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Some Schooling on Backpacks According to the U. S. Consumer Product Safety Commission, 5, 900 kids were treated at hospital emergency rooms, clinics, and doctors’ offices last year for sprains(扭伤)and strains caused by backpacks. Such injuries are so widespread that more than 70 percent of physicians surveyed by the American Academy of Orthopedic(整形外科的)Surgeons listed backpacks as a potential clinical problem for children. How do you avoid such problems? Choose bags that have wide, padded straps(有垫的背带)and a belt. That will help transfer some of the weight from the back and shoulders to the hips. You should also tighten both straps firmly, so the pack rests about 2 inches above your waist. Also, remember to pack your bag with the heaviest items closest to your back and to bend both knees when you pick it up. How much should you stuff into your pack? That depends on your size and strength, but a general rule is not to exceed 20 percent of your body weight. So if a child weighs 100 pounds, the backpack and its load should not be more than 20 pounds. One hint; Make frequent trips to your locker(储物柜)to exchange books between classes. Backpacks with wheels let you pull the weight along the ground, but they have problems too. Many are larger than the average shoulder bag, so students are tempted to carry more than they would in a conventional pack. Roller bags often don’ t fit into a locker. They can also lead to tripping and falls in crowded halls. Whatever you use, 10 or 15 minutes of stretching and back strengthening is a good idea.

A. our parents B. clouded vision C. eye muscles D. our eyes E. computer use F. eye move

The Bilingual Brain When Karl Kim immigrated to the United States from Korea as a teenager, he had a hard time learning English. Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language. As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York. Their work led to an important discovery. They found evidence that children and adults don’t use the same parts of the brain when they learn a second language. The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people. One group consisted of those who had learned a second language as children. The other consisted of people who, like Kim, learned their second language later in life. People from both groups were placed inside the MR1 scanner. This allowed Kim and Hirsch to see which parts of the brain were getting more blood and were more active. They asked people from both groups to think about what they had done the day before, first in one language and then the other. They couldn ’ t speak out loud because any movement would disrupt(干扰)the scanning. Kim and Hirsch looked specifically at two language centers in the brain—Broca ’ s area, which is believed to control speech production, and Wernicke’ s area, which is thought to process meaning. Kim and Hirsch found that both groups of people used the same part of Wernicke’ s area no matter what language they were speaking. But their use of Broca’ s area was different. People who learned a second language as children used the same region in Broca’ s area for both their first and second languages. People who learned a second language later in life used a different part of Broca’ s area for their second language. How does Hirsch explain this difference? Hirsch believes that when language is first being programmed in young children, their brains may mix the sounds and structures of all languages in the same area. Once that programming is complete, the processing of a new language must be taken over by a different part of the brain. A second possibility is simply that we may acquire languages differently as children than we do as adults. Hirsch thinks that mothers teach a baby to speak by using different methods involving touch, sound and sight. And that is very different from learning a language in a high school or college class.

Bedwetting Millions of kids and teenagers from every part of the world wet the bed every single night, it’ s so common that there are probably other kids in your class who do it. Most kids don’ t【C1】______their friends, so it’ s easy to feel kind of alone, like you might be the only one on the whole planet who wets the bed. But you are not【C2】______. The fancy【C3】______for bedwetting is nocturnal enuresis(夜间遗尿). Enuresis runs in families. This means that if you urinate(排尿), or pee, while you are【C4】______, there’s a good【C5】______that a close relative also did it when he or she was a kid. Just like you may have【C6】______your mom’ s blue eyes or your uncle’ s long legs, you probably inherited bedwetting, too. The most important thing to remember is that no one【C7】______the bed on purpose. It doesn’t mean that you’re【C8】______or a slob(懒汉).It’s something you can’t help【C9】______. For some reason, kids who wet the bed are not able to feel that their bladder(膀胱)is full and don’t【C10】______up to pee in the toilet. Sometimes a kid who wets the bed will have a realistic【C11】______that he is in the bathroom peeing—only to wake up later and discover he’ s all wet. Many kids who wet the bed are very【C12】______ sleepers. Trying to wake up someone who wets the bed is often like trying to wake a log—they just stay asleep. Some kids who wet the bed do it every single night. Others wet some nights and are【C13】______on others. A lot of kids say that they seem to be drier when they sleep at a friend’ s or a relative’ s house. That’ s because kids who are anxious【C14】______wetting the bed may not sleep much or only very lightly. So the brain may be thinking, “Hey, you! Don’ t wet someone else’ s bed!“ This can help you【C15】______dry even if you’ re not aware of it.

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Approaches to Understanding Intelligences It pays to be smart, but we are not all smart in the same way. You may be a talented musician, but you might not be a good reader. Each of us is different. Psychologists disagree about what is intelligence and what are talents or personal abilities. Psychologists have two different views on intelligence. Some believe there is one general intelligence. Others believe there are many different intelligences. Some psychologists say there is one type of intelligence that can be measured with IQ tests. These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests. They do well on tests using words, numbers, or pictures. They do well on individual or group tests, and written or oral tests. Those who do poorly on one test, do the same on all tests. Studies of the brain show that there is a biological basis for general intelligence. The brains of intelligent people use less energy during problem solving. The brain waves of people with higher intelligence show a quicker reaction. Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain. Howard Gardner, a psychologist at the Harvard School of Education, has four children. He believes that all children are different and shouldn’ t be tested by one intelligence test. Although Gardner believes general intelligence exists, he doesn’ t think it tells much about the talents of a person outside of formal schooling. He thinks that the human mind has different intelligences. These intelligences allow us to solve the kinds of problems we are presented with in life. Each of us has different abilities within these intelligences. Gardner believes that the purpose of school should be to encourage development of all of our intelligences. Gardner says that his theory is based on biology. For example, when one part of the brain is injured, other parts of the brain still work. People who cannot talk because of brain damage can still sing. So, there is not just one intelligence to lose. Gardner has identified 8 different kinds of intelligence; linguistic, mathematical, spatial, musical, interpersonal, intrapersonal, body-kinesthetic(身体动觉的), and naturalistic.

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