1 . There’s a lot of anxiety around how young people, particularly teenagers, use the Internet but new research by Talk Talk suggests some of these fears may be overblown.

In a recent study, 2,000 young people aged 13—16 and the parents of the same teenagers, were interviewed about their attitudes to technology and loneliness.

The teens were mainly optimistic about technology and its uses. 51 percent said that during times when they felt lonely, tech provided a solution to their loneliness, enabling them to make new friends, receive support and advice, as well as allowing them to read positive comments online. However, social media was considered as cause for feeling lonely by 12 percent of teens, who said they felt lonely because they didn’t have many friends on social media.

When it comes to the parents, on the other hand there is an education gap between worrying about the Internet, and knowing what to do about it. For example, 70 percent of parents worry about their teens using the Internet, and knowing what to do about it. For example, 70 percent of parents worry about their teens using the Internet, but 65 percent said they did not limit the hours their teen spends using social media and tech, and 70 percent reported they don’t use parent protection controls and software. Around 37 percent said they feel ill-equipped or unsure about how to manage their teens online.

It seems like when it comes to the Internet, the main problem is with the parents not understanding what they’re doing. Research by Oxford University academics found there was little evidence linking screen time to mental health problems in teenagers. The study used a mixture of self-reporting techniques as well as time-use diaries.

We’re still learning about how things like social media affect our health and well being, but at least this research shows that the Generation Z (those born between 1996-2010) may have more of a hold on tech and its effects than their parents do.

3 . The Honors Program in Biochemistry & Molecular Biology (HPBMB) is offered to mature high school seniors with strong academic ability and achievement who seek careers in biological or biomedical science. Students can earn both a Bachelor of Science (B.S.) and a Doctor of Philosophy Degree (Ph.D.) in approximately 6 years.

Applicants to the Honors Program in Biochemistry & Molecular Biology must be in their last year of high school.

Undergraduates will have the opportunity to work with top-level research scientists in Biochemistry & Molecular Biology and also in clinical laboratories with scientists that are associated with the department. They will conduct intensive laboratory work in the areas of biochemistry, molecular biology or nutritional biochemistry starting in the summer before their first fall semester starts. By spring of their junior year；students will prepare an undergraduate thesis as preparation for their entry into graduate school. At that time, they will start taking graduate courses and continue to do research with a graduate faculty member.

To be considered students must:

• have a combined SAT I score of 1400(combined Math and Critical Reading scores)

• meet the SAT II score requirement of at least 600 in Math, and one science (Biology, Chemistry or Physics)

• have completed eight semesters of English and mathematics and two semesters each of Biology and Chemistry by the time they graduate from high school

• complete all components of your Common Application for undergraduate admission by November 1 of your senior year

• complete a supplemental application form for the Honors Program in Bio chemistry & Molecular Biology

• include a counselor recommendation, three letters of recommendation from teachers in support, of your application to the Honors Program and a personal statement

Send all Dual Admission Honors Program application materials to:

Dual Admission Honors Programs

Office of Admission

University of Miami

P. O. Box 248025

Coral Gables, FL 33124-4616

Fax number: (513)529-7592 (513)529-1950

For more information on the HPBMB, contact:

Dr. Thomas K. Harris

Director, Undergraduate and Medical Education

Biochemistry and Molecular Biology Office: Gautier Building， Room 111

Phone: 305-243-3358

•E-Mail: tkharris@miami．edu

4 . Empathy (同理心) is one of those strange qualities — something almost everyone wants, but few know how to truly give or receive it. In a world where self-satisfaction is emphasized, it is in short supply but high demand. This is all the more reason to teach the next generation what it means to have empathy for those around them.

What Is Empathy? — Many people confuse sympathy and empathy, but they are two distinct values. Empathy is not just the ability to understand someone's feelings; criminals often take advantage of people by appearing to understand their feelings and subsequently gaining their trust. Empathy is more than that. Not only is it the ability to recognize how someone feels, but it also values and respects the feelings of another person. It means treating others with kindness, dignity, and understanding.

Kids Need To See Adults Show Empathy — While some children are gifted with naturally kind hearts, in most cases kids need to see empathy modeled by the adults around them. It begins with the way parents relate to their children. Parents who show an interest in the things that matter to their kids and respond to emotions in a positive and caring way are teaching the skill of empathy.

Meet Emotional Needs — When children have their emotional needs met, two things happen. They learn how to meet the emotional needs of others and they are anchored in what they are receiving, meaning that they are secure enough to give to others when the need arises but first they need to receive. An empty jug cannot fill a cup.

It's a good idea to talk to kids about emotions and how other people experience them. Give their emotions names (for example, jealousy, anger, and love) and teach them that these are normal. Talk to them about how to handle emotions in a positive way and point out situations where other people are experiencing emotions. Teach them about respecting the emotions of others and show them how to act in a situation where a response is required.

5 . Mobile phones have become a problem for middle schools. Some middle schools in Australia have prevented students from carrying mobile phone during school hours.

Mobile phone use among children has become a problem for the school this year. Several children have got mobile phones as Christmas gifts, and more students will want them.

Mary Bluett, an official, said mobile phone use is a distraction(悲伤的事) to students during school hours and it also gives teachers so much trouble in their classrooms. Teachers were also saying that sometimes students might use phone messages to cheat during exams.

She said some schools had tried not to let students use mobile phones at school. Some parents felt unhappy because they couldn’t get in touch with their children.

Many teachers said students should not have mobile phones at school, but if there was a good reason, they could leave their phones at school offices. They also said there were many reasons why the students should not have mobile phones at school. They were easy to lose and were a distraction from studies.

Many people say that they understood why parents would want their children to have mobile phones, but they think schools should let the students know when they can use their mobile phones.

7 . One form of social prejudice against older people is the belief that they cannot understand or use modern technology.     1     Isn't it unfair that older people enjoying a computer game should be frowned upon by their children and grandchildren?

Nowadays older people have more control over their lives and they play a full part in society. Moreover, better health care has left more people in their sixties and seventies feeling fit and active after retirement.     2     Playing computer games is a very effective way of exercising the brain.

When personal computers were first introduced, most older people didn't believe they would ever familiarize themselves with it. Now computers have been around for a few generations and retired people have gradually become more relaxed about using them for fun.     3     Kate Stevens, aged 72, says, “I find playing such games very relaxing. It's not very demanding, but you still need to concentrate.”

    4     There's a greater variety of games to choose from, including more intellectual and complex strategy and simulation( 模拟) games. Internet Chess and Train Simulator are among the most popular of these. Train Simulator is based on real-world activities. Players can choose from a variety of challengers, such as keeping to a strict-timetable and using helper engines during a winter storm.

Some people argue that “grey gamers” simply don't have the skills required for computer games, and that teenagers are better.     5     Most computer games require the kind of analytical thinking that improves with practice, which means that the “grey gamers” may well be far better than gamers half a century younger than them. In games where speed is the main consideration, older people would be at a disadvantage because they may have slower reaction time. On the other hand, “grey gamers” have a preference for slower paced, mind challenging games.