Summer Holiday Fun 2014!

The summer holidays are upon us again. Here is our guide to summer holiday fun in Peterborough!

Peterborough Museum

    The Age of the Dinosaurs' is the museum's main attraction this summer. Get up close to prehistoric creatures via some great hands—on exhibits! Watch out for monsters lurking around every ember! The museum is open from 10:00am to 5:00pm Monday to Saturday, and from 12:00pm to 4:00pm on Sundays in August.

Call 01733 864663 for details

Saxon Youth Club

    School holiday fun：Young people aged 13—19 will be able to produce their own music, compete in spots activities, or try their hand at cooking at Saxon Youth Club, Saxon Community Centre, Norman Road. Peterborough every Monday and Wednesday from 3:00pm．PLUS an aero ball tournament will take place on Thursday 12th August between 3:30pm and 6:30pm.

Call 01 353 720274 for details

Houghton Mill

    The new play Alice through the Looking Class — a new production of the family favorite on Monday 30th August. Bring rugs or chairs to sit on and a picnic if you wish to eat during the play. Gates open 5:30pm, performance 6:30pm—8:30pm. Tea room will be open until end of the interval. Adult ￡10．Child ￡7．Family ￡20．

Booking advisable on 0845 4505157.

Farmland Museum and Denny Abbey

    Farmland Gaines：From Wellie Wanging to Pretend Ploughing matches, come and join the Farmland Team．Collect your sporting stickers and create a colorful rosette that is fit for a winner！No need to book, just turn up between 12:00pm and 4:00pm on Thursday 19th August Suitable for children aged four and above, each child should be accompanied by an adult and all activities are included in the normal admission price Tickets Cost￡7 per child.

For further information, call 01223 810080.

Welcome to Adventureland!

    Everyone loves Adventureland! The parks and exhibitions were built for you to explore(探索), enjoy, and admire their wonders. Every visit will be an unforgettable experience. You will go away enriched, longing to come back. What are you going to do this time?

The Travel Pavilion

    Explore places you have never been to before, and experience different ways of life. Visit the Amazon jungle(丛林)village, the Turkish market, the Tai floating market, the Berber mountain house and others. Talk to the people there who will tell you about their lives, and things they make. You can try making a carpet, making nets, fishing…

The Future Tower

    This exhibition shows how progress will touch our lives. It allows us to look into the future and explore the cities of the next century and the way we'll be living then. Spend some time in our space station and climb into our simulator(模拟装置)for the Journey to Mars!

The Nature Park

    This is not really one park but several. In the Safari Park you can drive among African animals in one of our Range Cruisers: see lions, giraffes, elephants in the wild. Move on to theOcean Park to watch the dolphins and whales. And then there is still the Aviary to see…

The Pyramid

    This is the center of Adventureland. Run out of film, need some postcards and stamps?

    For all these things and many more, visit our underground shopping center. Come here for information and ideas too.

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    Give yourself a test. Which way is the wind blowing? How many kinds of wildflowers can be seen from your front door? If your awareness is as sharp as it could be, you'll have no trouble answering these questions.

    Most of us observed much more as children than we do as adults. A child's day is filled with fascination, newness and wonder. Curiosity gave us all a natural awareness. But distinctions that were sharp to us as children become unclear; we are numb(麻木的）to new stimulation(刺激), new ideas. Relearning the art of seeing the world around us is quite simple, although it takes practice and requires breaking some bad habits.

    The first step in awakening senses is to stop predicting what we are going to see and feel before it occurs. This blocks awareness. One chilly night when I was hiking in the Rocky Mountains with some students, I mentioned that we were going to cross a mountain stream. The students began complaining about how cold it would be. We reached the stream, and they unwillingly walked ahead. They were almost knee-deep when they realized it was a hot spring. Later they all admitted they'd felt cold water at first.

    Another block to awareness is the obsession(痴迷) many of us have with naming things. I saw bird watchers who spotted a bird, immediately looked it up in field guides, and said, a "ruby-crowned kinglet" and checked it off. They no longer paid attention to the bird and never learned what it was doing.

    The pressures of "time" and "destination" are further blocks to awareness. I encountered many hikers who were headed to a distant camp-ground with just enough time to get there before dark. It seldom occurred to them to wander a bit, to take a moment to see what's around them. I asked them what they'd seen. "Oh, a few birds," they said. They seemed bent on their destinations.

    Nature seems to unfold to people who watch and wait. Next time you take a walk, no matter where it is, take in all the sights, sounds and sensations. Wander in this frame of mind and you will open a new dimension to your life.

    Hadi Partovi, founder of Code.org believes every student should learn the basics of computer science just like they do math, physics, or biology, regardless of what they want to do in the future. The expert says knowledge about the subject is important to understand how the world around us works and compares it to learning about photosynthesis(光合作用), even though not every student is going to be a botanist. To spark students' interest, he created the “Hour of Code,” which introduces the world of computing to anyone, from ages 14 to 104, in a fun, interactive manner. Observed annually during Computer Science Week, the event now draws tens of millions of kids from over 180 countries.

    The “Hour of Code”, which can be scheduled anytime during Computer Science Week, begins with an introductory video on computer science. Participants can then select from hundreds of fun assignments that are sorted by both grade level and coding experience. Though each project is designed to last just sixty minutes, beginners can deal with as many challenges as they desire.

    To help introduce computer science in classrooms on a more regular basis, Code.org has also developed a catalog of online courses that can be incorporated(纳入)in a school's regular curriculum. Since the nonprofit began offering the courses in 2013, over 704, 000 teachers have signed up to teach introductory computer science to over 22 million students worldwide.

    Thanks to the efforts of the pioneer, about 40 percent of US schools now offer computer science as a subject. The numbers are even higher—an impressive 70 percent—if after-school offerings such as robotics clubs are included. Even more encouraging, eight years ago, just 19, 390 students took an Advanced Placement Computer Science exam. By the spring of 2017, the number had jumped 415 percent to 99, 868.

    Two heads are better than one. After all, when trying to make decisions, it's good to have a second opinion. But what about a third, fourth — even twelfth? What group size is best for making decisions quickly? For ants, four to six heads surpass one and also outperform 12 or 24. That's what Sylvia Zamescu now reports.

    The 18-year-old senior at Catalina Foothills High School in Tucson, Arizona isn't generally into ants. She's interested in decision-making, especially by people. Last summer, Sylvia read that social insects such as ants and bees can be used to model decision-making. Ants, for example, forage for food. When an ant finds it, it takes a bite and heads back to the nest. On the way; the ant leaves a scented trail for other ants to pick up. Back at the nest, the ant vomits up its meal into the mouth of other ants. Those nest-mates then decide with the first ant whether the food is good enough to deserve a trip back for more. If it is, they follow the first ant's scented trail to lunch.

    When there are too few ants, it could take a long time for one ant to spread the word. If there are too many, it's hard to "tell" each about the find. What's the right number for foraging success? Sylvia decided to find out. She contacted professors at the University of Arizona in Tucson to look for someone who would let her study decision-making by ants in their lab. Professor Wulfila Gronenberg answered her email.

    Working with one of Wulfila's graduate students Sylvia set up an experiment. She tested the behavior of one, two, four, six, twelve and twenty-four ants. Each group was placed in a large box al taped "starting line". At the other end of the box were two bricks of sweetened gelatin (动物胶) one contained only 3 per cent sugar, and the other 30 per cent. Sylvia timed how long it took each group of ants to find the food. She also measured how much time they spent around each sweet treat.

    When there were just one or two ants, the discovery was slow. The same was true when she set twelve or twenty-four ants loose. But four to six ants? Perfect! These medium-size groups found the food forest. They also figured out quickly that the sweeter food was better.

    Similar work has been done on bighorn sheep, fish and fruit flies. "It may not be four to six animals, but it's the same principle," Sylvia says. A medium-size group "is optimal". So when faced with a new decision, two heads are better than one. But too many heads are too much. Like the ants, a good decision may just require a happy medium.

When learning a new language, speakers often have non-native accents. Linguistic research suggests such accent is shaped by the speaker's first language that they learned when growing up. Schepens' team's research puts new light on just how strong these effects can be.

There're similar researches from other scientists, but Schepens' team analyzed a data set of more than 50,000 adults, who learned Dutch as their second or third languages. Besides, these adults came from more than 60 different first language backgrounds. These data were collected through a state exam administered by the Dutch government for foreigners that enter Holland. The exam rated each test taker's Dutch speaking proficiency(熟练，水平)

The team found that about half of the individual difference in the proficiency of learners could be accounted for by a handful of reasons: the learner's education and sex (women had higher scores than men), the learner's age when they arrived in Holland, the time they spent in Holland, and the learner's first language. This last reason was the most prominent one since it accounts for 50 percent of the explained difference in learners' proficiency.

What leads to this? Working with professor Hout, Schepens's team studied the linguistic similarity between Dutch and the 62 first languages spoken by different learners in the database. The huge majority—about 80 percent—of the effect of the language background was explained by linguistic similarity. Of the test takers who grew up speaking Arabic, only about 5 percent scored higher in Dutch speaking proficiency than the worst 50 percent of the test takers that grew up speaking German.

"Our results suggest this is largely due to the fact that German shares many linguistic characteristics with Dutch, but Arabic does not," says Schepens.

"This suggests a large part of the non-nativeness of a learner is simply due to the language they grew up with, and this reason is entirely out of their control," says Florian Jaeger." The result can play a part in language teaching."