Plenty of people dream of traveling to other planets. But “Star Wars” fans can actually visit locations where many of the films' most famous scenes were shot. Here are some of the places where “Star Wars” comes to life.

Hotel Sidi Driss, Matmata, Tunisia

    Perhaps the most famous "Star Wars" landmark in the world, this is where the interiors of Luke Skywalker's childhood home on planet Tatooine were filmed. Centuries ago, Berbers built the underground structure as a real home. Eventually it became a hotel, which George Lucas used to film the first "Star Wars" film. The set decorations came down when the crew left, but were rebuilt in 2000 for "Attack of the Clones." Since then, they've remained, so guests can eat at the table where young master Luke did.

La Grande Dune, outside Nefta, Tunisia

    The igloo(冰屋) outside of Luke's house was filmed about 300 kilometers away on the dried-up salt lake of Chott El Jerid. The igloo is still there, reachable with a decent car at the GPS coordinates 33"50'34. 42"N, 7"46'44.48"E.

    The surrounding hotels are man-made, to create the illusion (幻觉)that the underground house is next to it. The igloo from the 1977 movie was taken apart, but again rebuilt for "Attack of the Clones," and later restored by a fan. Nearby is La Grande Dune, site of the Dune Sea. About 30 minutes from the igloo is the set of Mos Espa, the spaceport town where Anakin was discovered as a young slave.

Redwood National and State parks, California

    Endor, the forest moon home of the furry Ewoks, was filmed among California's giant redwoods. Most of the well-known scenes were shot on private land owned by a lumber company. Since the cast and crew worked on "Return of the Jedi" in 1982, heavy logging has left most of the landscape unrecognizable. But driving through the parks still gives a feel for the set, especially along the Avenue of the Giants highway.

    In Grizzly Creek Redwoods State Park and the Humboldt Redwoods State Park, plates were filmed for some chase scenes.

    There's no doubt that man is the smartest. But do you know what other animals are smart, too?

    Dolphins

    Dolphins are very smart. Most of the “tricks” they're taught to do are actually behavior they would engage in on their own. They love to play, race and generally enjoy their life to the fullest. They speak a language we have yet to completely understand and like all civilized creatures, dolphins' mothers always provide their young children with guidance and possibly, love.

    Great apes

    The great ape family primarily consists of gorillas, chimpanzees and orangutans. Their brain chemistry is so similar to humans' that NASA once used chimpanzees in place of astronauts during many dangerous missions. Gorillas have been taught sign language and orangutans exist in complex familial relationships.

    Elephants

    Everyone has heard the phrase “an elephant never forgets”. Elephants establish long-term friendships, recognizing and remembering their friends years later. If an elephant comes upon a fallen friend, it has even been known to feel sad.

    Parrots

    As proved by this list, parrots are very smart. They are also the only animals listed that can actually hold a conversation. Some parrots know hundreds of words by imitating humans. The birds are also capable of remembering words and using them intelligently in response to situations.

    Mrs. Blake teaches English in a large school in the inner area of a big city on the west of coast. Even since she was a young girl, she has wanted to become a teacher. She has taught eight years now and hasn't changed her mind. After she graduated from high school， she went on to college. Four years later，she received her bachelor's degree （B A） in English and her teaching certificate（证书）. Then she went to teach in the secondary schools of her state. In the summers，Mrs. Blake takes more classes； she hopes to get a master's degree （M A）. With an MA，she will receive a higher salary and if possible， she hopes to get a doctor's degree as well. The school day at Mrs. Blake's high school，like that in many high schools in the United States，is divided into one hour each. Mrs. Blake must teach five of these periods. During her free period，which for her is from 2 to 3 P.M. ，Mrs. Blake must meet with parents，make out examinations，check assignments at all，Mrs. Blake works continuously from the time she arrives at school in the morning till the time she leaves for home late in the afternoon.

    Norman Borlaug, who is making a difference, is known around the world. He is often described as the man who has saved more lives than any other person in history. Norman Borlaug is considered the father of what has been called the Green Revolution. His ideas about agriculture increased crop production and ended hunger in many nations. Mr. Borlaug continues to be a leader among agricultural researchers.

    Norman Borlaug was born in 1914 on a farm in the American state of Iowa. In the middle of the 20th century, world population was expanding faster than food production. Experts said many people in developing countries would face starvation.

    Norman Borlaug was an agricultural researcher at the International Maize and Wheat Improvement Center in Mexico. He developed methods of growing wheat that increased the amount harvested by three times. He later repeated this success in India, Pakistan and Africa.

    His methods of farming saved millions of people who would have starved to death. Norman Borlaug was given the Nobel Peace Prize for his efforts in 1970.

    Norman Borlaug is still urging experts to think about the needs of people around the world. His latest concern is a disease in wheat called UG99. He says it has the power to destroy most of the wheat being grown around the world. He says reductions in agricultural programs have made it harder to take action against such threats.

    Mr. Borlaug's granddaughter Julie works at the center named after him at Texas A&M University in Dallas. She says his worry about food problems rises from the belief that hunger is unacceptable. She says Norman Borlaug still believes it is our responsibility as human beings to feed one another.

    He is regarded as having one of the brightest minds on the planet. But outstanding astrophysicist (天体物理学家) Stephen Hawking has admitted that he did not learn to read until he was eight years old.

    In a public lecture at the Royal Albert Hall, Professor Hawking also admitted that he was not active in studying while at Oxford University, where he studied physics, and that only the diagnosis that he might die young from motor neurone (神经元) disease made him concentrate on his work.

    Professor Hawking said: "My sister Philippa could read by the age of 4 but then she was definitely brighter than me." He said that he was unexceptional at school and was never further than halfway up his class. "My classwork was very untidy, and my handwriting was the despair of my teachers," he said. "But my classmates gave me the nickname Einstein, so presumably they saw signs of something better."

    But he said that it was when doctors told him that he probably only had a few years to live at the age of 21 that galvanized him into focusing on his work and a period of productivity that resulted in some of his early breakthroughs. He said, "When you are faced with the possibility of an early death, it makes you realize that life is worth living and there are lots of things you want to do."

    Like many other people who speak more than one language, I often have the sense that I'm a slightly different person in each of my languages­more confident in English, more relaxed in French, more emotional in Czech. Is it possible that, along with these differences, my moral compass (指南针) also points in somewhat different directions depending on the language I'm using at the time?

    Psychologists who study moral judgments have become very interested in this question. The findings of several recent studies suggest that when people are faced with moral dilemmas (困境), they do indeed respond differently when considering them in a foreign language than when using their native tongue.

    In a 2014 paper led by Albert Costa  volunteers were presented with a moral dilemma known as the "trolley problem": imagine that a runaway trolley is moving quickly toward a group of five people standing on the tracks, unable to move. You are next to a switch that can move the trolley to a different set of tracks, therefore sparing the five people, but resulting in the death of one who is standing on the side tracks. Do you pull the switch?

    Most people agree that they would. But what if the only way to stop the trolley is by pushing a large stranger off a footbridge into its path? People tend to be very hesitant to say they would do this, even though in both situations, one person is sacrificed to save five. But Costa and his colleagues found that presenting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their stated willingness to push the sacrificial person off the footbridge, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one.

    Why does it matter whether we judge morality in our native language or a foreign one? According to one explanation, such judgments involve two separate and competing ways of thinking­one of these, a quick, natural "feeling," and the other, careful deliberation about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more careful way simply because the effort of operating in our non-native language signals our cognitive (认知的) system to prepare for difficult activity.

    An alternative explanation is that differences arise between native and foreign tongues because our childhood languages are filled with greater emotions than are those learned in more academic settings. As a result, moral judgments made in a foreign language are less filled with the emotional reactions that surface when we use a language learned in childhood.

    There's strong evidence that memory connects a language with the experiences and interactions through which that language was learned. For example, people who are bilingual (双语的) are more likely to recall an experience if reminded in the language in which that event occurred. Our childhood languages, learned in the middle of passionate emotion, become filled with deep feeling. By comparison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully delivered over computer screens and headphones, enter our minds lacking the emotionality that is present for their native speakers.