Whether in the home or the workplace, social robots are going to become a lot more common in the next few years. Social robots are about to bring technology to the everyday world in a more humanized way, said Cynthia Breazeal, chief scientist at the robot company Jibo.

    While household robots today do the normal housework, social robots will be much more like companions than mere tools. For example, these robots will be able to distinguish when someone is happy or sad. This allows them to respond more appropriately to the user.

    The Jibo robot, arranged to ship later this year, is designed to be a personalized assistant. You can talk to the robot, ask it questions, and make requests for it to perform different tasks. The robot doesn't just deliver general answers to questions; it responds based on what it learns about each individual in the household. It can do things such as reminding an elderly family member to take medicine or taking family photos.

    Social robots are not just finding their way into the home. They have potential applications in everything from education to health care and are already finding their way into some of these spaces.

Fellow Robots is one company bringing social robots to the market. The company's “Oshbot” robot is built to assist customers in a store, which can help the customers find items and help guide them to the product's location in the store. It can also speak different languages and make recommendations for different items based on what the customer is shopping for.

    The more interaction the robot has with humans, the more it learns. But Oshbot, like other social robots, is not intended to replace workers, but to work alongside other employees.“We have technologies to train social robots to do things not for us, but with us,” said Breazeal.

    Like people, plants experience stress. And also, like people, the response to that stress can determine success.

    Bad environmental conditions, such as drought, flood, heat and other stresses, affect yields (产量) more than crop pests and diseases. We are trying to find a way to equip plants with the ability to tolerate environmental stress and maintain high yields, said Stephen Howell, a professor of genetics and cell biology.

    Plant cells produce proteins (蛋白质) and ship them to different parts of the cell. Under normal conditions, these proteins are folded into their normal, healthy structures as they are produced. When a plant is under stress, its cells produce poorly folded or unfolded proteins. Then a built-in system senses this and “sets off an alarm in the cell,” said Howell.

    In response to the alarm, another protein (IRE1) starts working and creates a different process which activates (激活) the stress response genes whose products bring about defensive measures that help the plant survive.

    “As it turns out, responses that are activated under stress conditions actually inhibit the growth of plants,” said Howell. “This allows them to preserve their energy to survive the stress conditions.”

    For plants in the wild, this response is a help for survival, he said. In production of agriculture crops, however, this response reduces yields.

    “You don't want crop plants to stop growing,” Howell said. “You want them to continue to grow and produce even though they are under stress.”

    With the new understanding of this stress response, the next step may be to silence the alarm system, said Howell. “What may be important is to disable some of these stress responses. That may make the plant more productive under stress conditions.”

    T-shirts out; uniforms in

    School uniforms are becoming more and more popular across the U.S.A. That's no surprise, because they offer many benefits. They immediately end the powerful social sorting and labeling (标记) that come from clothing. If all students are dressed in the same way, they will not pay too much attention to their clothing, and some of them will not be laughed at for wearing the “wrong” clothes.

    Some people are against the strict rule of school uniforms, but they do not realize that students already accept a kind of rule — wanting to look just like their friends. The difference is that the clothing students choose for themselves creates social barriers; school uniforms tear those barriers down.

    As in other places, uniforms remind the wearers of their purposes and duties. For example, when a man or woman puts on a police uniform, he or she becomes, for a time, the symbol of law and order. The uniform means to the wearer his or her special duties and sends the same message to everyone the wearer meets. People with different jobs wear uniforms of one kind or another. For students, the school uniform reminds them that their task for the six or seven hours they are in school is to get an education.

    Some parents are unhappy about uniforms, saying that school uniforms will affect their children's “creativity.” First, the clothes students choose to wear do not necessarily express the individuality. They just copy their classmates. Second, students have the rest of the day to be as creative as they like. While they're in school, their job is to master reading, writing, and math; this should take up all the creativity they have. Mastery of those skills will be good for the students to build up their creativity in every way.

    In Europe, there is no escape for those who do not appreciate art and architecture(建筑). It is a heaven for people who want to feel like they have been transported to famous historical time periods from America. For me, Europe was a complete contrast from America. London and France had a more royal feel than New York, and Rome felt more ancient. I wasn't just on a different continent; it felt like I was in a different century.

    My parents and I visited London, Paris and Rome this summer in celebration of the end of my high school experience. It was supposed to be a break from a life as busy as a bee in New York, the constant stress, the crowded subway rides, and the weary body that had accompanied me for the last four years. It was an opportunity to appreciate Europe the way I couldn't do it just by reading history books.

    My favorite parts of London were the Tower of London and the Churchill War Rooms. As a site of past executions(刑场), the Tower of London displayed punishing devices from the 16^th and 17^th century and told stories of various members of the royal family who had ever been imprisoned in the tower, some even imprisoned by their own family members when they were seen as a threat to the crown. Besides that, I also got to see the royal family's crown jewels, amazingly beautiful.

    The Churchchill War Rooms, though very different from the Tower of London, were also spellbinding from a historic perspective. I am not a history fan, but I enjoy museums, and I took fancy in the Churchchill Museum inside the War Rooms that detailed the events of Churchchill's life and World War II. Everything I saw in it built up his life from his childhood to his last years, creating a three-dimensional Churchchill in my mind who was a person just like myself. He longed for more, he made mistakes, he experienced loneliness and sadness. But he had also done some remarkable things like uniting Britain during World War II.

    Our rewarding trip ended in Rome a couple of days later.

Blameless

    I was a freshman in college when I met the Whites. They were completely different from my own family, yet I felt at home with them immediately. Jane White and I became friends at school, and her family welcomed me like a long-lost cousin.

    In my family, it was always important to place blame when anything bad happened.

    "Who did this?" my mother would scream about a dirty kitchen.

    "This is all your fault, Katharine," my father would insist when the cat got out or the dishwasher broke.

    From the time we were little, my sister, brothers and I told on each other. We set a place for blame at the dinner table.

    But the Whites didn't worry about who had done what. They picked up the pieces and moved on with their lives. The beauty of this was driven home to me the summer Jane died.

    In July, the White sisters and I decided to take a car trip from their home in Florida to New York. The two older sisters, Sarah and Jane, were college students, and the youngest, Amy, had recently turned sixteen. Proud of having a new driver's license, Amy was excited about practicing her driving on the trip. She showed off her license to everyone she met.

    The big sisters shared the driving of Sarah's new car during the first part of the trip, but when they reached less crowded areas, they let Amy take over. Somewhere in South Carolina, we pulled off the highway to eat. After lunch, Amy got behind the wheel. She came to a crossroads with a stop sign. Whether she was nervous or just didn't see the sign no one would ever know, but Amy continued into the crossroads without stopping. The driver of a large truck, unable to stop in time, ran into our car.

    Jane was killed immediately.

    I was slightly injured. The most difficult thing that I've ever done was to call the Whites to tell them about the accident and that Jane had died. Painful as it was for me to lose a good friend, I knew that it was far worse for them to lose a child.

    When Mr. and Mrs. White arrived at the hospital, they found their two daughters sharing a room. Sarah had a few cuts on the head; Amy's leg was broken. They hugged us all and cried tears of sadness and of joy at seeing their daughters. They wiped away the girls' tears and made a few jokes at Amy as she learned to use her crutches(拐杖).

    To both of their daughters, and especially to Amy, over and over they simply said, "We're so glad that you're alive."

    I was astonished. No blame. No accusations.

    Later, I asked the Whites why they never talked about the fact that Amy was driving and had run a stop sign.

    Mrs. White said, "Jane's gone, and we miss her terribly. Nothing we say or do will ever bring her back. But Amy has her whole life ahead of her. How can she lead a full and happy life if she feels we blame her for her sister's death? "

    They were right. Amy graduated from the University of California and got married several years ago. She works as a teacher of learning-disabled students. She's also a mother of two little girls of her own, the oldest named Jane.

In 1835, William Talbot finally succeeded in producing a photograph of his country house. He declared that his was the first house ever known to have drawn its own picture. The drawing was formed "by the action of light upon sensitive paper." Photography offered nature a "pencil" to paint herself through optical （光学的） and chemical means alone.

By the mid-nineteenth century, people no longer needed to hire a draftsman to draw detailed images because the process could be completed instantly with a camera. Advocates for the technology stated that not only was it more precise than the human hand-it was faster and cheaper.

The removal of human fallibility in the creating process was one of photography's biggest selling points, but this also started debates about the new medium's implications for visual culture. Could images made largely by a machine be considered art? If so, where did human creativity, fit in this process?

As the twenty-first century becomes increasingly automated （自动化的）, more and more people attempt to identify where human agency exists in the technologically driven world. Images generated with artificial intelligence by companies like OpenAI are stimulating questions like those that emerged with the coming of the photograph. By typing a sentence, users can generate "new" images composed from images collected across the internet. The result has been a flood of Al-generated images in places that are previously unique to human authors. Painting competitions, commercial graphic design and the fashion of portraiture（肖像） have all since collided with the technology in troubling ways.

The fine arts were thought to be a final hold-out of human creativity, but the surprisingly high quality of Al-generated images is producing deeper questions about the nature of originality. If the history of photography tells us anything, it's that the debate won't be settled quickly; straightforwardly or by the institutions we typically associate with cultural gate-keeping.