According to the website of the Beijing Municipal Education Commission on October 9th, the Beijing Municipal Education Commission issued the Notice on Strengthening the Management of Mental Health of Primary and Secondary School Students, proposing to establish and improve the grading early warning and intervention mechanism for students’ psychological crisis. For students with psychological problems found in their daily work and psychological assessment, the school should organize relevant professionals inside and outside the school to make judgments, work with parents to formulate targeted intervention plans, make timely adjustments, and dynamically track the effectiveness of intervention. When students have serious psychological crisis, such as suicide, self-injury, wounding and destroying things, the school promptly assists parents to send them to the hospital for medical treatment. Each school in primary and secondary schools should be equipped with at least one full-time mental health education teacher. Schools with more than 500 students, schools run by groups, and schools run by multiple schools should appropriately increase the number of psychological teachers.

　　The full text is as follows:

　　Notice of Beijing Municipal Education Commission on Strengthening the Management of Mental Health of Primary and Secondary School Students

　　In order to implement the Notice of the General Office of the Ministry of Education on Strengthening the Management of Students’ Mental Health (No.10 [2021] of the Department of Education and Political Affairs), promote the construction of a trinity mental health education system of "school, family and society", effectively strengthen professional support and scientific management, further improve the pertinence and effectiveness of students’ mental health work, focus on improving students’ mental health literacy, and enhance their ability to control their emotions, cope with setbacks and adapt to the environment, we hereby notify the relevant requirements.

　　First, strengthen the source management, and comprehensively improve students’ mental health literacy.

　　1. Strengthen the construction of mental health courses. Schools should play the role of the main channel of classroom teaching, help students master mental health knowledge and skills, and establish a sense of self-help, mutual assistance and help. According to the requirements of full grade coverage, mental health education is carried out in the form of mental health education activity classes, class team meetings, group counseling, psychological training, special education activities, special lectures, etc., and mental health education classes are included in the school-based curriculum. Strengthen mental health education at important time points such as freshmen’s entrance, graduation, and before and after mid-term and final exams. In strict accordance with the Outline of Mental Health Education for Primary and Secondary Schools in Beijing (Revised), the contents of mental health education are implemented, and at the same time, various forms of life education and frustration education are arranged to guide students to learn to face setbacks and difficulties rationally.

　　2. Vigorously cultivate students’ positive psychological quality. Adhere to the unity of mental health education and ideological and moral education, guide students to establish lofty ideals, cultivate feelings of home and country, inherit the spirit of struggle, and cultivate a positive and optimistic attitude towards life and perseverance. Give full play to the important role of physical education, aesthetic education, labor education and campus culture, and promote the healthy development of students’ psychology in all directions. Strictly implement the rigid requirements of physical education class and aesthetic education, actively promote Chinese traditional sports, extensively carry out popular sports and rich artistic practice activities, systematically strengthen labor education in combination with the characteristics of each school segment, and attract students to actively participate in various healthy and progressive campus cultural life and student club activities. Through publicity window, corridor display board, electronic screen, class blackboard newspaper, etc., we will carry out popular science propaganda on mental health, effectively cultivate students’ psychological quality of cherishing and loving life, and enhance their sense of responsibility and mission.

　　3. Classify and channel various pressures as early as possible. Adhere to the combination of development-oriented and preventive intervention, and take active measures to avoid psychological crisis caused by stress that cannot be alleviated in view of the psychological imbalance that students may encounter in study, life, interpersonal relationship and self-awareness. Pay attention to caring for and helping students who encounter difficulties in learning and have poor academic performance. Teachers should give individual guidance in time, encourage peer assistance among students, and help students relieve psychological pressure and boost their learning confidence. Pay timely attention to students with financial difficulties, students from single-parent families, students with physical disabilities or serious health problems, left-behind children and migrant children, care about students’ lives, and foresee and effectively solve students’ psychological problems. Timely understand the difficulties and problems that students encounter in interpersonal communication and collective life, and carry out targeted individual conversations and group counseling to help students establish a correct outlook on life and values.

　　4. Strengthen the joint efforts of schools, families and social education. Adhere to the school-led and multi-party cooperation to promote. The school timely understands whether students have early psychological trauma, major family changes, and tense parent-child relationship, and actively seeks effective support from students’ family members and related personnel. Through parents’ school, home visits and other forms, help parents understand the psychological characteristics and laws of their children’s age, guide parents to pay scientific attention to and care for students’ mental health, create a good family atmosphere, improve their awareness and ability to identify and deal with children’s psychological problems, and prevent children’s psychological problems from being caused by family conflicts or improper education methods. Make full use of radio, television, online media and other platforms and channels to spread mental health knowledge and actively create a social environment conducive to the healthy growth of students.

　　Two, strengthen the process management, improve the ability of early detection and the level of daily counseling.

　　5. Do a good job in mental health assessment. Actively rely on professional strength and means, regularly carry out students’ mental health assessment, improve the screening and early warning mechanism, and implement accurate intervention as soon as possible. District education committees should set up or rely on relevant professional institutions to take the lead in organizing primary and secondary schools in the region to carry out mental health assessment, conduct a mental health assessment for senior primary schools, junior high schools and senior high schools every year, establish and enrich students’ mental health database, guide schools to scientifically use the results of students’ mental health assessment, and promote the establishment of "one life, one policy" psychological growth files. For students with obvious psychological problems, we should strengthen the construction and management of students’ psychological files.

　　6. Strengthen daily early warning and prevention. Schools should establish "classes — Grade — The school’s three-level early warning information reporting mechanism ensures that students’ psychological crisis can be warned, reported and handled in time. In-depth promotion of on-the-spot home visits, at least once a semester for students who need to pay attention to life difficulties, learning difficulties or mental health problems. When students are found to have major changes in their thinking, great fluctuations in their studies, major changes, major setbacks and obvious anomalies, they should conduct home visits in time and record the communication between home and school in students’ psychological files. Mental health teachers and class teachers should communicate closely with parents to strengthen psychological counseling and help children tide over the difficulties. Students with extreme behavioral tendencies should be given timely intervention and help.

　　7. Strengthen psychological counseling services. Establish a three-level psychological counseling service platform for cities, districts and schools. We will build and make good use of the online psychological counseling service platform for teachers and students of Beijing Digital Moral Education Network for primary and secondary schools and the 12355 youth psychological counseling service hotline. The District Education Commission should establish a district-level psychological counseling center for primary and secondary school students, provide immediate psychological counseling for primary and secondary school students in the whole district after class, on weekends and holidays, and provide a 24-hour message platform for psychological problems through websites, WeChat WeChat official account and other channels to answer students’ psychological puzzles in time. All schools should improve the system of duty and appointment for psychological counseling, and meet the needs of students for counseling and help through interviews and telephone calls. Intensify publicity to improve the awareness rate of parents of teachers and students on psychological counseling channels in cities, districts and schools.

　　Third, strengthen the management of results and improve the ability of psychological crisis intervention and disposal.

　　8. Vigorously build a cooperative intervention mechanism between home and school. Establish and improve the grading early warning and intervention mechanism for students’ psychological crisis. For students with psychological problems found in daily work and psychological evaluation, the school should organize relevant professionals inside and outside the school to make judgments, work with parents to formulate targeted intervention plans, make timely adjustments, and dynamically track the effectiveness of intervention. When students have serious psychological crisis, such as suicide, self-injury, wounding and destroying things, the school promptly assists parents to send them to the hospital for medical treatment.

　　9. Actively seek cooperation and support from professional institutions. District education committees and schools should strengthen coordination with health departments, establish a support and cooperation mechanism for mental health education and psychological crisis intervention in schools by mental health medical institutions, and provide professional psychological counseling or psychotherapy for primary and secondary schools. For students with serious psychological crisis beyond the ability of school counseling and intervention, the school should assist parents and refer them to professional institutions for diagnosis and treatment in time.

　　10. Do a good job in the aftermath of student emergencies. After a student has an accident at school due to psychological problems, the school should immediately start the emergency work plan, contact the parents of the students at the first time, and verify the situation and deal with it in time under the guidance of the District Education Commission and the public security departments. In response to possible social concerns, schools should respond in a timely manner in accordance with the principle of openness and transparency, and strive for the support of online information, public security and other departments to do a good job together.

　　Fourth, strengthen security management and increase comprehensive support.

　　11. Complete and build a strong backbone team. Each school in primary and secondary schools is equipped with at least one full-time mental health education teacher. On the basis of ensuring the number of full-time psychological teachers, part-time psychological teachers can be equipped according to the actual situation and work needs. Schools with more than 500 students, schools run by groups and schools run by one school with multiple addresses should appropriately increase the allocation of psychological teachers. In principle, full-time psychological teachers should have a bachelor degree or above in psychology or related majors, and part-time psychological teachers must undergo professional training or have professional qualifications for mental health education. To improve the supporting ability of head teachers’ mental health education, primary and secondary schools should focus on mental health education as a compulsory content in pre-job training, professional training and daily training for head teachers and teachers of various disciplines. All faculty and staff of the school should establish the consciousness of paying attention to students’ mental health, and inform the class teacher and psychological teacher in time if they find that students have abnormal psychology or behavior.

　　12 to strengthen the construction of mental health education research team. Build a full-time and part-time teaching and research team of mental health education at the municipal level, establish and improve the regular supervision mechanism of mental health education in primary and secondary schools, adhere to and improve the exchange mechanism of research results of mental health education, promote the construction of characteristic schools of mental health education, enhance the professional level of mental health education, and promote the standardized and scientific development of mental health education. Education, research and training departments in all districts should be fully equipped with full-time psychological teaching and research staff, and establish a long-term mechanism for teaching, research and training. Support qualified schools to set up psychological teaching and research groups and carry out regular activities.

　　13. Increase the support of psychological teachers. Support psychological teachers to participate in activities such as study, further study, training and communication, improve the professional skills of mental health education, and promote the professional development of psychological teachers. According to the actual situation of the school, all kinds of mental health education lectures, theme activities and psychological counseling for students, parents and teachers will be included in the workload and included in the performance management to ensure that full-time psychological teachers enjoy the same treatment as class teachers. Part-time psychological teachers calculate the workload according to the relevant regulations of the school and guarantee the corresponding treatment.

　　14. Ensure the site and funds. The District Education Commission should equip the district-level psychological counseling center for primary and secondary school students with special space and hardware and software equipment, and further promote the construction of psychological counseling rooms for primary and secondary schools in accordance with the requirements of the Ministry of Education’s Guide to the Construction of Psychological Counseling Rooms for Primary and Secondary Schools. Improve the system of psychological counseling on duty, appointment, interview, etc., to ensure students’ psychological counseling and help-seeking needs. During the period when students are in school, the psychological counseling room should be open to students every day during recess, after class and other non-class hours, and teachers with psychological counseling qualifications should be arranged to be on duty. All districts and schools should ensure the daily operation of mental health education and the funds for equipment configuration, operation and maintenance and team building. All districts should fully guarantee the funds for mental health education and establish a growth mechanism as appropriate. Schools should co-ordinate all kinds of funds in the annual budget to ensure the funds for mental health education.

　　On October 8th, the second season finals of China’s new songs were held in the Bird’s Nest, and Tibetan singer Zahi Bing Zo won the championship in one fell swoop. The season ended, but the news around "new songs" did not end. On October 11th, Na Ying, the "iron-clad" in the mentor group, announced that she would no longer participate in the recording of the subsequent "New Songs" and would no longer serve as a mentor. On the same day, after the video of Eason Chan’s participation in a Hong Kong program was exposed on the Internet, it was interpreted by netizens as "the shady selection of new songs".

　　However, the coming and going of tutors and the later pattern editing have already become the normal state of today’s reality show, and it is certainly not these that really make the "new songs" a headache.

　　Na Ying quit?

　　Producer’s response: it does not affect the continuation of "new songs"

　　Na Ying is the only tutor who has never been absent for six years, with four seasons of Good Voice of China (the predecessor of China’s new songs) and two seasons of New Songs of China. But just when everyone acquiesced that she would stick to it, on October 11th, Na Ying Studio issued a statement through Weibo, saying, "It’s time to say goodbye to everyone seriously." Na Ying said in the statement that she was very reluctant to the program, the students and the instructors who fought side by side, and she was very grateful. Every time she made a choice, she felt tormented and powerless. However, she resolutely made a decision: "With the end of the new song competition in the second season, all the students in Class 2, Grade 6 have officially graduated, and it’s time for me, as a tutor, to have a rest", and "This time it’s true … …” After six years on duty, Na Ying brought out three-season champions Liang Bo, Diamond and Zhang Lei, whose teaching ability was particularly obvious in Liang Bo. Among the students in that season, there were MoMo Wu who was different from others, and Summer who had international style, but Liang Bo won the championship by virtue of the last big explosion, among which Na Ying’s song selection played a great help.

　　In the finals just past, in order to help his student Guo Qin prepare for the Mid-Autumn Festival, Na Ying gave up the opportunity to spend the Mid-Autumn Festival with his family, took Guo Qin and the band to Chongli, rode a road bike to the top of the mountain to enjoy the moon, played and sang together, and missed his hometown. In the meantime, he was caught in a traffic jam for five and a half hours. Why did Na Ying, who is so dedicated, suddenly quit? In an interview, Simon Lu, the propaganda director of the producer of China New Songs 2, did not disclose the time and reason for Na Ying’s decision to leave, but still said: "Since the new songs program was held, every year we will send invitations to all the instructors who have the greatest influence and appeal in the music world. In the end, no matter which four tutors join us, we have a long-term cooperative relationship with all these teachers. Not only in the program, but also outside the program. " Regarding whether the next new song will be affected, Simon Lu’s answer is: "The audition for the third" New Song of China "has already started."

　　Eason Chan "broke the news"?

　　Producer’s response: Someone took it out of context.

　　Just after seeing Na Ying off, the topic of tutor Eason Chan’s shady new songs was hotly searched. The cause of the incident is that Eason Chan recently appeared on a Hong Kong talk show, and a group of hosts sharply questioned his feelings of participating in the mainland draft variety show for the first time. Among them, Eason Chan mentioned, "Individual contestants returned to the scene and accepted blind selection again. Not only that, but the live director also asked me to take a button with Na Ying in the headset to choose her … …” In this regard, "New Songs" issued a statement yesterday saying that some of Eason Chan’s remarks about "New Songs" were misinterpreted and misread. "New Songs of China" has always had a resurrection competition system in the blind selection stage, and a very small number of "pearl-left" students who were not selected by their tutors in the blind selection stage but left their tutors with regrets can get a second resurrection opportunity. Even if they get a precious chance of resurrection, students still need to get the approval of their instructors by singing in order to stay on the stage successfully. Moreover, in that program, when the host asked the program group if there was anything unfair, Eason Chan also clearly stated that "I believe what I saw was not true". However, this paragraph was cut off.

　　Text/reporter Zuwei

　　reporters’ notes

　　How to solve the puzzle of "aesthetic fatigue"

　　It has long been normal for the mentor to stay or stay, and the shady truth is true and false. What really worries the "new songs" is actually how to spend the audience’s aesthetic fatigue period. Not to mention the good days of the "Good Voice" era, just comparing the data of the first season of "New Songs", we can also see the decline of this program. According to CSM52 data, the audience rating of "New Songs" in the first quarter finals was 3.956%, and the market share was 16.05%. This year, "New Songs 2" was launched, with a premiere audience of 52.48 million, a decrease of nearly 13.952 million compared with the previous quarter, and the audience rating in the finals was only 2.201%.

　　In terms of popular players, "new songs" are also not dominant. As a talent show, the number of Weibo fans of Victor Ma, the runner-up of the online variety "Tomorrow’s Son", increased from 197 before the game to 1.16 million, and the champion Mao was not easy to increase from 101 to 2.61 million. In contrast, Jiang Dunhao, the champion of the first season of "New Songs", currently has 280,000 fans; In the second season, the number of fans of Guo Qin, the runner-up of the new course, was 70,000, while that of champion Zahi Bing Zo was only 20,000. No wonder some people sigh, "After watching the whole season program, I only remembered the gags of Na Ying, Liu Huan, Eason Chan and Jay Chou, but I didn’t remember any students".

　　The focus of this season’s "new songs" has been tilted towards the mentor. This year’s mentor’s opening show was extended from 19 minutes last year to more than 30 minutes. Four mentors sang a total of nine songs, compared with only five last year. In future programs, the interaction between tutors is far richer than the content of students, so that some people commented that "new songs" changed from a large-scale music commentary program to a large-scale emotional talk show. However, this transformation has not led to an increase in the popularity of the program.

　　In addition, the "new songs" have to resist the strong rise of online comprehensive "Hip Hop in China", "Son of Tomorrow" and "Happy Boys". Compared with "new songs", the latter has more accurate audience positioning, more distinct musical attitude, more flexible production methods and stronger marketing and communication capabilities … …

　　Next year, the "new songs" will soon usher in the "seven-year itch". Can this program still maintain its position as the first music variety on TV?

　　Text/reporter Zuwei

Bugatti Veyron, registered in the Chinese market under the name of "Bugatti Veyron", is a model of super sports cars in the world, and it represents an unattainable dream of countless riders. For most people, this car often exists only in the online world, which is rare in real life. So, what is the price of Bugatti Veyron?

Bugatti Veyron has a wide range of models, including Bugatti SuperSport, Bugatti GrandSport, Bugatti Vitesse, Bugatti hermes Commemorative Edition and Bugatti Porcelain Commemorative Edition. Among them, the price of the most basic model in China’s market is as high as 25 million yuan, while the price of the high-performance version is more than 35 million yuan.

Although this price is out of reach for most people, there is always a dream. What if it comes true? Next, let’s take a look at the most expensive model of Bugatti Veyron.

At present, the most expensive Bugatti Veyron is the Bugatti Veyron 16.4, which is limited to 80 cars worldwide and the price is as high as 45.5 million yuan. Moreover, it is not necessary to buy this car as long as you have money. Before buying, customers still need to pay 3.15 million yuan to get the qualification to queue up for purchase.

The name of Bugatti Veyron 16.4 comes from Pierre Veyron, who won the Lieman honor in 1939 by driving Bugatti 57. 16.4 represents that this car has 16 cylinders and 4 turbochargers, that is to say, the Bugatti Veyron 16.4 is equipped with a W-shaped 8.0-liter 16-cylinder engine.

This engine can provide the vehicle with a maximum horsepower of up to 1,200 horses, and the peak torque reaches an astonishing 1500Nm, which makes the vehicle accelerate from 0 to 100km/h in only 2.5 seconds, from 0 to 200km/h in only 7.3 seconds, and the maximum speed reaches 430 km/h.

In addition, the Bugatti Veyron 16.4 is also equipped with a computer, which will feed back the relevant data information, including speed, distance, technical problems and vehicle location, to the manufacturer every time the owner turns off the engine after driving, so as to ensure that the owner can enjoy the most enjoyable driving experience.