Dear John,

    My name is Amber and I want to share my story with you because what you've shared about life and positive energy has changed my life. This past year has been one of the hardest for me. I felt I was stuck in a position that had nothing to do with what I wanted to do with my life. In January, after two years of being together, my boyfriend left me.

    I read your blog every morning as I drink my coffee at work, but it wasn't until this March that I told myself "no more negativity" as you taught readers in your blog.

    Since then I've got into new habits at work to keep my energy positive. When people walk in the front door, I'm the first face they see, so I smile big when I say "good morning" to them, especially on Mondays. Instead of waiting for someone to ask me for help, I offer it with an open mind. The CEO noticed my change and offered me the executive assistant position that I wanted.

   One of the biggest things I've taken to heart from your blog is changing my opinions on my job. Yes, it was not an important position, but when I was passionate （热情的） about it, I could make my life fulfilling.

    All in all, I have to thank you somehow for having the passion to help others because it truly is inspiring to me. So thank you so much, John. My life has changed because your words pointed me in the right direction, Take care!

Sincerely ,

Amber

    According to Guglielmo Cavallo and Roger Chartier, reading aloud was a common practice in the ancient world, the Middle Ages, and as late as the sixteenth and seventeenth centuries. Readers were “listeners attentive to a reading voice,” and “the text addressed to the ear as much as to the eye.” The significance of reading aloud continued well into the nineteenth century.

    Using Charles Dickens's nineteenth century as a point of departure, it would be useful to look at the familial and social uses of reading aloud and reflect on the functional change of the practice. Dickens habitually read his work to a domestic audience or friends. In his later years he also read to a broader public crowd. Chapters of reading aloud also abound in Dickens's own literary works. More importantly, he took into consideration the Victorian practice when composing his prose, so much so that his writing is meant to be heard, not only read on the page.

    Performing a literary text orally in a Victorian family is well documented. Apart from promoting a pleasant family relationship, reading aloud was also a means of protecting young people from the danger of solitary（孤独的）reading. Reading aloud was a tool for parental guidance. By means of reading aloud, parents could also introduce literature to their children, and as such the practice combined leisure and more serious purposes such as religious cultivation in the youths. Within the family, it was commonplace for the father to read aloud. Dickens read to his children: one of his surviving and often-reprinted photographs features him posing on a chair, reading to his two daughters.

    Reading aloud in the nineteenth century was as much a class phenomenon as a family affair, which points to a widespread belief that Victorian readership primarily meant a middle-class readership. Those who fell outside this group tended to be overlooked by Victorian publishers. Despite this, Dickens, with his publishers Chapman and Hall, managed to distribute literary reading materials to people from different social classes by reducing the price of novels. This was also made possible with the technological and mechanical advances in printing and the spread of railway networks at the time.

    Since the literacy level of this section of the population was still low before school attendance was made compulsory in 1870 by the Education Act a considerable number of people from lower classes would listen to recitals of texts. Dickens's readers, who were from such social backgrounds, might have heard Dickens in this manner. Several biographers of Dickens also draw attention to the fact that it was typical for his texts to be read aloud in Victorian England, and thus literacy was not an obstacle for reading Dickens. Reading was no longer a chiefly closeted form of entertainment practiced by the middle class at home.

    A working class home was in many ways not convenient for reading: there were too many distractions, the lighting was bad, and the home was also often half a workhouse. As a result, the Victorians from the non-middle classes tended to find relaxation outside the home such as in parks and squares, which were ideal places for the public to go while away their limited leisure time. Reading aloud, in particular public reading, to some extent blurred the distinctions between classes. The Victorian middle class defined its identity through differences with other classes. Dickens's popularity among readers from the non-middle classes contributed to the creation of a new class of readers who read through listening.

    Different readers of Dickens were not reading solitarily and “jealously,” to use Walter Benjamin's term. Instead, they often enjoyed a more communal experience, an experience that is generally lacking in today's world. Modern audiobooks can be considered a contemporary version of the practice. However, while the twentieth and twentieth-first-century trend for individuals to listen to audiobooks keeps some characteristics of traditional reading aloud—such as “listeners attentive to a reading voice” and the ear being the focus—it is a far more solitary activity.

    Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?

    First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.

    Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution ( 解决): stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusations only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.

    After both sides have calmed down, they can use another key strategy ( 策略) for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.

    Finally, students need to consider what they are bearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these：How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual（彼此共同的） solution.

    There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.

    Whether you are entering the job market for the first time or you are already at work, you have to know the various fields where you can work and the types of jobs available per field. Now it is time that you gained basic knowledge about ten common fields of work and some types of jobs in that field. Here they are:

    Technology Jobs

    The technology field is always growing very fast, so job growth in the field is also constantly booming. Here, you are always in the cutting-edge. However, you always have to update your skills when you are working in technology. Engineering and IT graduates are people who primarily do work related to technology.

    Education Jobs

    Here is a field which allows you to share your knowledge with others. You need subject-matter knowledge and teaching skills to be in this field. Most of all, you need plenty of hearts. While the everyday life of teachers may be tiring, education is one of the most fulfilling (令人满意的) fields to enter. You may need some certifications, though.

    Healthcare Jobs

    Healthcare professions enable you to use a great knowledge base of the human body and of latest health advances so you can save lives, provide comfort, cure illness, and maintain people's health. Work here is often done in hospitals and private clinics.

    Science and Mathematics

    Discovering new knowledge is the primary task of scientists and mathematicians. Training here takes a long time and goes beyond getting a bachelor's degree. However, the work will be fulfilling, especially that you may be at the edges of revolutionary discoveries. You can also use any experience and research skills acquired in either field to work in regular employment settings.

    US people are overweight, eat lots of fast food and fill their homes with pets. At least that's what 21 European teenagers think.

    The students, 18 from Germany and 3 from France, are exchange students. They are studying in the US for a year. After a few days in the US, they said what they thought about the country.

    Most talked about the amount of fast food US people eat. It's not that the students don't eat fast food. They just don't eat as much.

    Laetitia Villeneuve from France said she eats fast food, usually McDonald's, only once or twice a year.

    "I like it," said Nora Koeberle from Germany. "But I couldn't eat it every day. I'd get fat. "

    Students are surprised at how big US people seem.

    "There are fat people in Germany," said Antonia Greimel from Germany. "But not as many as there are here."

    They also spoke about the animals. Silvana Wolfram from Germany said she had heard about how people had lots of pets in the US.

    Other ways of US high schools interested the students.

    For example, Koeberle said she wouldn't be able to play an instrument or sports as part of her classes in Germany. She can in the US.

    But the best thing about US high schools is something the European kids can't get back home. "I do wish we had parties," Koeberle said.

Landscape architect Kotchakorn Voraakhom has designed a new green roof on the Rangsit Campus of Thammasat University, about 25 miles north of central Bangkok, Thailand. Her imaginative work challenges the common thinking that urbanization has a negative impact on the planet, whether flooding, excess（过度的） energy use, disrupted biodiversity or the heat island effect.

The 236,806-square-foot structure, which opened in December 2019, includes a flood water management system and Asia's largest rooftop organic farm. It combines modern landscape architecture with traditional agricultural knowledge, creating a green and friendly environment.

The green roof, containing an H-shaped landscape, looks like a futuristic hill with a brick building beneath it. The hill features a complex pattern of zigzagging terraces（之字形梯田） of planted beds, leading all the way down to the bottom. When rainwater hits the roof, it flows down the zigzags while being absorbed by the soil in the beds. The excess water is directed into four storage ponds—with a capacity of up to 3 million gallons. The process slows down the flow speed of rainwater runoff compared to a normal concrete rooftop. This keeps the area from flooding during heavy rains.

The roof's terraces are filled with organically grown crops, including a drought tolerant variety of rice, many local vegetables and herbs. The farm can supply the canteens on campus with a large amount of rice, herbs and vegetables a year. The food waste is composted （把……制成堆肥） to make the soil of the farm richer, and water from the storage ponds is used to water plants, creating an entirely localized and circular system.

 The farm serves as an outdoor classroom and a source of local jobs, too. Farmers offer workshops on sustainable agriculture and nutrition as part of the university's sustainability course. "Students and community members are invited to participate in seasonal seeding, harvesting, and soon," says Voraakhom. "The urban farm is training a new generation of organic farmers with real-world skills. It also promotes a sense of community."