"Bill, you never miss!" Joe said admiringly. "Unless I'm in a real game," Bill complained. "Then I miss all the time." Joe knew that Bill was right. Bill performed much better when he was having fun with Joe in the school yard than he did when he was playing for the school team in front of a large crowd. "Maybe you just need to practice more," Joe suggested. "But I practice all the time with you!" Bill objected. He shook his head. "I just can't play well when people are watching me." "You play well when I'm watching," Joe pointed out.  "That's because I've known you since we were five years old," Bill said with a smile. "I'm just not comfortable playing when other people are around." Joe nodded and understood, but he also had an idea.

    The next day Joe and Bill met in the school yard again to practice. After a few minutes, Joe excused himself. "Practice without me," Joe said to his friend. "I'll be back in a minute."

    Joe hurried through the school building, gathering together whomever he could find—two students, a math teacher, two secretaries, and a janitor. When Joe explained why he needed them, everyone was happy to help. Joe reminded the group to stay quiet as they all went toward the school's basketball court. As Joe had hoped, Bill was still practicing basketball. He made five baskets in a row without noticing the silent people standing behind him.

    "Hey, Bill!" Joe called out finally. Bill turned. A look of surprise came over his face. "I just wanted to show you that you could play well with people watching you," Joe said. "Now you'll have nothing to worry about for the next game!"

My dad was in the Air Force. When I was a kid, we moved every few years. That meant a lot of good-byes. It also meant getting used to a whole new community and a whole new school each time we moved. I can still feel what it was like to have to walk into the new school—that sinking feeling in my belly, that heaviness in my throat. It would always take time for me to learn how everything worked, what was cool and what not. It was always a struggle to find where I could fit in.

    Already shy, I didn't have much self-confidence in my friend-making abilities. I was the girl walking in the halls with her head down, panicking. When I spoke, you could hardly hear my soft voice. I was nervous and doubted myself a lot.

    It was very hard not having a history with everyone else. I was an outsider. But what I did have was soccer. Wherever I went, I knew that I could fit it with the soccer ball. The soccer team meant a familiar place and immediate friends for me. I could express myself and feel good about myself on the field. Playing hard helped to get rid of all my nervousness.

    Throughout our lives, our self-respect goes down when we feel like a failure, and it goes up when we feel successful. Doing something well, being praised, and feeling loved goes a long way. We all need to explore opportunities where we can be good at something and feel good about ourselves. Physical activity and sport participation is a terrific way to build up our sense of self-confidence and self-worth.

    Teaching idioms (习语) is a lot of fun. Here are some good books that can teach children idioms.

    THE WORLD IS YOUR OYSTER

    It has idioms that are widely used. Each idiom has a picture to go with it. It is for children in the 1st grade & up. It is written by Tamara James.

    THERE'S A FROG IN MY THROAT

    This book has 440 idioms about animals. Each idiom is given a short explanation to tell what it means. It is for children in the 2nd grade—6th grade. It is written by Loreen Leedy.

    BUTTERFLIES IN MY STOMACH

    It shows a boy's first day of school through idioms. It is for students in the 1st grade—4th grade. It is written by Serge Bloch.

    MAD AS A WET HEN

    It is a book for teaching classic idioms. It is for students in the 3rd grade—5th grade. It is written by Marvin Terban.

    MY TEACHER LIKES TO SAY

    It is about idioms used by teachers. It is for students in the 1st grade—4th grade. It is written by Denise Nelson.

    Can exercise during childhood protect you against memory loss many decades later?Exercise early in life seems to have lifelong benefits for the brain,in rats at least.

    "This is an animal study,but it shows that physical activity at a young age is very important一not just for physical development,but for the whole lifelong track of cognitive（认知的）development during ageing,"says Martin Wojtowicz of the University of Toronto,Canada."In humans,it may delay the appearance of Alzheimer's symptoms（阿兹海默氏症）,possibly to the point of preventing them."

    Wojtowicz's team divided 80 young male rats into two equal groups,and placed running wheels in the cages of one group for a period of six weeks.Around four months later—when the rats had reached middle age—the team taught all the rats to connect an electric shock with being in a specific box.When placed in the box,they froze with fear.

    Two weeks later,the team tested the rats in three situations: exactly the same box in the same room,the same box with the room arranged differently,and a completely different box in a different room.

    The rats without access to a running wheel when they were young now froze the same percentage of times in each of these situations,suggesting they couldn't remember which one was dangerous.But those that had been able to run in their youth froze 40 to 50 percent less in both changed box settings.

    “The results suggest the amount of physical activity when we're young,at least for rats,has influence on brain and cognitive health—in the form of better memories—when we're older,"says Arthur Kramer of Northeastern University in Boston,who has found that,in humans,exercise promotes the growth of new brain cells.

    The purpose of a map is to express graphically the relations of points and features on the earth's surface to each other. These are determined by distance and direction. In early times distance was often expressed in units of time, for example “so many hours' march” or “a day's journey by river”, but such measurements gave more information about the relative ease of crossing the local terrain than they did about actual distance. The other element is direction, but for the ordinary traveller, whose main concern was “Where do I go from here?” and “How far away is it?”, the accurate representation of direction was not of primary importance. Partly for this reason, written itineraries (行程) for a long time rivaled maps. Even today, certain types of maps, for example, those showing railway systems, may make little attempt to show true directions. Similarly, obvious landmarks along a route were at first indicated by signs, realistic or conventional (惯常的), and varied in size to indicate their importance. Clearly the conventions employed varied with the purpose of the map, and also from place to place, so that in studying early maps the first essential is to understand the particular convention employed.

    The history of cartography (制图) is largely that of the increase in the accuracy with which these elements of distance and direction are determined and in the comprehensiveness of the map content. In this development, cartography has called in other sciences to its aid. For example, instead of determining direction by observing the position of a shadow at midday, or of a constellation (星座) in the night sky, or even of a steady wind, use was made of terrestrial magnetism (地磁学) through the magnetic compass, and instruments were evolved which enabled horizontal angles to be calculated with great accuracy.

    The application of astronomical concepts, and the extension of the knowledge of the world through exploration, encouraged attempts to map the known world. Then astronomers discovered that the earth is not a perfect sphere, but is flattened slightly at the poles, which introduced further refinements into the mapping of large areas. Meanwhile, the demands being made of the map maker were shifting significantly. The traveller or the merchant ceased to be the sole user of maps. The soldier, especially after the introduction of artillery, and the problems of range, field of fire, and dead ground which it raised, demanded an accurate representation of the surface features, in place of the earlier conventional or pictorial delineation (描绘), and a solution in any degree satisfactory was not reached until the contour (等高线) was invented.

Have you ever felt the need to grab a pen and start writing your thoughts on paper? Words—beautiful and fascinating. But you know what is better than putting your imagination somewhere? In my case, to win the competition for the best novelist.

That was a small tournament organized by my school annually to 1 our creative writing and vivid imagination. Since I had a burning passion for 2 , I decided to show my power. I thought no one could 3 me.

I finished a long story and e-mailed it. As I 4 the email every day, my eyes were wandering to 5 the line "Congratulations! It is a great pleasure to inform you that…". 6 , no such thing came.

I was not accepted. I 7 my abilities. The next day at school, I tried my best to be 8 , avoiding the usual contact. But in the corridor, I 9 Stacy Williams, my school rival. Could she be the 10 ? I started walking sneakily. In class, I was just looking out of the window at the 11 clouds which were a reflection of my soul.

Thankfully, a film that night—Forrest Gump lifted my 12 . I wouldn't let a stupid competition 13 my future. I could win on the next one or even at a better tournament. The important thing was to 14 my head and face my challenges without losing hope when everything seemed 15 .