My elder cousin Ted liked complaining almost about everything. When he faced a problem, he always chose to complain about it instead of finding a way to solve it. That was not right. Ted was healthy and had received a good education. He should and could find a good job and work hard to feed himself, but he just complained all day, drifting from one job to another. One day, I read about a farmer called Chris and told Ted about the farmer.

    Chris works hard, performs many jobs around the farm. But Chris is not exactly like other farmers. What makes him different is that he was born without arms or legs. But this has not stopped him from working hard and getting things done.

    Now, you may ask, is this possible? Like many other amazing people who have no arms or legs, Chris does not focus on what he can't do, but rather on what he can do. And he can do a lot! He drives farm vehicles and looks after crops. Once you see Chris in action, you will think there is nothing he could not do.

    Chris is a great example of a person who is making the most of his gifts. His positive attitude and courage make him a true inspiration.

    After I told Ted about Chris, he became silent. Compared with Chris, Ted was much luckier. Then luckily, I saw Ted's change.

    Do you like complaining? If you do, think about Chris. Such a man chooses to stay positive. Why don't we?

    Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: "Make something out of the Tinkertoys. You have 45 minutes today — and 45 minutes each day for the rest of the week."

    A few students hesitated to start. They waited to see the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.

    Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.

    Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, "But I'm just not creative."

    "Do you dream at night when you're asleep?"

    "Oh, sure."

    "So tell me one of your most interesting dreams." The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. "That's pretty creative. Who does that for you?"

    "Nobody. I do it."

    "Really-at night, when you're asleep?"

    "Sure."

    "Try doing it in the daytime, in class, okay?"

    It's Friday night. You're looking through your Instagram (a photo-sharing app) feed when you see it: a photo of your friends hanging out without you.

    Why didn't anyone invite you? What are they doing later? Should you text them? What if no one responds (回应)?

    Sounds like a typical case of FOMO.

    FOMO, or "fear of missing out", is a form of anxiety that causes people to feel like they're missing out on something. The word was added to The Oxford English Dictionary last year. But just how serious is FOMO?

    According to a study by a US research organization, JWTIntelligence, 47 percent of teen millennials (those who are 13-17 years old now) feel upset or nervous when they learn that their friends are doing something they're not. And 41 percent said they spread themselves too thin, trying to do too many things at one time to avoid FOMO.

    Today's technology is a big cause of FOMO, according to Jonathan Pochyly, an adolescent psychiatrist (青少年精神病学专家) at Lurie Children's Hospital in Chicago.

    "Technology is one of the things that makes life special for adolescents these days," he explained.  

    "There's a lot of focus on what everyone else is doing. It became a trend, so there's pressure to keep up with it."

    As social media (社交媒体) feeds are always updating us with our friends' activities, it's easier than ever to feel left out. So what can we do?

    To fight against FOMO, Jones freshman Emmy Brewer just calls people and talks to them.

    "I'd be upset for a bit, but then I'd realize that I should be reaching out to them," she said.

    Oak Park and River Forest High School senior James Cullinane said he fights off FOMO by living in the now.

    "If I'm hanging out with my friends, or just sitting at home on my couch, I think it's best to stay off social media and focus on what I'm doing in the moment," Cullinane said.

    While FOMO will continue to affect (影响) teenagers in the future, Pochyly said that he believes these feelings are just side effects of growing up.

    "These types of interactions (交往) with people are … a function (功能) of kids being more independent, looking for connections with other people, moving away from just being a child in a home, and moving toward adulthood," he said.

    The Guggenheim Museum attempts to help educators connect students with art. It offers programs for educators, including free arts curricula, professional development courses and workshops, as well as professional meet-and-greets that pair artists with public school teachers throughout New York City.

    •Visiting with your students

    The museum offers a variety of ways for educators and their students to visit, from self-guided tours to a guided experience.

    •Arts curriculum online

    The Guggenheim produces free curriculum materials on exhibitions for educators to use both during school visits and in the classroom. While the material focuses on recent exhibitions, a comprehensive range of lessons cover many works and artists in the museum's collection.

    •Learning Through Art

    Learning Through Art sends experienced teaching artists into New York City public schools, where they work with classroom teachers to develop and facilitate art projects into the school curriculum.

    •Education facilities

    Housed in the Sackler Center for Arts Education, the Guggenheim's education facilities include studio art and multimedia labs, a theater, an exhibition gallery, and a conference room.

Exploring nature allows us to catch sight of rare animals and come across special places of beauty. Of course, none of this would be possible {#blank#}1{#/blank#} protected nature areas. This is {#blank#}2{#/blank#} national parks are so important. A few national parks allow things like hotels and recreation areas {#blank#}3{#/blank#} (construct) within them, but most parks do not allow any development at all. 

The very first national park {#blank#}4{#/blank#} (be)also one of the most famous in the world—Yellowstone, in the western USA. Nineteenth-century explorers {#blank#}5{#/blank#} (amaze) by what they saw in Yellowstone. Apart from the beautiful mountains, {#blank#}6{#/blank#} (rush) rivers, and tall waterfalls, there were geysers, which sent boiling water as high as 91 meters into the air. Then there were the hot springs, as colourful as rainbows. These explorers wanted to protect the natural {#blank#}7{#/blank#} (feature) of the area from development so that future generations could enjoy the area. And so, in 1872, Yellowstone was established as {#blank#}8{#/blank#} national park. Today, around four million people a year visit it. Many come hoping to see wildlife, {#blank#}9{#/blank#} is no longer as common in the American West as it once was. Everyone comes to see the geysers, {#blank#}10{#/blank#}(especial) Old Faithful, which sits near the centre of the park, and sends 95. 6 ℃ water up to 56 metres into the air every 44 to 125 minutes. 

Juleus Ghunta is a published children's author and award-winning poet. But growing up, he could barely read. Ghunta's family lived in a rural part of Western Jamaica. His mother often had to make tough choices about how to use their limited resources, including a decision to send his oldest sister to school, and to keep Ghunta at home.

When Ghunta finally went to school, he couldn't catch up on his reading skills. Not only had he been kept home from school as a child, but he had not been exposed to books. By the time he entered the sixth grade, he could spell his name, but he still couldn't make out words, spell, or read with understanding.

When Ghunta was about 12, a young teacher decided to start a special reading program for struggling students. Ghunta was the first student to sign up. The teacher was incredibly kind to him. She did not ask anything of Ghunta, except that he worked hard and believed in himself.

Under her guidance, Ghunta's reading skills finally started to improve. He started to feel more confident. "She had left me with the gift of literacy," he said, "and with the value as a human being." His life took a new direction. He graduated from elementary school with a number of academic awards, including one for "most improved in reading". He went on to college. Today, he is the author of two children's books, about overcoming difficult experiences in childhood. He's now working on his first full-length collection of poetry.

"I would love her to see the significant impact that she has made on my life, and the ways in which I have carried this memory of her—the hope and the light—with me and how it continues to be a source of joy."