I’ve been paralyzed (瘫痪的) since childhood and I started using a wheelchair in first grade. So I’ve had 30 years to learn just how______ I am and just how often people assume I’m helpless.

As a culture, Americans are ______ that disability is something they’ve figured out. Disability doesn’t define anyone; try to be ______; and the rule that guides them all: be kind.

Well, here’s the ______: we look through the eyes of nondisabled people so regularly that we ______ to ask even one of the many questions hovering (停留) around the disabled recipients of “help”. Did you want anyone’s help? Was it______ helpful?

“So how am I supposed to be helpful?” you might be asking. You have to______ the person in front of you. What signals are they giving you? What expression do you see on their face? If you really can’t ______, you can ask, but if someone says, “No thank you,” listen.

Like anyone else, disabled people are both capable and in need of some help. If you want to be genuinely, actively “______” to disabled people, invite them into your organizations, businesses and programs. Include disabled engineers and comedians and lawyers and teachers in your world. This kind of ______is a kindness for all of us, because listening to voices that are typically silenced brings to the table creativity, innovation and power.

Connected to each other like never before, young people today are becoming agents of change, increasingly     21    (contribute) to innovative solutions that improve people’s lives and the planet’s health.

The United Nations Institute for Training and Research     22     (be) therefore delighted to launch the Young Leaders Online Training Programme, a four-week e-Learning course, to provide participants     23     the knowledge and skills to fully unfold their potential as global leaders.

When Halloween arrives, you know there is bound to be some mischief (恶作剧). So I wasn’t     24     (entire) surprised when I opened my front door that night to see my candy bowl completely—and very suddenly—empty. To be fair, this was after some light rain    25     (clear) the street of most trick-or-treaters and the youngest had already made the rounds. I never saw    26     took it, but I did shout “Happy Halloween!” into the night air.

When we’re solving a complicated problem, we often gather a group    27     (brainstorm). We’re looking to get the best ideas as quickly as possible. I love seeing it happen—except for one tiny wrinkle. Group brainstorming usually backfires.

Extensive evidence shows that when we generate    28     (idea) together, we’re unlikely to maximize collective intelligence. As the humourist John Smith said, “If you had to identify, in one word, the reason    29    the human race has not achieved, and never will achieve, its full potential, that word would be：‘meetings’. ” But the problem isn’t meetings    30     (they)—it’s how we run them.

Women experience a “gender tenure gap”, lasting in CEO roles at publicly listed companies for shorter periods than men, according to new research which may support the idea that female leaders are subject to a “ glass cliff ” where they are set up to fail.

The concept of the glass cliff is that women are more likely to be appointed as leaders when an organization is in a time of crisis, so that their position is seen as more precarious than male counterparts.

Researchers at the University of Exeter found in 2005 that women were more likely to be appointed as board members after a company’s share price had performed badly. Professor Ryan told the Observer that the Russell Reynolds analysis was “ robust and added to the body of work in this area”.

“If women are more likely to take on leadership roles in times of crisis, then it follows that their time in office is likely to be stressful, more heavily scrutinised and shorter in tenure. This reduced tenure could be for a number of reasons — because there is often higher turnover in times of crisis, because they are judged as not performing well, even though poor performance was in train before their appointment, or because when things start to turn around, men come back into leadership roles.” she said.

Chief executive roles have a very low turnover, she said, which makes progress harder. “I think men can enjoy a greater followership — support within the organization. They can suffer big setbacks and rise again. Women who have been CEOs tend to go off to an alternative career.

However, she said that there was cause for optimism. The number of women on FTSE 350 boards is now 41%, up from 9.5% in 2011, and appointing women is “now the norm”. Russell Reynolds also found in a survey of 1,500 leaders worldwide that there were no significant differences in how women and men were perceived by the people who worked for them, showing that they were equally effective as leaders, although women were seen as being better at coaching and development.

Lying is something that most of us are expert at. We lie at ease, in ways big and small, to strangers, co-workers, friends, and loved ones. Our capacity for dishonesty is as fundamental to us as our need to trust others, which ironically makes us terrible at detecting lies. Being deceitful is woven into our very fabric, so much so that it would be truthful to say that to lie is human.

The universality of lying was first documented systematically by Bella DePaulo, a social psychologist at the University of California, Santa Barbara. Two decades ago DePaulo and her colleagues asked 147 adults to write down for a week every instance they tried to mislead someone. The researchers found that the subjects lied on average one or two times a day. Most of these untruths were not offensive, intended to hide one’s inadequacies or to protect the feelings of others. Some lies were excuses—one subject blamed the failure to take out the garbage on not knowing where it needed to go. Yet other lies—such as a claim of being a diplomat’s son—were aimed at presenting a false image. While these were minor crimes, a later study by DePaulo and other colleagues involving a similar sample indicated that most people have, at some point, told one or more “serious lies”—making false claims on a college application, for example.

That human beings should universally possess a talent for deceiving one another shouldn’t surprise us. Researchers speculate that lying as a behavior arose not long after the emergence of language. The ability to control others without using physical force likely gave an advantage in the competition for resources and mates, similar to the evolution of deceptive strategies in the animal kingdom, such as camouflage (伪装).“Lying is so easy compared to other ways of gaining power,” notes Sissela Bok, an ethicist at Harvard University who’s one of the most prominent thinkers on the subject. “It’s much easier to lie in order to get somebody’s money or wealth than to hit them over the head or rob a bank.”

As lying has come to be recognized as a deeply-rooted human trait, social science researchers and neuro-scientists have sought to explain the nature and roots of the behavior. Researchers are learning that we tend to believe some lies even when they’re obviously contradicted by clear evidence. These insights suggest that our tendency to deceive others and our weakness to be deceived, are especially consequential in the age of social media. Our ability to separate truth from lies is under unprecedented threat.

Children learn best when the significant adults in their lives—parents, teachers, and other family and community members—work together to encourage and support them. This basic fact should be a guiding principle as we think about how schools should be organized and how children should be taught. Schools alone cannot address all of a child’s developmental needs: the meaningful involvement of parents and support from the community are essential.

The need for a strong partnership between schools and families to educate children may seem like common sense. In simpler times, this relationship was natural and easy to maintain. Teachers and parents were often neighbors and found many occasions to discuss a child’s progress. Children heard the same messages from teachers and parents and understood that they were expected to uphold the same standards at home and at school.

As society has become more complex and demanding, though, these relationships have all too often fallen by the wayside. Neither educators nor parents have enough time to get to know one another and establish working relationships on behalf of children. In many communities, parents are discouraged from spending time in classrooms and educators are expected to consult with family members only when a child is in trouble. The result, in too many cases, is misunderstanding, mistrust, and a lack of respect, so that when a child falls behind, teachers blame the parents and parents blame the teachers.

At the same time，our society has created artificial distinctions （区别）of the roles that parents and teachers should play in a young person’s development. We tend to think that schools should stick to teaching academics and that home is the place where children’s moral and emotional development should take place.

Yet children don’t stop learning about values and relationships when they enter a classroom, nor do they cease learning academics— and attitudes about learning —when they are at home or elsewhere in their community.

These days, it can take extraordinary efforts to build strong relationships between families and educators. Schools have to reach out to families, making them feel welcome as full partners in the educational process. Families, in turn, have to make a commitment of time and energy to support their children both at home and at school.