2 . Throughout history, many species of animals have been threatened with extinction. When Europeans first arrived in North America, more than 60 million buffalo (水牛) lived on the continent. Yet hunting the buffalo was so popular during the 19th century that by 1900 the animal’s population had fallen to about 400 before the government stepped in to protect the species. In some countries today, the elephant faces a similar challenge, as illegal hunters kill the animals for the ivory in their tusks.

Yet not all animals with commercial value face this threat (威胁).The cow, for example, is a valuable source of food, but no one worries that the cow will soon be extinct. Why does the commercial value of ivory threaten the elephant. while the commercial value of beef protects the cow?

The reason is that elephants are a common resource, while cows are private goods. Elephants wander freely without any owners. The hunter has a strong motivation to kill as many elephants as he can find. Because illegal hunters are numerous, each has only a slight motivation to preserve the elephant population. By contrast, cattle live on farms that are privately owned. Each farmer makes great effort to maintain the cattle population on his farm because he harvests the benefit of these efforts.

Governments have tried to solve the elephant’s problem in two ways. Some countries, such as Kenya and Uganda, have made it illegal to kill elephants and sell their ivory. Yet these laws have been hard to put into effect, and elephant populations have continued to dwindle. By contrast, other countries, such as Malawi and Namibia, have made elephants private goods and allowed people to kill elephants, but only those on their own property.

With private ownership and the profit motive now on its side, the African elephant might someday be as safe from extinction as the cow. The ancient Greek philosopher Aristotle pointed out the problem with common resources: “What is common to many is taken least care of, for all men have greater regard for what is their own than for what they possess in common with others.”

December 5, 2012, was a very special day for Josephine and Scott Lansing, as it marked the fourth adoption for the Lansings.

When they began the journey to adopt their first daughter, Cloe, years ago, Josephine and Scott Lansing never imagined they would eventually have a house full of girls. The couple later adopted Josie in 2011 and Annabelle in 2012. For the Lansing family, adoption is about giving every child the opportunity to grow healthily in a loving home. Scott and Josephine are great advocates for each of their daughters, and they make sure each child knows how special and loved they are.

In February of 2009, Bethany entered into the care of Child Protective Services due to her mother's inability to care for her and her brothers and sisters. Her experiences made it very difficult for her to trust adults, since she learned from an early age that she could only count on herself. She lived in a shelter for several months before moving into a foster home (寄养家庭). Still, Bethany struggled to understand why she had been taken away from the only family she had known. In May of 2010, Bethany was placed at Helping Hand Home for Children's Residential Treatment Center, where her journey to returning to normal finally began. With the patience, support, and guidance of the Helping Hand Home staff, Bethany developed healthy, appropriate ways to express her emotions. She was taught to respect herself, and she learned that it was okay to trust others.

When Bethany was introduced to the Lansing family in June of 2012, the meeting did not go as smoothly as everyone hoped. Bethany's insecurities resurfaced due to the suffering she experienced at such a young age, and she refused to talk or even look at the Lansings at their first meeting.

When I was six years old, I visited my grandfather’s farm in Kansas and he sent me into the woods to gather pecans (胡桃) for us to enjoy later. The pecans were about the size of a man’s thumbnail and just about the tastiest snack I’d ever had.

However, pecan picking was really tiring and my little bucket was only half full after working hard for a long time. I thought I wouldn’t let Grandpa down. Just then something caught my eye. A large brown squirrel was a few feet away. I watched as he picked up a pecan, hurried to a tree, jumped up to the trunk and disappeared in a large hole. A moment later the squirrel popped back out and climbed down to the ground to pick up another nut. Once again, he took the pecan back to his hiding place inside the hollow of the tree.

Not so secret anymore, I thought. I dashed over to the tree and looked into the hole. It was filled with pecans! Golden pecans were right there for taking. This was my chance. Handful by handful, I scooped all of those pecans into my bucket. Now it was almost full! I was so proud of myself that I couldn’t wait to show Grandpa all the pecans.

I ran back and shouted, “Look at all the pecans!” He looked into the bucket and asked, “Well, well, how did you find so many?” I told him how I’d followed the squirrel and taken the pecans from his hiding place.

Grandpa congratulated me on how smart I’d been in observing the squirrel and his habits. Then he did something that surprised me. He handed the bucket back to me and put his arm gently around my shoulders.

“That squirrel worked very hard to gather his winter supply of food,” he said.

I picked up that little bucket full of pecans and carried it back to the tree.

5 . The Mid-Autumn Day is a happy time for a family reunion (团聚). But it was a different________after my parents and I came to America. I remember the first Mid-Autumn Day we spent here.

On that morning, I smiled seeing mooncakes on the table. But then I________I had classes at 1:50 pm and felt________. You see, there’s a________in China for this special day but not in America. Noticing my upset, Mom tried to comfort me, “We have duck at lunch, your favorite.________?” The duck cheered me up. We had a delicious lunch, but before we________it was time for class. I had to put down my________and sat before my computer. I couldn’t help________that my Mid-Autumn Day was like this — having online classes with lunch half-eaten. I would never________this in the past.

At the Mid-Autumn Gala (联欢会), the scene (场景) of a family having dinner together made me________. I really missed my grandparents. Although we had________them in the day, it was different from a reunion. How regretful we couldn’t________!

At midnight, I got lost in thought. The day is so important that I felt upset without a good________. But on second thoughts, although the holiday________, the moon was still full.________, although in different countries, all hearts of my family were connected. Realizing this made me filled with warmth.

6 . It is lunchtime. At a long table inside a restaurant, some young people sit together over lunch. There is less conversation than you might expect from a typical group of friends: a boy seems to talk only to himself, and a girl looks anxious.

These young people met through a program organized by the nonprofit Actionplay, where young people with autism work together to write and stage a musical. Each Sunday, they work and have lunch together. “You meet other people just like you,” says Lexi Spindel. “That was the first time my daughter had a friend,” says Lexi’s father. “That never happened before Actionplay.”

For decades, scientists have supposed people with autism don’t have or need friends. A new research is forcing a rethink of those long-held beliefs. Autistic people report they want friends. One significant barrier to friendships is common people’s opinion that autistic people are not interested in connecting with them. Appearing uninterested, however, is not always the same as being uninterested. An autistic child looking uninterested in games may in fact be overcome by the noise. And behaviors like clapping hands repeatedly are a way to manage their anxiety and uncertainty, not a sign of their low social interest.

For some autistic people, friendships develop through experimental programs. In a program Lerner developed, participants play a game called Gibberish. where teenagers must interpret each other’s intentions without using real language. The point is not to get it right. but to attend to what the other person is doing in a way that creates opportunities to connect.

Lerner’s ideas were inspired by a moment 16 years ago after he established a small camp for children with autism called Spotlight. On the second day an l1-year-old boy ran up and pulled his clothes. “Lerner, Lerner, where did you find these kids?”

“All over the place,” Lerner answered. “Everyone wants to come to camp, just like you.”

“This is the first normal group of kids I have never met.” the boy said.

Lu frequently finds its way in Chinese dishes. It    1    (origin) meant salted water used for meat that's boiled, and then served cold, and for vegetables.

“Salt is the core    2     Lu, even more important than spices. Spices can add a pleasant smell or remove some smells，    3     it is the salt that is crucial to the flavor," says Cao Yu, a food writer at Jinan University.

The earliest     4    (preserve) recipes for making Lu date back to Qimin Yaoshu, an ancient Chinese agricultural text written in the 5th century.

Cao believes the Lu we know today emerged around the Ming dynasty,    5     private agricultural businesses and food markets sprang up in China.    6    (attract) customers, these businesses began introducing new flavors to Lu by adding spices. And they then used it to season cooked meats and vegetables that    7     (sell) cold for takeaway.

In the centuries since, Lu has been diversified, taking on the characteristics of each of China's     8     (region) cuisines. For example, in Sichuan province, fragrant peppercorn (干胡椒) is put into Lu to add flavor and    9     (intense).

Some Lu is even alcoholic: Zao Lu is     10     light one made from the fermented rice remains from making Chinese yellow wine. Zao Lu is used across south-eastern China to season vegetables.

9 . Encourage Your Teens to Play More

Parents are generally aware of the importance of play for younger kids. But when kids hit the teen stage, it can be confusing to know what play looks like because kids of this age don’t engage in“play“the way younger kids do. Obviously, play changes as kids grow. And parents begin to wonder whether they should continue to encourage their teens to play.     1    

Playfulness doesn’t go away in childhood; creativity is just as important in adolescence. Adolescence is a time of rapid brain development and self-inquiry — a stage where people can figure out who they are and where the opportunity to stretch in different directions really builds intelligence.     2     Furthermore, play allows people to mess up and recover and learn how to do better next time.

    3    A 2011 article in the American Journal of Play evaluated the decline of play and the rise of mental health issues in adolescents. It noted that as play declined, instances of depression, anxiety, and suicide increased. Research found that play can have a positive impact on kids’mental health by helping them to learn to make decisions, solve problems, exhibit self-control, and follow rules.

How to Encourage Play in Teens? Teens feel the tension of being pulled toward adulthood while also wanting to regress (退回) toward childhood.    4     So, one thing adults can do is model vulnerability (脆弱)and playfulness. When parents are willing to engage with teens in play, it can go a long way in encouraging them.    5    There are so many kids who are highly scheduled with lots of activities, and often what kids really need is a little downtime.

10 . Li Jianguo, a 49-year-old teacher at the Tianjin Vocational Institute, is set to be named as one of the “2022 most beautiful teachers” — an annual public award sponsored by the Publicity Department of the Communist Party of China Central Committee and the Ministry of Education.

Li has stood out by taking the lead in the training of students in vocational skills, gaining a number of honors including being named a national role model teacher. He has mentored seven national-level technique experts and a team of 14 technique “masters”. One of his students, Guo Jinpeng, who graduated from the institute in 2007, became a college teacher at the Chengdu Auto Vocational and Technical School and was named a national role model teacher in 2019.

Li’s nomination as one of the “most beautiful teachers” reflects that China is focusing on the importance of vocational education and aims to foster more leading personnel with the spirit of craftsmanship in the manufacturing industry.

At an international vocational and technical education conference in Tianjin last month, Li noted that there is no difference between vocational education and ordinary education, and “vocational education is not “secondary” nor should it ever be treated as less than ordinary education”. “Vocational education has the mission of fostering a quality workforce and technical experts for the country. The hardworking spirit is the key to building any ordinary people into leading personnel,” he said.

Li joined the institute in 1993 and later founded a machinery engineering practice center, providing free training to 7,500 people a week. In 2015, he led a team of teachers to work for 40 days to renovate 124 machine tools in the center. Li has devoted himself to building the country’s first additive manufacturing technique and application center at the institute to satisfy the thirst for the country’s human resources in 3D printing.