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     Readingcan be a social activity. Think of the people who belong to book groups. They choose books to read and then meet to discuss them. Now, the website BookCrossing.com turns the page on the traditional idea of a book group.

      Members go on the site and register the books they own and would like to share. BookCrossing provides an identification number to stick inside the book. Then the person leaves it in a public place, hoping that the book will have an adventure, traveling far and wide with each new reader who finds it.

    Bruce Pederson, the managing director of BookCrossing, says, “The two things that change your life are the people you meet and books you read. BookCrossing combines both.”

    Members leave books on park benches and buses, in train stations and coffee shops. Whoever finds their book will go to the site and record where they found it.

    People who find a book can also leave a journal entry describing what they thought of it. E-mails are then sent to the BookCrossing to keep them updated about where their books have been found. Bruce peterson says the idea is for people not to be selfish by keeping a book to gather dust on a shelf at home.

    BookCrossing is part of a trend among people who want to get back to the “real” and not the virtual(虚拟). The site now has more than one million members in more than one hundred thirty-five countries.

    Watching a 3D movie can more than double the concentration powers and cognitive(认知) processing of children, a new research claims.

    A study made by visual technology firm RealD and led by child psychologist Dr. Richard Woolfson suggests that children aged between 7 and 14 experienced twice the cognitive processing speed and performed better in testing after watching 20 minutes of a 3D film. This is despite suggestions that attention spans(时期) in children have shortened in the last decade due to unlimited to access to entertainment, including on-demand TV, gaming and social media. A 2015 study claimed that watching 3D content had a similar effect to brain-training exercises.

    Consumer psychologist Mr. Fagan said that the increased stimulation(刺激) found in watching something in 3D "exercised" the brain and improved performance in the short term. "3D films can play the role of ‘brain-training' games and help to make children ‘smarter' in the short term," he said. "The shortening of response times after watching 3D was almost three times as big as that gained from watching 2D; in other words, 3D helps children process aspects of their environment more quickly. This is likely to be because 3D is a mentally stimulating experience which ‘gets the brain's juices flowing'."

    The experiment saw children given a range of cognitive tests before watching 20 minutes of a movie in either 2D or 3D and being tested again. The results showed those who saw the 3D content reacted faster and performed bettering the second round of testing. Mental engagement also rose by 13% among 3D watchers. Child psychologist Dr. Woolfson added that “supportive parenting” and regularly listening to classical music can also aid a child's memory.

    "A photograph that one has taken of oneself, typically with a smart phone or webcam and uploaded to a social media website" is the definition of "selfie" in the Oxford English Dictionary. In fact, it wasn't even in the dictionary until August of last year. It earned its place there because people are now so obsessed with (对……痴迷) selfies—we take them when we try on a new hat, play with our pets or when we meet a friend whom we haven't seen in a while.

    But is there any scientific explanation for this obsession? Well, you should probably ask James Kilner, a neuroscientist(神经系统科学家) at University College London.

    Through our lifetime we become experts at recognizing and interpreting other people's faces and facial expressions. In contrast, according to Kilner, we have a very poor understanding of our own faces since we have little experience of looking at them—we just feel them most of the time.

    This has been proved in previous studies, according to the BBC.

    Kilner found that most people chose the more attractive picture. This suggests that we tend to think of ourselves as better-looking than we actually are. To further test how we actually perceive our own faces, Kilner carried out another study. He showed people different versions of their own portrait—the original, one that had been edited to look less attractive and one that was made more attractive—and asked them to pick the version which they thought looked most like them. They chose the more attractive version.

    But what does it say about settles? Well, isn't that obvious? Selfies give us the power to create a photograph—by taking it from various angles, with different poses, using filters (滤色镜) and so on—that better matches our expectations with our actual faces.

    "You suddenly have control in a way that you don't have in non-virtual(非虚拟的) interactions," Kilner told the Canada-based CTV News. Selfies allow you "to keep taking pictures until you manage to take one you're happy with", he explained.

    Liana nervously bit her nails while she waited for the exam to arrive. She looked around the room; hundreds of other law students sat in rows staring anxiously at the tables in front of them. Just as she began to take a deep breath to calm her anxiety, an exam booklet(册子) was placed in front of her. This was the moment she had been expecting ever since she began law school three years ago. She picked up her pencil, and opened to the first page of the bar exam, a test for all students wanting to become licensed lawyers.

    Liana never thought she would want to become a lawyer. Her parents were both artists. Law was something she had not been exposed to as a child. But art made for a tumultuous career—both of her parents had struggled to find jobs and worked round the clock when they were young. Even though they finally seemed successful and happy, Liana wanted something different.

    She was the anchor on her high school debate team, and consistently impressed her competitors with her analytical thinking. "Never argue with Ms. Lakes," her teachers would say. So she chose to major in law. In her mind, she pictured herself in a New York City courtroom(法庭) dressed in an expensive suit, with papers in her hand, waving at the jury(陪审团) in a speech on human rights.

    But now, with the bar exam sitting in front of her, she started to worry. "What if I don't pass? Did I study enough?" Her thoughts raced through her mind. On the first page were seven paragraphs detailing a law situation followed by a series of questions. Liana read through the paragraphs, and quickly scribbled down an explanation of the first question before moving onto the next question. The next few hours went like this as the clock ticked closer and closer to the lunch hour.

    At 12:00 p.m. sharp, a buzzer(蜂鸣器) sounded and everyone was told to put down their pencils and walked out for an hour-long lunch break. At lunch, Liana met her friend, Kevin.

    "How did it go?" she asked. "To be honest, I've no idea. I just kept writing." Kevin said. Liana laughed and said she felt the same way.

    After lunch, the two exchanged words of encouragement. They strolled back into the exam center a bit more refreshed. Liana finished the second half of the exam that day with a better feeling than what she started with in the morning.

No poem should ever be discussed or analysed, until it has been read aloud by someone, teachers or students. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end. 

 All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation(解释)" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on films, is obviously a special reward. But even those aids to teaching cannot replace the student and the teacher reading it or, best of all, reciting it.

 I have come to think, in fact, that time spent reading a poem aloud is much more important than analysing it, if there isn't time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is a criticism of life, and a heightening(提升) of life. It is an approach to the truth of feeling, and it can save your life. It also deserves a place in the teaching of language and literature more central than it presently occupies. 

 I am not saying that every English teacher must teach poetry. Those who don't like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

Advances in generative artificial intelligence (AI) have enabled authentic-sounding speech synthesis (语音合成) to the point that a person can no longer distinguish whether they are talking to another human or a deepfake (深度伪造). If a person's own voice is "cloned" by a third party without their agreement, bad guys can use it to send any message they want.

Computer scientist and engineer Ning Zhang has developed a new method to prevent unauthorized speech synthesis before it takes place: a tool called AntiFake.

Traditional deepfake detection methods only work after the damage is done. However, AntiFake prevents voice data from being synthesized into an audio deepfake beforehand. This tool turns the tables on cybercriminals (网络罪犯) by using similar voice cloning techniques they employ, but for voice protection. The software complicates voice data extraction and feature identification crucial for voice synthesis. "We're using an opposite AI technique originally used by cybercriminals, but now we're using it against them," Zhang explained. "We slightly change the recorded audio, just enough to make it unusable for voice clone training while still sounding natural to humans."

Ben Zhao, a professor of computer science at University of Chicago, says that the software, like all digital security systems, will never provide complete protection. But, he adds that it can raise the bar and limit the attack to a smaller group of individuals with significant resources.

AntiFake can already protect shorter voice recordings against cloning. The creators of the tool believe that it could be extended to protect larger audio documents or music from misuse. But the methods and tools that are developed must be continuously adapted because cybercriminals will learn and grow with them.