in the world. Yet health experts say these conditions are often the most preventable.

    The World Health Organization (WHO) points out chronic diseases lead to about 17 million early deaths each year. The United Nations (UN) agency expects more than 380 million people to die of chronic diseases by 2015. About 80% of the deaths will happen in developing nations.

    Chronic diseases now cause two-thirds of all deaths in the Asia-Pacific area. In ten years it could be almost three-fourths. People are getting sick in their most economically productive years. In fact, chronic diseases are killing more middle-aged people in poorer countries than in richer ones. The WHO estimates (估计) that chronic diseases will cost China alone more than 500,000 million dollars in the next ten years. That estimate represents the costs of medical treatment and lost productivity. Russia and India are also expected to face huge economic losses.

    According to a WHO report, deaths from chronic diseases have increased largely as the result of economic gains in many countries. Until recently infectious and parasitic (寄生的) diseases have been the main killers in Asia and the Pacific but they are no longer the major cause of death in most countries.

As many as 80% of the deaths from chronic diseases could be prevented, health officials say. An important tool for governments is to limit the marketing of alcohol and tobacco to young people. Also, more programs are needed to urge healthy eating and more physical activity.

    The UN aims to reduce chronic-disease deaths by 2% each year by international action through 2015, that's to say, 36 million lives could be saved, including 25 million in Asia and the Pacific.

    During my elementary school years, I used to compare my mom with my best friend Tiffany's mom.

    Tiffany's mom always gave her lots of money to buy the most fashionable clothes and favorite food. Her mom allowed her to do anything she liked. I really admired Tiffany. My mom didn't give me much pocket money and she always told me that I should behave myself. I was annoyed with her.

Whenever I didn't get what I wanted, I would complain to my mom, Tiffany's mom would give her that! I wish she were my mom. Every time, my mom would calmly say "Poor Tiffany". I couldn't understand her. "She shouldn't be feeling sorry for Tiffany!" I thought. "She should be feeling sorry for me."

One day, I couldn't help saying to Mom, "Poor Tiffany? Lucky Tiffany! She gets everything she wants! Why do you feel sorry for her?" I burst into tears.

My mom sat down next to me and said softly. "Yes, I do feel sorry for her. I have been teaching you a lesson that she will never be taught."

I looked up at her. "What are you talking about?"

Mom said with care, "One day she will really want something. Maybe she'll find out that she can't have it. Her mother won't always be around to give her money, and what's more, money can't buy everything."

She continued, "I have taught you valuable lessons by not giving you everything you want. You'll know how to look for bargains and save money, but she won't. You'll understand that you need to work hard to get the things that you want but she won't. When Tiffany is a grown woman, she'll wake up one day and she will be wishing that she had a mom like the one you've got. Life lessons are more important than modern clothes and delicious food."

    It took some time, but I eventually understood my mom's words. Now I am a happy and successful woman.

How Room Designs Affect Our Work and Feelings

    Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors. But now scientists are giving this feeling an empirical（经验的，实证的） basis. They are discovering how to design spaces that promote creativity, keep people focused and lead to relaxation.

    Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room's ceiling affects how people think. Her research indicates that higher ceilings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook.

    In additions to ceiling height, the view afforded by a building may influence an occupant's ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention.

    Using nature to improve focus of attention ought to pay off  academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design & Planning Laboratory at the University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots.

    Recent study on room lighting design suggests than dim（暗淡的） light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax.

    So far scientists have focused mainly on public buildings. "We have a very limited number of studies, so we're almost looking at the problem through a straw（吸管）," architect David Allison says. "How do you take answers to very specific questions and make broad, generalized use of them? That's what we're all struggling with."

    Like any new ninth­grader on the first day of school, Joemar Class had ninth­grader emotion (情绪). He's not used to school in Hartford. He's used to going to school in his hometown of Florida, used to seeing his friends, used to having class in Spanish.

    "Nervioso，"he said in Spanish.

    We first met Joemar in mid­October in the San Juan Airport. His father, Guillermo Class, had sold his car to buy plane tickets to get his kids and fly them up from Puerto Rico. The island was almost destroyed (毁坏) by the deadly storm — Hurricane Maria.

    Now, they are settling into their new home in Hartford's South End. A week later, and, using his wife's car, Class drove 16­year­old Joemar to his first day at Bulkeley High School. After a short ride, he got out in front of his new school. Inside, he met Gretchen Levitz — the school's program director.

    "I see you have a new uniform (校服)," Levitz said. "You look great. Are you ready for a good first day？"

    Then he met a couple of teachers.

    "Hello," they each said in Spanish. They asked where he's from, and told him they were happy to see him. Then, Levitz took him on a quick tour of the school before classes began — to her office, the school store, the library, and the dining hall.

    A total of 19 languages are spoken in Bulkeley High School. "We have so many new students coming here from other countries every single day," Levitz said. "So it's not like he's the only one who has that feeling."

    "You could tell he's a little worried," Guillermo said as we left. "But, at the same time, he's looking forward to it."

    Note taking

    Note taking as an accommodation is available only to students who have documented disabilities and are registered with Queen's University Accessibility Service(QSAS). Note taking is approved for students with disability-related functional limitations that makes it difficult for them to access academic information presented in class.

    There is a wide range of reasons why students may require note taking as an accommodation, including students with:

    •hearing loss, who may have difficulties hearing the instructor while writing notes at the same time

    •vision loss, who may have difficulties seeing information presented on overhead screens

    •mental health conditions or attention-related disabilities, who may have difficulties attending to orally-presented information while taking notes

    •learning disabilities, who may have difficulties recording notes when information is presented orally

    •physical disabilities, who may have motor or pain related difficulties

    Accessibility advisers consider a student's description of their need for note taking along with information contained in their disability documentation and the type of course in approving note taking as a formal accommodation.

    Online Note Taking Portal(门户网站)

    QSAS is in charge of the exchange of notes taken by student volunteer note takers and students registered with QSAS via our secure online note taking portal.

    The pages in this section provide information for students with disabilities, volunteer note takers and instructors on requesting note takers, signing up to be a volunteer note taker and assisting QSAS with recruiting volunteer note takers.

    If you are a student seeking note taking accommodation please click here to read the Starting Your Accommodation information.