Coca-Cola has created a publicity stunt (作秀) in Singapore — a vending machine (自动售货机) which gives out free cans of Coke in return for (作为对…回报) hugs. The whacky idea is part of the company's Open Haziness campaign (运动) designed to attract young people in Singapore.

    Students at the National University of Singapore were surprised to find that the soft drinks company had placed the machine in the schoolyard. But instead of the drinks brand's logo (标志), the words “Hug Me” are written across its red-and-white logo. Instead of paying money, customers have to hug the drinks machine to receive a free can of Coke.

    Public displays of affection are uncommon and have long been discouraged in Singapore, but are on the rise among young people. The move is part of a campaign created by advertising firm Ogilvy & Mather, intended to let the youth to see the brand as a non-threatening (无威胁的) friend.

    Leonardo O'Grady, leader of the campaign, said, “Happiness is contagious (传染的). The Coca-Cola Hug Machine is a single idea to spread some happiness. We want to spread happiness in an unexpected, creative way to attract not only the people present, but the audience at large.”

    He hopes that it will encourage consumers to bring positivity, optimism (乐观) and fun into their lives and to open a Coke, sharing a little happiness.

    The machines haw been such a success that there are plans to roll them out across Asia. Mr. O'Grady added, “The reaction was amazing — at one point we had four to five people hugging the machine at the same time as well as each other! In fact, there was a long line of people looking to give hugs.”

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get —- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen —— teaching English.

    School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class — seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

    In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

    My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn't happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

    I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

    When he spoke, he said simply, without accusation, “You had nothing to say to them.”

     “You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher. 
       As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

    Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

    My 10-year-old Donna said, “Mom, I made a new friend at school today. Can she come over tomorrow?” Donna was a shy girl and I wanted her to make some friends to bring her out of her shell.

    “Sure, honey, that sounds great.” I said, thinking back to my own best friend, Lillian. We lived across the street from each other in Washington Heights, New York. We met at the age of 10, too. Like my daughter, I was shy, but Lillian drew me out. She was one of the friendliest people in school, with shiny black hair and a mile-wide smile.

    In senior high school, Lillian went on a trip to Florida. This was the first time we had to be away from each other for a few days. “I'll be back soon.” she told me. But three days later, Lillian's sister told me that she had fallen into a river and hadn't come out any more. Soon, my family moved to New Jersey. Whenever I thought of her, tears came into my eyes.

    The next day Donna brought her new friend home. “Hi, Mrs. Loggia.” the little girl said. Her hair was so shiny and black and she shot me a big smile. “My name is Laura.”

    My daughter's new friend was so much like Lillian. I was still puzzled (迷惑) when Laura's mom came to pick her up later that afternoon. I opened the door to let her in. “Judy!” she cried. “It's me, Lillian's sister, from Washington Heights.” Yes, my daughter's friend looked familiar. She was Lillian's niece.

    Teenagers in America know that they'll possibly need technical skills to find good jobs, but a new survey reveals that interest in technology-related careers may be decreasing.

The percentage of boys aged 13 to 17 who are interested in science, technology, engineering and math —or STEM —careers dropped from 36 percent in 2017 to 24 percent this year, according to a survey by Junior Achievement USA. The amount of girls interested in STEM careers stayed unchanged at II percent.

    But the 1, 000 survey participants still named technology as one of two key skills that will be necessary to prepare them for their future careers.

    "Kids don' t understand how technology can be applied to careers in addition to computers, and maybe robotics, "said Tammera L. Holmes, president of aviation consulting firm AeroStar Consulting （航空资询公司）.“That's all they know, so they can't really translate that interest to career pathways."

    When Holmes was in high school, her mom sent her to an event that featured (以......为专题)the pilots from World War II. One of the pilots took her for a ride and let her take the wheel immediately that was the career for me." she said.

    Women remain outnumbered(超过) by men in fields like technology. For people working to increase the number of women in these areas, the lack of growth in girls interest in STEM careers is concerning.

    Teenage girls are more interested than their male classmates in running after careers in which they can help others, said Ed Grocholski from Junior Achievement. Even with all the programs aimed at increasing girls' interest in STEM, "I don't think we really talk that much about how we improve people's lives through STEM," Grocholski said.

    Society needs to do better at making those connections for kids, said Katherine Latham, founder of an engineering firm. She used civil engineering as an example of a career that will continue to be important.

    However, the fact that students know they will need tech skills in their future careers is encouraging.

    The second skill they said they need is relationship-building.

    "That's going to be the new type of engineers," Latham said.

    One day, on a small farm in Maine, a man sat in a barn watching a large grey spider spin a web. The man was E.B. White — or Andy, as he was called — who thought spiders were wonderful creatures. He thought that one day he might like to write a children's book about a spider.

    But writing was hard work for Andy. He had written many articles and essays and poems. He had also written one children's book, Stuart Little. But Andy could never just rush to turn an idea into an article or a book. He told his editor (编辑) that he needed to let his ideas ripen.

    So for years, Andy continued to think about writing a children's book about a spider. He did some of his best thinking while he wandered around his farm.

    Once while he was cleaning his barn, he found a spider's egg sac (卵囊). Andy wanted to see the eggs hatch. But he was scheduled to leave for a trip to New York City. So he found a small box and carefully placed the egg sacinside. When he got to his hotel, he put the box on the dresser. One morning he woke up, and there were hundreds of baby spiders rushing across the dresser!

    Years later, Andy finally began writing Charlotte's Web, the story of a spider named Charlotte and a pig named Wilbur. Andy created most of the book sitting by himself in the tiny boathouse of his farm.

    Sometimes he stopped writing and aimlessly drew pictures of spiders. Andy always said Charlotte's Web was more than just a children's story about animals. It was a timeless story about true friendship.

    If you're encouraged by the tiny house movement and think 160 square feet is just enough for your needs, you may want to contact the Academy of Construction and Design (ACAD) at IDEA Public Charter School in northeast Washington.

    Students in the program built a micro house with a kitchen, a bathroom, a sleeping loft with space for a queen-size bed and a storage loft, all set on a trailer for mobility. The exterior (外部) of the house was part of a continuous living exhibit in 2015and was moved to the IDEA campus so students could work with builders to complete the interior earlier this year.

    McMahon said the D.C. government's approval to push companies to hire District residents (居民) was at odds with the school system not preparing students for careers in construction, exploring or electrical work. McMahon gathered industry and community leaders to establish ACAD in 2005 and he said 100 percent of the companies he contacted responded positively to the idea, including major firms such as JBG, Clark Construction, Hines Construction and Boston Properties.

    "When students make the connection between what they are learning and a potential career, their academics improve dramatically," said Carol Randolph, chief operating officer of the D.C. Students Construction Trades Foundation. "Some of them who didn't think college was an choice now have a better chance because their classes have become relevant to a job."

    "We teach them life skills and explain that even if you start as a laborer, there are opportunities to move up quickly," he said. "We rewrite the story for them and explain that they can work for a few years, make good money, get promoted, and start their own business or go to school with less debts."

    "Parents and school advisors can be the biggest obstacles because of the negative idea of construction as a blue-collar career," Karriem said. "I get middle-school advisors on board to talk about the opportunities this education provides. These kids are learning lifelong skills that can help them in other fields, provide them with income and allow them to take care of their homes."