Since Abbi Hickman was just a little girl, she has been surrounded by animals. Chickens, cats, dogs, rabbits, and sometimes goats are just some of the animals she cares for. At the age of 9, Abbi went to the Tracy Animal Shelter，in her hometown of Tracy，California，to adopt Sheldon，her favorite cat. There，she saw the poor conditions that the animals were kept in. Abbi knew that it was her duty to take action.

    Pins for Pets is Abbi's solution. For the last three years, she has organized a bowling tournament to raise funds for the Tracy Animal Shelter. She has raised more than $30,000, resulting in a better home for the animals. “Now the shelter is nicer and cleaner and animals have more space. It is far better, a hundred percent better,” Abbi says.

    To praise Abbi for her outstanding efforts, the American Society for the Prevention of Cruelty to Animals (ASPCA) named her the 2015 ASPCA Tommy P. Monahan Kid of the Year. This award is given to kids who make a substantial (大量的) effort to help animals. Abbi responded to the news of her win with shock. “I was pretty excited. I' m really honored to receive it,” she says.

    Sacrificing time and effort to assist animals can sometimes be difficult, but Abbi hopes to do more. “I want to spread my free services to more shelters. I really just hope people are kinder to animals and respect them more,” says Abbi, sharing her goals for her organization.

    At the age of 12, Abbi has already accomplished so much. The advice she has for kids like her, who want to accomplish their goals, is, “Nothing is impossible. You can do anything you put your mind to. Even if it is something small, it can make a huge difference.” Abbi's work has improved the lives of animals, and she plans to keep coming up with new ways to help them.

    A student was one day taking a walk with his teacher. As they went along, they saw a pair of old shoes lying in the path. They were a poor farmer's, who was working in the nearby field.

    The student turned to the teacher, saying: “we will hide his shoes, and hide ourselves behind those trees, and wait to see what he will do.”

    “My young friend,” answered the teacher, “we should never make fun of the poor. Why not put a coin in each shoe, and then we will hide ourselves and watch?” The student did so and they both hid themselves behind the trees. The poor man soon finished his work, and came across the field to the path where he had left his coat and shoes.

    After putting on his coat, he put his foot into one of his shoes, and felt something hard. Then he bent(弯腰) down to feel what it was, and found the coin. Surprised, he looked at the coin, turned it around and looked at it again. He then looked around, but no person was seen. He put the money into his pocket, and continued to put on the other shoe. His surprise was doubled on finding the other coin.

    He couldn't control his feelings and fell to his knees, looked up to the sky and expressed his thanks. Then he spoke of his wife, sick and helpless, and his children without bread. He said the help would save them from dying.

    The student stood there deeply moved, and his eyes were filled with tears. “Now,” said the teacher, “Are you not much happier than if you had hidden the shoes?”

    I started reading Shakespeare when I was nine, after my grandfather, an actor, sent me a copy of Romeo and Juliet. The story and the language attracted me. I found out about Shakespeare Globe Centre New Zealand (SGCNZ) and started volunteering for them when I was about 10. When I was 13, I managed to run a film project with SGCNZ.

    I'm home-educated and a part-time correspondence student (函授生) as well. We have a drama group made up of quite a few people who are also home-educated .I've also joined Wellington Young Actors, a youth theatre company. There are many similarities and differences between being home-educated and attending a five-day programme. I love hearing other students' reactions when meeting them and share my different ways of experiencing the world with them. While explaining the way I learn can be a challenge, I love helping people to understand there isn't just one way of learning.

    Being home-educated has offered me the freedom to have an individualized education and to pursue my passions. My education has always been about making those focuses but I do lots of the same things as people who attend five-day programs do. Shakespeare is a great approach to lots of things around English, history and the arts. I think something you learn when you perform is connection. You have to have a connection with your fellow actors, with the audience and with Shakespeare. I learn this from actually being on stage and from taking part in different Shakespeare festival programs.

    I believe it's the emotion in Shakespeare that makes it relevant today. You can be reading something that was written 400 years ago and be able to see parts of your life in the work as it shows you how to understand the world and explore a lot of different ideas.

    It was the night before my election. I was running for Sophomore Vice President.

    I had prepared a performance for the election--a funny boxing match. The fight had popular moves as seen in Dodge Ball, Iron Man, and Super Smash Brothers. In the end, I would perform my famous move, the Power-Punch from Hot Rod.

    My friend Cheyenne and I rehearsed (排练) the fight for hours, but the fight would not be a fight without music and sound effects. This is where my brother came in. He stayed up all night to work on that soundtrack. And when my computer's disk burner (刻录机) went out at 6 in the morning, he spent a college student's week's worth of incomes to replace it.

    Why would he go into all that trouble? Because he knew that out of all the other important things he could be doing, this was imperative to me. He knew because it was once important to him. Having graduated from Layton High just a year earlier, he knew what it was like to be in the center of people's attention. He knew how fun high school could be, and he wanted me to have a great experience.

    I ended up losing the election, but that day changed my world forever. The lesson my brother taught me became my most important belief. But it wasn't until I had a similar opportunity that I really understood why he cared so much.

    What did it take for me to understand? It was the performance. The rest of the cast and I would rehearse every day after school for 6 months all for what? The chance to perform a play eight times. As I came out on that stage for the first time and listened to the laughter, I was filled with joy. By the end of the play, the audience broke into tears, and so did we. What happened? We had the sweet opportunity of giving them an unforgettable theatre moment -- a moment to laugh, reflect, and shed tears.

    Since we've headed into the snowy part of the year, it seems like a good time to solve a language puzzle that Eskimos have a huge number of words for snow. The idea was popularized by the now well-known expert Benjamin Lee Whorf in the 1940s. His number was approximately five Eskimo words for snow, but somehow the story was so wide spread and romantic that it got out of control and grew bigger and bigger.

    There are two problems with the concept of Eskimos having tons of words for snow.

    First, Eskimos speak at least two different languages—Inuit and Yupik. Just as we have talked about how English and many other languages developed from a common language called Proto-Indo-European, Inuit and Yupik come from a different common language called Eskimo-Aleut. So saying Eskimos have 100 words for snow is like saying Europeans have 100 words for kings or queens. It might be telling you something broad about culture, but it isn't really telling you much about language.

    The second problem is "What is a word?” The Inuit and Yupik languages make words in different ways from how we make words in English. For example, the West Greenlandic word 'siku,' (sea ice), is used as the root for 'sikursuit (pack ice), 'Sikuliaq (new ice), and 'sikurluk (melting ice). But it's not that West Greenlandic has so many more words for describing snow than English, it's just that West Greenlandic expresses ideas by combining meaningful units of language together into one word while English uses more phrases and compounds. We express all the same ideas; we just do it a little differently because of the way our language is built.

    So you're probably still wondering, "If it's not 50 or 100 or 400 words, how many is it?" Well, Woodbury lists 15 that are present in a Yupik dictionary published in 1984, but he says that depending on how you look at it this is not an exact number. It could be 12; it could be 24. But it's certainly not 100.

    Sometimes, the "hundred words for snow" puzzle is used to argue that because Eskimos have so many words for snow, they think about snow in ways that we can't even begin to imagine—that your language decides or limits your thoughts. Languages are just different. They don't decide what we are able to think about or are not able to think about. I can think about snow floating on water even if we don't have a word for that in English.

    So when you're out skiing or snowboarding or just shoveling your driveway this winter, don't believe the people who try to tell you that Eskimos have 100 words for snow.

Deforestation in tropical(热带的) regions of Asia, Africa and the Americas has reduced the cooling effects of trees. "The temperature change associated with deforestation over the 15-year study period is equal to a century of global warming, happening almost instantly, at these locations," says Luke Parsons at Duke University in North Carolina.

Now, by using data from population surveys and mapping tree cover loss over a 15-year period, Parsons and his colleagues have estimated the effect of deforestation on outdoor workers across 41 countries. He says climate change has already pushed tropical locations right to the edge of what would be considered safe for heavy outdoor labour and that deforestation causes those locations to be even more precarious.

Parsons and his colleagues used land surface temperature measurements from satellites, and collected humidity(湿度) data, to estimate how hot an average day felt to outdoor workers in regions which either lost or maintained tree cover between 2003 and 2018. "The study focuses on what you would think of as a 'feels-like' temperature. It takes into account how well you can cool yourself by sweating, which is affected by humidity, as well as the temperature," says Parsons.

The researchers then turned to population surveys to estimate the number of outdoor workers in these areas. This revealed that some 2.5 million outdoor workers in Asia lost at least half an hour of safe work per day, between 2003 and 2018, due to increased temperatures in deforested regions. Nearly 200,000 outdoor workers in the Americas and some 31,000 people in Africa lost this amount of safe work time each day. Regions that maintained forest cover generally stayed cool, and less work time was lost.

It is important to remember that, due to the scale(规模) of the study, the team didn't measure actual worker hours on the ground across the entire tropics, says Parsons. This means the assessment of lost worker hours is based on theoretical considerations rather than direct observations of behaviour.