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Intermittent fasting is a time-restricted diet, where the day's calorie intake is consumed over an 8-12 hour period, with fasting for the remaining hours. Research tracking participants on such diets for three months to a year has shown benefits like weight loss, improved heart health, and better control of blood sugar. These reported benefits have made intermittent fasting a global trend.

However, not all outcomes of intermittent fasting are positive. A study published on December 13 in Cell is among the first to link intermittent fasting with hair loss. The study found that intermittent fasting could block hair follicle (毛囊) regrowth by causing programmed cell death in active hair follicle stem cells (HFSCs). Mice subjected to intermittent fasting showed slower hair regrowth compared to those with regular food access. Though similar results were found in humans in a small clinical trial, the researchers warned that the effects might be less serious in humans due to their slower body processes and different hair growth patterns.

The researchers discovered that intermittent fasting slows hair growth because hair follicle stem cells (HFSCs) struggle to handle oxidative stress (氧化应激) when the body switches from burning sugar to fat for energy. Normally, HFSCs switches between activity and rest, and hair regrowth depends on these cells becoming active. In the study, mice with regular food access had active HFSCs after being shaved, and their hair regrew normally. However, the fasting mice experienced programmed cell death in their active HFSCs, preventing hair regrowth.

Although these findings are significant, they are based on initial studies. Larger trials are needed to better understand how intermittent fasting affects hair growth, as individual responses may vary.

Running Tide was founded by Marty Odlin, an engineer and fourth-generation commercial fisherman. The Gulf of Maine is warming faster than nearly every other oceanic region, and Odlin has seen the changes firsthand. About 15 years ago, Odlin heard a talk from Klaus Lackner — the physicist who popularized the idea of removing carbon from the atmosphere. It clicked. "It was like, oh, this is right because there's no way we're going to get off fossil fuels in the next 50 years," he recalls thinking. "We're going to have to pull it down."

Using seaweed to draw down carbon would be an elegant solution — if it works. Seaweed forests collectively cover an estimated two million square kilometers and absorb as much carbon as the Amazon rainforest. But much of that storage is short-lived. When the seaweed is harvested, eaten by animals, or washes ashore, its stored carbon is released back into the atmosphere. Running Tide's model, in theory at least, would take that stored carbon and sink it to the ocean floor where it would remain for centuries, breaking down slowly.

Some scientists are careful about rushing ahead before fundamental scientific, environmental, and regulatory questions are answered. "Climate change is worsening, and people are panicking," says Kristen Davis, a professor of University of California Irvine, "but the science is not there yet to actually confirm that it's a good idea."

After graduating from Virginia Tech with a degree in engineering in 1956, Walsh was hired by Chrysler in Detroit. "That was the best decision I ever made, because if I'd gone to GM, I could have been lost in a big hurry," Walsh said. The engineer proved his ability while making $485 a month. "I was the youngest chief engineer at Chrysler at that time," Walsh recalled.

Walsh was asked by the manager in 1976 to design a vehicle unlike any other. Walsh's team didn't waste time. "We designed a prototype (原型) by cutting down the big vans," Walsh explained. But the plans Walsh led would sit on a shelf collecting dust. "We kept proving that it was workable through the prototypes," Walsh said. Then eight years later, Chrysler's new CEO Lee Iacocca greenlighted the project. "He thought it was a product that needed to be on the market," Walsh said. "It was decided to produce it in 1984." With its extra space for storing goods and roominess for passengers, the Chrysler minivan was an instant hit. "It became the cash cow of Chrysler Corporation," Walsh said.

After 32 years in Chrysler, Walsh retired in 1988 just four years after the first minivan was produced. "The world's best minivans and that is true," Walsh said. "It was a landmark vehicle."2024 marks the 40th anniversary of the minivan, proving good ideas are highly productive. The 93-year-old doesn't take credit for the minivan. To this day Walsh sings high praise for his talented team.

Admirably, the retired engineer helped introduce a new way of driving. "I enjoyed every minute of those jobs. That is all I have got to say," Walsh said. "I enjoyed every minute of my career. I am very fortunate to be there at the beginning."

Off-Campus Housing Information Centre(OCHIC)

Learning enhancement services and off-campus housing information are available to help non-local students deal with issues and provide information related to rental accommodation outside of the CUHK campus.

The Independent Learning Centre (ILC)

The Independent Learning Centre(ILC)offers both academic and career-related support services in both English and Chinese for all CUHK postgraduate students. The 2-hour workshops provide practical training in specific journal paper writing, oral presentations, writing of literature reviews and many other areas to assist our postgraduate students in spreading their research far and wide.

Information Technology Services Centre (ITSC)

ITSC supports the one-stop university website My-CUHK which allows personalized access to email services, library services and the Chinese University Student Information System(CUSIS) for managing personal study details. ITSC also provides IT facilities, on and off campus network, e-Learning systems, online trainings and workshops.

Centre for Learning Enhancement And Research (CLEAR)

CLEAR organizes the Improving Postgraduate Learning(IPL)programme to introduce the approaches and framework to equip the work of researchers in a formal and structured manner, to advance the University's excellence and scholarship in teaching and learning, and to equip postgraduate students with essential skills and knowledge for their research.

In the Chinese calendar, the Year of the Snake will fall on January 29, 2025, following the Year of the Dragon. Chinese astrology (占星术), a rich and ancient system, consists of 12 zodiac animals, each (symbolize) unique qualities. Each year is also linked one of the five elements — metal, wood, water, fire, and earth — interact in a harmonious dance to promote balance and harmony in the world. It is believed that the personality of individuals born in a specific year (shape) by both the animal and the element associated with that year.

In 2025, we will enter the Year of the Wood Snake, a period also (refer) to as the Green Snake because wood is (traditional) associated with the color green. The snake stands for wisdom and agility (灵敏) in Chinese culture, while wood represents growth, (flexible), and tolerance.

The last Year of the Wood Snake was in 1965, a year of great changes. Key events (include) the Voting Rights Act in the U.S., the first spacewalk by a Soviet cosmonaut, Singapore's independence. However, there were challenges too, such as the Vietnam War and bank runs in Hong Kong.

In 2025, the Chinese New Year is distinguished by the rare occurrence of two "springs" (lichun), a phenomenon believed (bring) more good fortune, making it a lucky year for major decisions like marriage.

That's when I3 a secret: Washington, D. C., the city where I live, is full of hidden fossils (化石). In my busy, overstimulated life, I began to4 fossils. Many of these sites lie within 80 miles south of the capital along the Potomac River, so fossil hunting5 takes me away from the city. It's a pursuit that requires6 and focus. Finding different shapes in the earth feels like piecing together a broken7 in the sediment (沉淀物). Is it a tooth, a bone, or a shell? I'm looking for the8 end pieces. Thankfully, my9 phone signal in these areas helps me disconnect from the distractions of the modern world, allowing me to fully immerse myself in the search for fossils. Unlike the rush of daily life, fossils don't demand my constant10 because they've waited millions of years, and they can wait a little longer.

Once, I brought a bottle-cap-sized trilobite (三叶虫) fossil into the newsroom and kept it within my sight, since it was something I wanted to11 throughout the day. Turning over that piece of rock is a12 to remind me of a time long before humans13 and built cities on these lands.

Thinking about geological time makes me feel small but significant, like the tiny trilobite. As my worried mind14 , I realize that many of the stressful details don't really matter. My perspective shifts. Maybe, in this moment, I don't need to rush or worry about that phone call at all.15 , I can savor the quiet, gentle pace of the world around me, just like the fossils waiting to be discovered.

Many people are skeptical about reducing meat consumption, but there are many benefits of adopting plant-based diet. Besides, it produces significantly fewer greenhouse gases and requires less land and water than animals. This helps keep ecological balance and promotes better life quality.

This kind of diet is not usually preferred by people who enjoy the taste of animal meat. Just like the resistance some people have towards eating insects, the shift to plant-based diet also requires great changes in how people perceive and enjoy food.

The future of our food supply will depend heavily on our willingness to accept more sustainable eating habits. Options like lab-grown meats are promising. Yet will these food choices become common in our supermarkets?

How we choose to eat in the coming years will contribute to ensuring a sustainable future for you and me. Hopefully, we can balance our nutritional needs with the planet's ability to support us, building a harmonious relationship with our environment.

A. Such diet has been tried by many people.

B. It remains to be seen whether we can make it happen.

C. It is more nutritious compared with animal-based food.

D. Much depends on how such restaurants treat customers.

E. However, adapting to plant-based diet can be challenging.

F. Our choices directly impact the ecosystem and social welfare.

G. A practical solution is plant-based diet including fruits, vegetables and nuts.

Research on classroom-based group work reveals a paradox (悖论): while cooperative learning can be highly effective, merely placing children in groups often proves unproductive. The solution lies in teaching children how to cooperate effectively. Teachers play a crucial role in this process through their interaction with students.

To ensure effective group work, teachers must first raise students' awareness of the purpose and value of group activities. More importantly, they need to teach students how to engage in reasoned discussions, known as Exploratory Talk. This involves considering everyone's viewpoints, justifying arguments with reasons, and seeking evidence to support arguments. It also involves expressing critically but constructively, such as other ideas, ideas, contributions, and seeking further explanation.

Successful cooperation requires a reasoned discussion, which can be facilitated by establishing a set of "Ground Rules for Exploratory Talk". These rules guide behaviors such as asking for information, seeking and providing reasons, and evaluating proposals. Ground Rules help children ask questions, contribute, reason, and develop ideas. For instance, children learn to ask "What do you think? Why?" and listen attentively to each other's responses, reaching reasoned conclusions.

Exploratory Talk enhances group activities as a powerful learning tool. Certain activities, like Talking Points, are particularly effective in stimulating such discussions. Talking Points are inspiring statements designed to encourage children to share knowledge and ideas on a specific topic. Research indicates that children's Talking Points about more imaginative and extensive responses to traditional questions. They help children focus on the topic and compare their viewpoints with others. As they discuss children realize that their ideas can develop with new evidence and that alternative or valuable sources are new thinking. With proper guidance, the students will soon begin to see their ideas flowing. And gradually they will learn to participate fully not only in discussions but also in life as well.

I like my close friends a lot, and yet, on an almost daily basis, they shocked me. I have a friend who thinks voting is a waste of time; I have another friend who never takes any arrangement to meet at a given time and place seriously.

It's generally held that friends are people with whom we choose to develop relationships because we find their personalities agreeable, or similar to our own, and yet experience regularly contradicts this. What is a friend, really? All that one can safely say is that a friend is someone one likes and wishes to see again.

The truth is that we don't know our friends. Numerous studies show that we tend to assume our friends agree with us more than they really do. The striking part is that the problem doesn't appear to lessen as a friendship deepens. When the researchers Michael Gill and Bill Swann questioned students sharing rooms, they found that, as time passed,people became even more confident in the accuracy of their judgments about the other, and yet, in reality, the judgments grew no more accurate. Two people might become dear friends, yet remain ignorant about vast areas of each other's inner lives.

This seems strange, until you consider, that many-of the benefits that friendship provides don't necessarily depend on perfect familiarity; they come from something closer to reliability. Friendahip may be less about being drawn to someone's personality than about finding someone willing to keep you company, or lend an ear. A friend provides the "social-identity support" we desire. You needn't be a close match with someone, nor deeply familiar with their mind. And once a friendship has begun, you want to like it, if only to confirm that you made the right decision. We don't want to know everything about our friends. We don't base friendships on what we learn about people; we decide what to learn about people, and what to ignore, based on having decided to be friends.

Perhaps there's something moving about viewing friendship as an agreement to keep each other company, ignore each other's faults and not probe (刨根问底) too deeply in ways that might weaken the friendship. Perhaps a true friend is someone who doesn't ask many awkward questions.

He arrived early and sat in the back row, his backbone very straight, his ankles crossed precisely under the desk and his hands folded on the center of its top, and while the other children were filling in, he received a long, expressionless stare from each of them.

"We have a new classmate this morning," Miss Price said, "His name is Vincent Sabella, and he comes from New York City. I know we'll all do our best to make him feel at home."

This time they all swung around to stare at once, which caused him to duck his head slightly and shift his weight from one side to the other. Ordinarily, the fact of someone's coming from New York might have held a certain status, for to most of the children the city was a frightening, adult place that swallowed up their fathers every day. But anyone could see at a glance that Vincent Sabella had nothing to do with it. Even if you could ignore his twisted black hair and gray skin, his clothes would have given him away: ridiculously new pants, ridiculously old sports shoes and a yellow sweatshirt, much too small, with the faded remains of a Mickey Mouse design stamped on its chest.

The girls decided that he wasn't very nice and turned away, but the boys remained in their inspection, looking him up and down with faint smiles. This was the kind of kid they were accustomed to thinking of as "tough," the kind whose stare has made all of them uncomfortable at one time or another in unfamiliar neighborhoods; here was a unique chance for revenge.

summer session (June 12-July 26)

Morning sessions:

Section A: 8: 10-9: 10        Section B: 9: 20-10: 20

Section C: 10: 40-11: 40        Section D: 11: 50-12: 50

Afternoon sports: 2: 00-3: 30

American Sign Language(ASL)

It is thrilling to introduce ASL to our Lexington community with the arrival of our instructor, Mr. Wilson. In this course, students will learn the eșsential signs of alphabet(字母表) fingerspelling and various categories of vocabulary including family signs, WH-Questions and directional signs. Additionally, students will gain insights into the distinctions between the hearing and the deaf communities.

Grades: 9-10          Section C          Cost: $260

Baseball Camp

The camp is designed to instruct campers in the fundamental skills of ball pitching, batting, catching, striking in a group setting. Campers will also have the opportunity to engage in competitive yet entertaining games that will improve skills and strategies.

It will be scheduled for four Sundays: June 23, July 7, July 14, and July 21.

Grades: 9-11          Section A          Cost: $160

English Skills for High School

This class is designed to enhance high school students' English proficiency with flexible instruction and different schedules. In this class, we will read Madeleine L'Engle' s fantastic novel A Wrinkle in Time, we will craft our own imaginative narratives, and we will strengthen the core English skills that are crucial for high school students.

Grades: 10-12          Section B          Cost: $230          Book fee: $20

Computer Skills Training

This course is an expansive exploration into the field of computer science, covering a variety of subjects including problem-solving, programming, physical computing, user-centered design and data analysis. Students will be motivated to create their own websites, apps, animations, games, and so on. Prior experience of block coding (编码) is suggested for students enrolling in this course.

Grades: 11-12          Section D          Cost: $240          Book fee: $30