I am a good mother to three children. I have tried never to let my profession stand in the way of being a good parent. I no longer consider myself the center of the universe. I show up. I listen. I try to laugh. I am a good friend to my husband. I have tried to make marriage vows(誓约) mean what they say. I am a good friend to my friends, and they to me. Without them, there would be nothing to say to you today.

    So here's what I wanted to tell you today: Get a life. A real life, not a desire of the next promotion(提升), the bigger paycheck, the larger house.

    Get a life in which you are not alone. Find people you love, and who love you. And remember that love is not leisure(空闲); it is work. Pick up the phone. Send an email. Write a letter. And realize that life is the best thing and that you have no business taking it for granted.

    It is so easy to waste our lives, our days, our hours, and our minutes. It_is_so_easy_to_exist_instead_of_to_live. I learned to live many years ago. Something really bad happened to me, something that changed my life in ways that, if I had my choice, it would never have been changed at all. And what I learned from it is what, today, seems to be the hardest lesson of all I learned to love the journey, not the destination. I learned to look at all the good in the world and try to give some of it back because I believed in it, completely and totally. And I tried to do that, in part, by telling others what I had learned.

    By telling them this: Read in the backyard with the sun on your face. Learn to be happy. And think of life as a deadly illness, because if you do, you will live it with joy and passion(激情) as it ought to be lived.

    “I never wanted to come on this stupid hiking trip!” Jeff's voice was panicked. His father stopped and turned to look at the boy.

    “This is hard on you, son. But you've got to come through with your courage.”

    “But I am scared!” Jeff shouted.

    “Please have enough love for your brother to think this through!” His father replied, “We just don't have the time to stop. And I don't know if I can make it without stopping every so often. While you're only ten, you're strong and fast. Do you remember the way back from here to the road, if you had to go alone?”

    Jeff flashed back to the painful scene of his seventeen-year-old brother Mark at their campsite. He'd been bitten by a snake during a rough hike. He needed medical attention right away. Worse still, their cell phone was dead.

    “Jeff? Could you make it to Flint without me? You can get help there.”

    Jeff nodded, said goodbye to his father and continued climbing over the rocks. The rocks and branches threatened his footing and speed, but stone by stone, he made his way up the valley.

    Jeff turned and made the final climbing-up toward the road. When he reached it, he rested himself, breathless. “Can't stop,” he thought. “Mark's in big trouble Keep going.” Just as he pulled himself upright, a truck sped by, heading for Flint " Hey!” he shouted excitedly, waving both arms. The truck stopped, "Jump in, boy! What's up? "The driver asked, Jeff got in and explained. Immediately the driver reached for his cell phone. “Help! Help! Better get the helicopter in there,” he seemed to be shouting into his hand. But Jeff wasn't sure about that because everything got unclear and then went black and quiet.

    Hours later, Jeff opened his eyes to find himself in a hospital, with his father nearby. His father told him that the helicopter airlifted Mark to the hospital and he would be fine in a few days. His father hiked himself out of that valley and took a ride from someone to the town. “You're a hero, son,” his father finally said with a smile.“ You saved Mark.”

    Norman Borlaug, who is making a difference, is known around the world. He is often described as the man who has saved more lives than any other person in history. Norman Borlaug is considered the father of what has been called the Green Revolution. His ideas about agriculture increased crop production and ended hunger in many nations. Mr. Borlaug continues to be a leader among agricultural researchers.

    Norman Borlaug was born in 1914 on a farm in the American state of Iowa. In the middle of the 20th century, world population was expanding faster than food production. Experts said many people in developing countries would face starvation.

    Norman Borlaug was an agricultural researcher at the International Maize and Wheat Improvement Center in Mexico. He developed methods of growing wheat that increased the amount harvested by three times. He later repeated this success in India, Pakistan and Africa.

    His methods of farming saved millions of people who would have starved to death. Norman Borlaug was given the Nobel Peace Prize for his efforts in 1970.

    Norman Borlaug is still urging experts to think about the needs of people around the world. His latest concern is a disease in wheat called UG99. He says it has the power to destroy most of the wheat being grown around the world. He says reductions in agricultural programs have made it harder to take action against such threats.

    Mr. Borlaug's granddaughter Julie works at the center named after him at Texas A&M University in Dallas. She says his worry about food problems rises from the belief that hunger is unacceptable. She says Norman Borlaug still believes it is our responsibility as human beings to feed one another.

    The United States is full of cars. There are still many families without cars, but some families have two or more. However, cars are used for more than pleasure. They are a necessary part of life.

    Cars are used for business. They are driven to offices and factories by workers who have no other way to get to their jobs. When salesmen are sent to different parts of the city, they have to drive in order to carry their products. Farmers have to drive into the city in order to get supplies.

    Sometimes small children must be driven to school. In some cities school buses are used only when children live more than a mile away from the school. When the children are too young to walk too far, their mothers take turns driving them to school. One mother drives on Mondays taking her own children and the neighbors' as well. Another mother drives on Tuesdays, another on Wednesday, and so on. This is called forming a car pool. Men also form car pools, with three or four men taking turns driving to the place where they all work.

    More car pools should be formed in order to put fewer cars on the road and use less gas. Too many cars are being driven. Something will have to be done about the use of cars.

    For all the pressures and rewards of regionalization and globalization, local identities remain the most deeply impressed. Even if the end result of globalization is to make the world smaller, its scope seems to foster the need for more intimate local connections among many individuals. As Bernard Poignant, mayor of the town of Quimper in Brittany, told the Washington Post, “Man is a fragile animal and he needs his close attachments. The more open the world becomes, the more ties there will be to one's roots and one's land.”

    In most communities, local languages such as Poignant's Breton serve a strong symbolic function as a clear mark of “suthenticity（原真性）”. The sum total of a community's shared historical experience, authenticity reflects a perceived（感知到的）line from a culturally idealized past to the present, carried by the language and traditions associated with the community's origins. A concern for authenticity leads most secular（世俗的）Israelis to champion（捍卫，维护）Hebrew among themselves while also acquiring English and even Arabic. The same obsession with authenticity drives Hasidic Jews in Israel or the Diaspora to champion Yiddish while also learning Hebrew and English. In each case, authenticity amounts to a central core of cultural beliefs and interpretations that are not only resistant to globalization but also are actually reinforced by the “threat” that globalization seems to present to these historical values. Scholars may argue that cultural identities change over time in response to specific reward systems. But locals often resist such explanation and defend authenticity and local mother tongues against the perceived threat of globalization with near religious eagerness.

    As a result, never before in history have there been as many standardized languages as there are today: roughly 1,200. Many smaller languages, even those with far fewer than one million speakers, have benefited from state-sponsored or voluntary preservation movements. On the most informal level, communities in Alaska and the American northwest have formed Internet discussion groups in an attempt to pass on Native American languages to younger generations. In the Basque, Catalan, and Galician regions of Spain, such movements are fiercely political and frequently involved loyal resistance to the Spanish government over political and linguistic rights. Projects have ranged from a campaign to print Spanish money in the four official languages of the state to the creation of language immersion nursery and primary schools. Zapatistas in Mexico are championing the revival of Mayan languages in an equally political campaign for local autonomy（自治权）.

    In addition to causing the feeling of the subjective importance of local roots, supporters of local languages defend their continued use on practical grounds. Local tongues foster higher levels of school success, higher degrees of participation in local government, more informed citizenship, and better knowledge of one's own culture, history, and faith. Government and relief agencies can also use local languages to spread information about industrial and agricultural techniques as well as modern health care to diverse audiences. Development workers in West Africa, for example, have found that the best way to teach the vast number of farmers with little or no formal education how to sow and rotate crops for higher yields is in these local tongues. Nevertheless, both regionalization and globalization require that more and more speakers of local languages be multi-literate.

    Welcome to iusEnglish, a wonderful online school that specializes in teaching English to school, aged Chinese children from seven to fifteen. We offer lessons focusing on English reading and writing. Because of the rapid growth of our school, we are now looking for more qualified（合格的）teachers to join us to teach 3rd & 4th grade.

    Online Teachers for 3rd & 4th Grade Reading and Writing Classes

    •Teach 3rd & 4th grade reading classes in an online environment ;

    •The students are Chinese children who are able to communicate in English ;

    •Class schedule will be set up according to teachers' time frame ;

    •Teachers are expected to create lessons and grade students' homework ;

    •40 minutes for a class and one class meeting once a week.

    Desired Skills & Experience

    •A recognized degree and a teaching qualification at the graduate level ;

    •Those with the teaching background in elementary school are highly preferred ;

    •Ability to plan, deliver and motivate students to learn;

    •Strong communication skills to work with cooperation ;

    •Native American English speakers ;

    •Be able to create lessons and prepare lesson plans ;

    •Love teaching! Patience, self­management, positive attitude, and most of all, be devoted ;

    • Two ­year experience in teaching online or in classroom circumstances for programming teachers.

    Teachers are able to work from the comfort of their own homes in the hours and days of their choosing. The benefits of joining iusEnglish are great. Besides earning extra income, teachers are rewarded by watching the continual progress of their students week by week. It' s a win­win situation, and we hope you will consider joining our team.

    Don't hesitate. Please contact us: ius@iusEnglish.com.