When an earthquake hit a small town，many houses fell down.After the earthquake，all the newspapers reported many stories about some of the families who were in trouble.

    One Sunday，when I was reading a newspaper，a special picture touched me.It gave the clothing sizes of each family member.I thought that this would be a good chance to teach my children to help those who were less lucky than themselves.I said to my seven years old twins，Brad and Brett，and three years old Meghan，"We have so much，and these poor people now have nothing.We'll share what we have with them."

    I filled a box with foods and clothes.While I was doing this, I encouraged the boys to choose their toys and donate some of their less favourite things.Meghan watched quietly as the boys took out their old toys and games and put them together.Then she walked away.A few minutes later she came back with Lucy，her much loved doll.She put the doll on top of the other toys. "Oh, dear," I said. "You don't have to give Lucy.You love her so much."Meghan said，"Lucy makes me happy，Mommy.Maybe she'll make another little girl happy, too."

    I looked at Meghan for a long moment.She taught me a lesson.It's easy to give something that we don't want any more，but hard to give what we cherish(珍爱)，isn't it?

    In cooperation with German experts, several scientists from the University of Bradford believe that they finally solved a mystery that has been confusing millions of people: why our hair turns gray with age.

    The researchers came up with their results by examining native hair and cells from human hair follicles（毛囊）. They say the secret turns out to be hidden in catalase（过氧化氢酶）, which is causing hair to turn gray.

    Catalase production goes down with age and stress, allowing hydrogen peroxide（过氧化氢） in the hair to do its favorite job—making hair gray, and then white, by blocking the normal production of melanin（黑色素）. Melanin is our hair's natural pigment that is responsible for the color of hair. It also determines the color of our eyes and skin.

    Dr. Gerald Weizmann, an editor of a journal, says," All of our hair cells make a tiny bit of hydrogen peroxide, but as we get older, this little bit becomes quite a lot, and our hair turns gray and then white."

    The new study brings hope for millions of people who have to color their hair: to finally obtain some shampoo that will decrease levels of hydrogen peroxide and therefore restore gray or white hair to its natural color or even prevent it from turning gray.

    The researchers are already conducting an experiment with such a drug on a few volunteers with gray hair and expect to get the results in the next two to three months. If everything works out, millions of people will choose between this drug and other previously used expensive dyes. However, even if the drug works, it will take at least several years before it can be brought to the market.

Teaching Poetry

    No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

    All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" 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 film, is obviously a special reward. But even those aids to teaching can not replace the student and 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 of lief". 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 communicate this to 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.

    It's a white Christmas in the United States today, with snow falling from Seattle to Maine.

    •Northeast

    Biting winds with snow swept the Northeast.

    Earlier, up to 15 inches of snow fell during a snow storm in Maine, while up to one foot fell in New Hampshire. Winds reached 76 mph on Cape Cod, Massachusetts, while up to 61 mph winds tore through Long Island, New York. Falling snow collected on the runways at Boston's Logan International Airport, causing temporary flight delays.

    The wind was so severe in Pennsylvania and New Jersey that the annual (重演) of George Washington and his soldiers' crossing the Delaware River was canceled, the Washington Crossing Historic Park told ABC News.

    •Midwest

    Heavy lake effect snow fell in western Michigan.

    The National Weather Service has issued a wind-chill warning and advisory (公告) from Montana to Michigan. Bitter cold air in the Midwest produced wind chills Monday morning as low as minus 48 degrees in North Dakota and minus 47 in northern Minnesota.

    As this bitter cold made its way east overnight, it was expected to move over relatively mild Great Lakes, producing intense lake-effect snow bands capabie of producing 2 to 4 inches of snow in an hour.

    •West Coast

    That storm system moved overnight through the Rockies, bringing more snow and the threat of avalanches (雪崩). The National Weather Service has issued an avalanche warning for the Wasatch Range Mountains outside Salt Lake City.

Being a good parent requires providing a child with the gifts of love, attention, energy, and resources unstintingly over a long period of time. It involves developing a small body, but it also involves growing a child's soul.

Parents are an enormously powerful force in the lives of children. Whether Johnny can read, whether Johnny knows right from wrong, whether Johnny is a happy, well-adjusted kid, or sad and self-destructive, has a whole lot to do with the kind of parenting Johnny has received. If Johnny's mom and dad have been able to come through with lasting, loving attention, the chances are that Johnny is on track to become a productive, compassionate (富有同情心的) person. If they have not, Johnny is in trouble.

Thirty years ago Chicago professor James S. Coleman showed that parental involvement mattered far more in determining school success than any quality of the formal education system. Across a wide range of subject areas, in literature, science and reading, Coleman estimated that the parent was twice as powerful as the school in determining achievement at age fourteen. Psychologist Lawrence Steinberg, who recently completed a six-year study of 20,000 teenagers in nine different communities, confirms the importance of parents. Steinberg shows that one out of three parents is "seriously disengaged" from his or her adolescent's education, and this is the primary reason why so many American students perform below their potential and below students in other rich countries.

A weight of evidence now demonstrates obvious links between absentee parents and a wide range of behavioral and emotional problems in children. A 1997 study of 90,000 teenagers — the Add Health Project undertaken (承担) by the Carolina Population Center and the Teenage Health Program at the University of Minnesota found that youngsters are less likely to get depressed, use drugs or become involved in crime when they spent significant time with their parents. This study found that the mere physical presence of a parent in the home after school, at dinner and at bedtime significantly reduces the incidence of risky behavior among teenagers.

Ramirez Castañeda, a Colombian biologist, spends her time in the Amazon studying how snakes eat poisonous frogs without getting ill. Although her findings come in many shapes and sizes, she and her colleagues have struggled to get their biological discoveries out to the wider scientific community. With Spanish as her mother tongue, her research had to be translated into English to be published. That wasn't always possible because of budget or time- and it means that some of her findings were never published.

" It's not that I'm a bad scientist," she says." It's just because of the language."

Castañeda is not alone. There is plenty of research in non- English- language papers that gets lost in translation, or is never translated. A research looked through more than 400, 000 peer- reviewed papers in 16 different languages and found 1,234 studies providing evidence on biodiversity conservation which, because they weren't in English, may have been overlooked. These included Japanese- language findings on the effectiveness of relocating the endangered Blakiston's fish owl, the largest owl species.

Some experts argue that for the sake of the bigger picture, scientific knowledge should converge(转换) into one common language. Science is very globalised and becoming more so, so the use of a global language is enormous for that.

Of course, scientists can work with an English partner, or use a translator- but this ultimately strengthens the cycle of dependency on the global north, leading to inequality in international influence. The specific meanings of words can also pose a problem in translation. For example, it is difficult to find in English one single word to describe forest snakes and frogs in the work Castafieda does with indigenous(土著的) communities in the Amazon.

" So we' re losing observations for science, too," says Castañeda." For me, it's not possible to just have everything translated into English. We need multilingual(多语种的) science, and we need people that feel comfortable doing science in their own languages. It could be possible to switch to a world where, say, Chinese, English and Spanish are the three languages of science, just as English, French and German were the languages of science in the 19th century."