First Aid: To the bone
With summer in full swing and kids excited to head outdoors to play, the possibility of getting injured isn't a distant possibility. When the injury takes a more serious tone, such as a sprain or a fracture, it's important to know what to do and not to panic.
How do we tell the difference between a sprain and a fracture?
It is difficult to differentiate as both conditions result in swelling around the injury, bruising of the skin and both feel pretty painful. The best thing to do is to treat the injury as if it is a fracture.
How many types of fracture are there?
Generally, there are two types. Closed fracture is when there is a break in the bone but no damage to the skin or tissue. There will be swelling or skin discolouration at the site of the injury and the injured limb(肢体) cannot move. Open or compound fractures are more obvious as there is a break in the bone, bleeding, and an open wound near the fracture. There is a risk of bacteria getting into the bone, which can cause infection, so seek treatment promptly.
What should parents do?
Parents should:
⒈ Take clothing off the injured area.
⒉ If there is no open wound, apply an ice pack to relieve pain and swelling.
⒊ If a bone fracture is suspected, make a simple splint(夹板)with a board or folded newspapers to immobilise the limb.
⒋ For open fractures, do not wash the wound or push in any bone that's sticking out as this causes infection. If the wound continues to bleed, use a clean cloth and press the wound to stop the bleeding. Do not straighten the deformed or curved limbs.
⒌ If the injury is to the head, neck or back, do not move your child and call 999 immediately.
Diana Golden was twelve years old when she had cancer. She was walking home one day after playing in the snow when her right leg simply gave out. Doctors diagnosed the problem as bone cancer. They recommended removing her leg above the knee.
When Diana heard the news, she asked the only first question: "Will I be still able to ski?" "When the doctors said yes," she later recalled, "I figured it wouldn't be too bad."
Losing a leg would cause most children to lose confidence and hope, but Diana refused to dwell on the negative. "It is nothing. A body part." she'd say.
Most of all, Diana was not discouraged. She loved skiing and she had been on skis since the age of five. After the operation, Diana worked hard to get back to the mountain near her home. "I always skied and I intended to keep on skiing. I never doubt that." she declared. Diana met her goal. She was back out on the slopes.
With just one leg, Diana made the best of it. In high school, Diana became a member of her school's ski racing team. And in 1979, when she was just seventeen, she joined the US Disabled Ski Team.
After high school, Diana went on to Dartmouth College. Determined not to be left behind, Diana continued her training with the Dartmouth team. "I had one leg, which meant I had to do it differently." she later explained.
In 1982, Diana entered her first international ski race. She won the world Handicapped Championship in Norway. In 1986, Diana won the Beck Award given to the best American racer in international skiing. And in 1988, she was named Ski Racing Magazine's U.S. Female Skier of the Year.
With her courage and determination, Diana has changed how people look at disabled athletes. "Everyone has some kind of disability," Diana says. "It's what we do with our abilities that matters."
In 1990, Diana retired from racing for good.
a. Diana entered her first international ski race.
b. Diana was diagnosed with bone cancer.
c. She practiced skiing at the age of five.
d. Diana began training with the Dartmouth team.
e. She became a member of the US Disabled Ski Team.
Last fall my class and I went through an exercise to help the students understand how the world might address the climate crisis. Several things surprised the students. One was that nuclear power doesn't help.
But many people think nuclear energy is going to be the climate solution. President Obama included federal loan guarantees for nuclear power in his energy plan, in the hopes of jump-starting construction and gain Republican support. (It did neither.) If I post something even faintly skeptical about nuclear power on Twitter, its advocates come out in force, accusing me of being a conservative, or worse.
What is it about nuclear energy that makes its advocates so determined in the face of what should be discouraging facts? After all, unlike futuristic, untried technologies, we have plenty of facts about this one, and most of them are discouraging. The first American civilian nuclear power plant broke ground in Pennsylvania in 1954, around the same time that physicist John von Neumann predicted that, within a few decades, nuclear power would be so efficient as to make energy "free--just like the unmetered air." That didn't happen. Today nuclear power remains the most expensive form of electricity generation in the U.S. --typically costing twice as much as a fossil-fuel-based plant.
Why then do so many people keep coming back to it? I think it's the same reason people turn to geoengineering( 气候工程) and nuclear fusion( 聚变) (which has been "just around the corner" since 1943): the promise of technological progress. For the past century or more, humans have been accustomed to technological breakthroughs that made life easier, more comfortable and more entertaining. But climate change throws future advancement into doubt. It breaks the promise of progress. No matter what we do, we are going to be paying for the costs of our historical and current use of fossil fuels.
So we turn to technofideism-- the faith that technology will save us. Perhaps it will. But perhaps it won't, and our long-standing patterns of behavior will have to change along with our technology. And that's a hard pill to swallow.
The word paradigm comes from the Greek. It was originally a scientific term, and is more commonly used today to mean a model or theory. In the more general sense, it's the way we "see" the world--not in terms of our visual sense of sight, but in terms of perceiving, understanding, and interpreting.
A simple way to understand paradigms is to see them as maps. We all know that "the map is not the territory." A map is simply an explanation of certain aspects of the territory. That's exactly what a paradigm is. It is a theory, an explanation, or model of something else. You can never arrive at a specific location in a new city with a wrong map.
Each of us has many maps in our head, which can be divided into two main categories: maps of the way things are, or realities, and maps of the way things should be, or values. We interpret every thing we experience through these mental maps. We seldom question their accuracy; we're usually even unaware that we have them. We simply assume that the way we see things is the way they really are or the way they should be. And our attitudes and behaviors grow out of those assumptions. The way we see things is the source of the way we think and the way we act.
We see the world, not as it is, but as we are--or, as we are conditioned to see it. Clear headed people see things differently, each looking through the unique lens of experience. But this does not mean that there are no facts. Instead, each person's interpretation of these facts represents prior experiences.
The more aware we are of our basic paradigms, maps, or assumptions, and the extent to which we have been influenced by our experience, the more we can take responsibility for those paradigms, examine them, test them against reality, listen to others and be open to their perceptions, thereby getting a larger picture and a far more objective view.
Do you ever walk out of a room with an idea in your head, only to discover moments later that it's gone?
These are cues (暗示) your memory uses to stop remembering, in the belief that a particular mental task is over. When you walk out of a room, you create such an event boundary, signaling to your brain that it can dump anything not firmly fixed in place.
Tests have proved that we're much more forgetful when we move from one location to another.
It's because anything that seems like the end of a task—such as finishing a phone call—can have the same effect. Within seconds, the information you revised is gone.
But here's how to fight back.
First, stop telling your brain that its work is done. This can be as simple as leaving a book open instead of putting it back on the shelf. Second, create clues to carry with you across any unavoidable event boundary. And spend a moment strengthening your memory.
If possible, say the key points out loud: the job you're walking off to do in the next room, for example. And picture the details you want to keep, because using imagery is an effective way to improve memory. Or see yourself meeting your friend in the park.
It can even help to do something physical, like crossing your fingers. Your brain will see this as part of the activity —which can't have finished yet, because your fingers are still crossed!
But by avoiding them when you can, and disguising them when you can't, you'll find that much less of your learning gets lost.
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A. Focus on one task at a time. B. Digital distractions can cause memory loss. C. Visualize the key steps in the baking process. D. The problem is often caused by "event boundaries". E. Notice when one of these end-points to learning is coming up. F. But the same happens when we go from one activity to another, too. G. Every day you're faced with event boundaries that restrict your recall. |
Early in my teaching career, I heard countless excuses--most of them amusing--for why students didn't have their homework. "The dog ate it" was one of them. As time passed, I grew tired of hearing "I don't have my homework because..." So I stopped accepting any1.
When I was2to another school, I took my straightforward attitude with me. "No excuses, no extensions!" I3my eighth graders on the first day. I4homework at the beginning of each class. When a student didn't have the homework, I never asked why. 5, I sighed loudly, shook my head in disgust and6a zero in the grade book. One afternoon, shortly after the 7bell rang, Anthony 8 me. "Could I talk to you a minute?" he asked shyly. "I know what you said about our homework, but I don't want you to think I'm a slacker(懒虫) because I come to school 9 mine so often."
Anthony looked up at me, and I could see his lower lip trembling. "It's just that...well, my dad moved out, and my mom works at night, so I have to10my little brothers. Sometimes they cry a lot, which makes it hard to11." I put my hand on Anthony's thin shoulder. "Why are you just now telling me…" I stopped in mid-sentence. I knew why. So I12the question. "Would it help if you stayed here after school and worked on it?" He swallowed hard and 13. The next day, I announced to all my students that I'd be offering an after-school study hall. Anthony was the first to 14. Several days later, Terrell joined him, 15 by twins Sandy and Randy. Before long, I had a room full of eighth graders to work on their lessons. I never asked why any of them was there, but I soon had a large 16 of "I don't have my homework because..." stories. All were very 17. None were amusing. The things I learned weren't 18 in college. I discovered not all kids come from homes that are safe and 19 . Not all kids have a quiet bedroom with a desk and study light. Some don't have a home where a parent is even around. And some kids do go to bed 20 . Most importantly, I learned that "I'll listen" works better than "No excuses".
In summer 2021 Su Bingtian(establish) a new Asian record at 9.83 seconds in the men's 100-meter dash during the Tokyo Olympics semifinals, making him the first Chinese athlete (qualify) for the event's final. Following his achievement, some people in China described Su as YYDS, acronym(首字母缩略词) for yongyuan di shen.
YYDS translates as eternal god and describes outstanding person or thing, rather similar to the saying GOAT (greatest of all time) in English.
With the power of the Internet and (they) talent for quick adoption and adaptation, Gen Z (Z世代) quickly use it in daily conversation to praise their idols or (simple) describe something they are fond of. They use YYDS on their chat tools and social media (platform) like WeChat and Weibo. You can even see people commenting YYDS on Bilibili's bullet screen—a commentary system unique the Bilibili ecosystem, viewers leave so-called bullet comments, or danmu, that scroll across on-screen content.
Similar to YYDS, juejuezi or brilliant (with a capital B), too, (use) to express admiration. Nevertheless, this buzzword(流行词) comes with an edge as it may bear some negative meanings, (indicate) someone or something is exceedingly terrible, depending on the context.
Both YYDS and juejuezi were listed in the 2021 top 10 popular Chinese cyber slang phrases on December 6, 2021.
增加：在缺词处加一个漏字符号(∧)，并在其下面写
出该加的词。删除：把多余的词用斜线(＼)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1．每处错误及其修改均仅限一词；
2．只允许修改10处，多者(从第11处起)不计分。
Dear Ms Zhang,
I'm writing to express my gratitude. You are the very person who gave me a hand when necessarily.
One month ago, with the College Entrance Examination at the corner, I was nervous and in low spirit. I was afraid of letting my parents down because of their average academic performance. When I was at loss, as my headteacher, so you asked me to go to your office. Instead of blame me, you comforted me. More unforgettably, you help me with my study and always inspired me. Gradually, I learned what to adjust myself and stayed calm during the College Entrance Examination.
Ms. Zhang, I'm more than grateful for what you have done for me. Wish you happiness and good healthy.
Sincerely yours,
Li Hua
1）生涯规划的重要性；
2）如何做好生涯规划；
3）呼吁大家积极规划。
注意：1）词数 100 词左右；2）可适当增加细节，以使行文连贯。
