—Well, . I would probably see it again.
—You are right. I am one of the bar's customers.
—She you. She wasn't wearing her glasses.
—I got two tickets for the evening show, but they're not in the same row.
The phrase "take a penny, leave a penny" may not have been created by 14-year-old Nomaan "Nomi" Bilal, but he's taken it to a whole new level.
Bilal collected quite a few pennies and1them with organizations helping people in need. With mostly pocket change, Bilal2a total of $4,150 from neighbors, family and friends. He donated it all to a district-run program for3disadvantaged families. The organizations used the donations to purchase and4gift cards for about 20 families.
While finishing up his first year of high school online, Bilal started collecting5change he found. Through Facebook, Bilal and his mother, Nadia Pervez, got the6out, and soon enough plenty of people were stopping by to7bags upon bags of change. Every day, Bilal devoted most of his spare time to8and hand-rolling coins. Eventually, a stranger heard about his9and contacted Pervez to donate a coin sorter, which has made the10quicker and easier.
Roseann Miceli, director of a charity organization, called Bilal's efforts11and unprecedented (前所未有的).Miceli will buy more gift cards with the rest of Bilal's fundraising, which continues to12. She said the families were so appreciative: "They would be13out their windows, 'Thank you so much'". Miceli wanted Bilal to know that he's made a big difference with small change. The idea came to her while she was14the donations from his house. "I think a 'thank-you' and a wave15the door 6 feet away with a face mask is not enough for this kid who has been16pennies for the past 20 days," Miceli said. She organized a "thank-you parade" to drive past Bilal's house. Cars lined the street, with the drivers all waving, holding signs and shouting "thank you" from a social17.
"I was just18at how many people should come out of their way just to see me," he said. One of the parade participants gave Bilal a handmade sign that19: "Nomi is our hero."
"It shows that one person can make a difference and how such a small effort can turn into such a big thing," he said. "And that my community is very helpful and thoughtful throughout these20 times."
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I was enjoying this afternoon more than I had expected. Often, the tryouts for the spring musical tested the limits of my patience and nerves, with one hopeful girl after another taking turns walking onto the wooden stage, delivering an adequate but uninspired version of some Rodgers & Hammerstein number, and then being politely excused by Mrs. Dominguez as the next name on the list was called.
However, this was to be my third straight year in the musical, and the confidence that my seniority afforded me around the more nervous newcomers allowed me to take pleasure in radiance (光辉) of my own balance.
I had already sung my audition (试唱) song an hour ago, starting the day's ceremonies. This year, I used "God Bless the Child", a choice I found to be quite sophisticated since Billie Holiday's version of it was familiar mostly to adults, and even then, mostly to adults of the previous generation. More importantly, it required a reserved performance, which I felt showcased my maturity, especially because most of the other auditioners chose songs that would show their enthusiasm, even if it meant their technical mastery would not be on full display.
Normally, the first audition was feared by most. Mrs. Dominguez would ask if anyone wanted to volunteer to "get it over with," but no one would make a sound. Then, she would call the first name off her list and the room would drop into an uncomfortably serious silence as the first student walked nervously up to the stage. I often imagined during those moments that I was witness to a death-house resident taking his march toward a quick curtain.
But not this year. I had decided to make a show of my own self-confidence by volunteering to go first. Such a fearless act, I had figured, would probably instill (灌输)even more fear into my competition because they would realize that I had something they clearly lacked. Mrs. Dominguez had seemed neither surprised nor charmed by my decision to go first. Although she was annoyed by my escalating (增加) pride, I also acknowledged that I was one of the more talented actors and was probably correct in assuming myself a winner.
At this late stage of the afternoon, I felt like a queen, sitting in the back of the auditorium with my royal court of friends and admirers. They took care to sit far enough away from Mrs. Dominguez that they would not be caught in the act of belittling (贬低) the other students' auditions.
To me, the endless parade of the ambitious who sang their hearts out for three minutes each was like clowns performing for my amusement. As Mrs. Dominguez read another name off her list, I prepared myself for a special treat.
First, car makers wanted to take the human out of driving. Now, motorcycle manufacturers (制造商) want to do the same. But just as the driverless car movement has faced skepticism, it's not entirely clear that the world needs autonomous motorcycles.
What would a self-driving motorcycle do? It would be designed to let the rider sit back and relax while the machine drives by itself. Manufacturers have actually been creating and improving prototypes (原型) of self-driving motorcycles for years, and they're only just now beginning to share them with the public. For instance, AB Dynamics and AutoRD released the Autonomous BMW Cl. It comes with autonomous software, GPS, and re-balancing technology.
Yamaha's Motoroid is a model that uses artificial intelligence and self-balancing technology. The Motoroid sounds very futuristic, but it can't drive on its own. It needs a rider to make turns. Another example of an autonomous-light motorcycle is Honda's Riding Assist-e, which can change the center of gravity autonomously. However, like the Motoroid, it's not completely self-riding and isn't ready for a highway on its own.
Safety concerns for autonomous motorcycles are similar to those that trouble self-driving cars Firstly, the autonomous system may make a mistake and endanger the rider. Self-driving cars have an unfortunate record of running red lights and causing accidents. Professor Adam says, "So one can be forgiven for worrying about the safety of a two-wheeled speed machine with no one behind the handlebars." Secondly, there's the question of responsibility: Who is at fault if a self-driving bike crashes into another car? More importantly, it's not easy to satisfy the official regulations before autonomous motorcycles ride on the road. And to develop the industry will cost billions of dollars.
But there's the biggest problem with all of these motorcycles. One of the joys of driving motorcycles is the driving. It seems unlikely that a rider, like a high-speed motorcycle collector who loves the thrill of turning around corners, will give up the experience of the ride.
The prototypes for self-riding motorcycles are here, and manufacturers are busy putting them to the test, but it might be a while before we see them on the open road.
JENNIFER SALLS — A high school math teacher in Sparks, Nevada
It is possible to construct good online courses that would support mathematics learning with middle and high school students. However, these courses would not look like most current online courses.
When we imagine an online course, we think of a solitary (孤立的) process in which a student is holed up with his or her computer, watching PowerPoints, paging through screens of text and solving a whole bunch of problems. While learning may be occurring, I suspect that it's short-term with little real understanding of mathematics. There are some students who learn well under these circumstances, but this is not true for the majority of students.
A good online course would take advantage of the many interactive resources. For example, if students were learning to solve equations, they would be directed to solve a carefully arranged set of problems using an interactive program. They would reflect on the interaction and share their observations with others taking the course.
Eventually, the lesson would move students toward solving equations, using their experiences with the interactive program as the jumping-off point. Students could experience real-world problems through video and simulations and use a variety of computer-based tools to solve these problems. Notice that a course like this is not solitary, but highly interactive, and it builds both problem-solving skills and conceptual knowledge.
BRIGID BARRON — A psychologist at Stanford University's School of Education
Whether or not any computing tool used in the classroom will interfere with or energize learning depends on how the teacher organizes its use.
When online courses are well designed, they offer learners and teachers wonderful opportunities. Hybrid models that combine classroom interaction with tools like blogs, podcasts, social networks and discussion forums can engage students in ways that traditional environments do not. When students are given challenging material, asked to carry out research and to create ways to share what they are learning with students from all over the world, engagement goes up.
There are other benefits. Assessment of student learning can be partly automated and designed to provide continuous feedback. When students need assistance, they can be directed to activities that will help them learn. Perhaps most importantly, online courses can help bridge gaps in course offerings within a school district. Many economically challenged schools don't have the resources to provide specialized or advanced courses, but those courses could be offered online.
Many students are already using technology in their own time to learn and create, for their own purposes or for school assignments (作业).If they know where to look, they can access online communities that foster their imagination and offer informal mentorship.
Instead of wondering whether teenagers are too easily distracted by computers, we should be figuring out how we can use digital media to sustain teenagers' interest and their desire to learn.
My family and I belonged to a country club located across the street from the Long Island Sound. Each summer, the big attraction for us was the pool. I learned how to swim and joined the swimming team but was never really a good swimmer. However, swimming in my younger days was a way to keep cool, and swimming on a team gave me identity and a sense of belonging. It also became invaluable many years later.
Fast-forward (快进) to 1973 - I was married, pregnant and had a home. What made our little home even more wonderful was when I discovered that four blocks away was Rath Park Pool! For the next 30 years, most of our summer days were spent around that pool.
Each of my five kids took swimming lessons and learned all the different swimming strokes (姿势).They later joined the swim team and competed in meets. My daughter even became a lifeguard at the town pool. I sat back and happily took it all in!
As much as I would have liked to have life stand still, it doesn't. My children outgrew their pool days and moved on. But the pool was still four blocks from my home, so I began to take up swimming again. And it was far better than I ever could have imagined. I got so much out of it that I joined the local pool so I could swim year-round. Whenever I swam, I would always come out feeling physically and mentally refreshed. I often felt that if I looked hard enough, I would be able to see all of the worries and problems I've had in life, sitting at the bottom of the pool!
What has swimming taught me? I've learned that balance is the key to being a good swimmer. If you are balanced in the water, you have no resistance. Working on staying balanced made me realize the similarities between life in and out of the swim lane (泳道).If you work on keeping yourself balanced, you will be able to swim right through the stress and problems life throws at you!
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Li Jin
