Science textbooks around the world have become suddenly out of date. Four new chemical elements(元素)have been added to the periodic table. A big decision now lies ahead-elements 113,115,117 and 118 need to be given their official names and symbols.

    New elements can be named after a mythical(神话的) concept, a mineral, a place or country, a property(性质) or a scientist. The names have to be unique and maintain “historical and chemical consistency”. This means a lot of “-iums”.

    “They're Latinising the name,” explains chemist Andrea Sella. “The most recent tradition is to name them after places or people.” The places chosen tend to be where the element was discovered or first produced.

    No one has yet named an element after themselves but many elements are named in honour of important scientists. Albert Einstein was given einsteinium. This can also be a way of righting the wrongs of the past. “Lise Meitner was really the chemist who spotted nuclear fission(核裂变)but she was never really recognised for it because she was Jewish and a woman, ” says Sella. “Giving an element a name that reminds us of her is greatly important. ”

    The naming process isn't quick. The scientists who discovered them will start things off by suggesting a name. But it will be down to the International Union of Pure and Applied Chemistry (IUPAC) to approve it. A special division of the US-based group has to accept the suggestion. Then there is a public review period of five months before the IUPAC gets the final approval. Once it's ready, the name is announced in the scientific journal Pure and Applied Chemistry.

    Naming an element is not just about functionality. Names are always important.

根据短文内容，选择最佳答案，并将选定答案的字母标号填在题前括号内。

    In my living room, there is a plaque(匾) that advises me to “Bloom(开花) where you are planted.” It reminds me of Dorothy. I got to know Dorothy in the early 1980s，when I was teaching Early Childhood Development through a program with Union College in Barbourville, Kentucky. The job responsibilities required occasional visits to the classroom of each teacher in the program. Dorothy stands out in my memory as one who “bloomed” in her remote area.

    Dorothy taught in a school in Harlan County, Kentucky, Appalachian Mountain area. To get to her school from the town of Harlan, I followed a road winding around the mountain. In the eight-mile journey, I crossed the same railroad track five times, giving the possibility of getting caught by the same train five times. Rather than feeling excited by this drive through the mountains, I found it depressing. The poverty level was shocking and the small shabby houses gave me the greatest feeling of hopelessness.

    From the moment of my arrival at the little school, all gloom(忧郁) disappeared. Upon arriving at Dorothy's classroom, I was greeted with smiling faces and treated like a queen. The children had been prepared to show me their latest projects. Dorothy told me with  a big smile that they were serving poke greens salad and cornbread for “dinner” (lunch). In case you don't know, poke greens are a weed-type plant that grows wild, especially on poor ground.

    Dorothy never ran out of reports of exciting activities of her students. Her enthusiasm never cooled down. When it came time to sit for the testing and interviewing required to receive her Child Development Associate Certification, Dorothy was ready. She came to the assessment and passed in all areas. Afterward, she invited me to the one-and-only steak house in the area to celebrate her victory, as if she had received her Ph.D. degree. After the meal, she placed a little box containing an old pen in my hand. She said it was a family heirloom (传家宝), but to me it is a treasured symbol of appreciation and pride that cannot be matched with things.

    Sheffield

    Lincoln College of English

    Classes for foreign students at all levels.

    3 months, 6 months, 9 months and one year course.

    Open all year.

    Small class (at most 12 students).

    Library, language laboratory and listening center.

    Accommodation (住宿) with selected families.

    25 minutes from London.

    Course fees for English for one year are ￡ 1,380 with reduction for shorter periods of study.

By now you've probably heard about the "you're not special" speech, when English teacher David McCullough told graduating seniors at Wellesley High School: "Do not get the idea you're anything special, because you're not." Mothers and fathers present at the ceremony — and a whole lot of other parents across the Internet — took issue with McCullough's ego-puncturing words. But lost in the uproar was something we really should be taking to heart: our young people actually have no idea whether they're particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it's not just privileged high-school students: we all tend to view ourselves as above average.

Such inflated self-judgments have been found in study after study, and it's often exactly when we're least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, "lack insight" into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a "dual burden": they're not good at what they do, and their very incapability prevents them from recognizing how bad they are.

In Dunning and Kruger's study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor "extremely overestimated" their talents. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was "metacognitive skill": the capacity to monitor how well they're performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There's a paradox here, the authors note: "The skills that lead to competence in a particular domain are often the very same skills necessary to evaluate competence in that domain." In other words, to get better at judging how well we're doing at an activity, we have to get better at the activity itself.

There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don't possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you're doing, but just what it is that you're doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.

If we adopt these strategies — and most importantly, teach them to our children — they won't need parents, or a commencement (毕业典礼) speaker, to tell them that they're special. They'll already know that they are, or have a plan to get that way.

Not many years ago, a rich and kind old man named Johnson lived alone in a village in the south of England. He had made a lot of money by selling and buying goods. When he was seventy-five, he gave f 12,000 to the village to buy land and equipment for a children's playground.

As a result of his kindness, many people came to visit him. Among them was a newspaper man. During their talk, Johnson said that he was seventy-five and expected to live to be a hundred. The newspaperman asked him how he managed to be healthy at seventy- five. Johnson had a sense of humor. He liked wine and drank some each day. "I have an injection(注射)in my neck each evening." he told the newspaperman, thinking of his evening glass of wine.

The newspaperman did not understand what Johnson meant. In his newspaper he reported that Johnson was seventy- five and had a daily injection in his neck. Within a week Johnson received thousands of letters from all over Britain, asking him for the secret of his daily injection.