For Suilasaikhan, a man living in the Inner Mongolia Autonomous Region(IMAR)(内蒙古自治区), life was hard years ago. When the wind blew, the sand made it almost impossible for him to see anything. He had to find his way back home by following the barking of dogs.

    Thankfully, things are much better today. About one third of the desert is now covered with trees, and sandstorms are less common. Ian Teh, who comes from Malaysia, came to China last year and was amazed to see people planting trees in the several deserts in northern China. "To be honest, it was hard to imagine it was ever a desert at all," he said.

    These are the results of Chinas years-long efforts to deal with desertification (沙漠化). In the 1950s, this widespread problem affected the life of about 400 million people in 18 provinces and autonomous regions in China. So China started several programs to deal with it. For example, the Three-North Shelter Forest Program, saw thousands of trees planted in northern China.

    In 1994, China joined the United Nations' convention (公约) against desertification and created the world's first law on sand prevention in 2001. With these efforts, the past five years have seen the area of desert in China decrease by 242,400 hectares.

    Desertification isn't the problem only in China. With china's success in dealing with desertification, the United Nations Environment Program (UNEP) believes the country is a good example for other countries to follow. "China is one of the most successful countries in greening the desert and has lessons to share with the world." UNEP Executive Director Erik Solheim told Xinhua.

    With 830 students aged between 12 and 8, Lochaber High School, at Fort William, is one of the largest secondary schools in the Highlands, It covers a huge area and many of the students come from small communities (社区) and travel up to 40 km to get into school each day, In the past, the school covered a much larger area and many students had to stay in one of the school dormitories, or-if older to live with local families, but other high schools have opened in the West Highlands, so the catchment area（责任区域） for Lochaber High, though still very large, is not as large as it used to be. Students travel into school by car, by bus, or by special minibus each day, and some come on foot or by bike. Most students live in Fort William itself, or in one of the surrounding villages.

    At the end of their high school life, and after getting higher or advanced higher grade exam results, most students decide to move on to some form of further education. Some students can remain, taking specialised courses at the West Highland college, but most leave home in Lochaber and go south or east to cities, Many young people in this area feel that there are not enough opportunities here, Going to a city certainly means new friends, a whole new lifestyle, and a more exciting night life.

    Even though Fort William is, in a way, small and far away from cities, as far as I am concerned, it is a great place to live. There is a real community atmosphere(氛围)here, and many people know, or are related to, many other people. There is always something to do or see in Fort William and there is no excuse for being bored! But there is one thing that is certain for everyone, that is, Highland hospitality. It is still very real, very alive! People look forward to seeing you!

    Is any economist so dull as to criticize Christmas? At first glance, the holiday season in western economies seems a treat for those concerned with such vagaries(奇思遐想)as GDP growth. After all, everyone is spending; in America, retailers make 25% of their yearly sales and 60% of their profits between Thanksgiving and Christmas. Even so, economists find something to worry about in the nature of the purchases being made.

    Much of the holiday spending is on gifts for others. At the simplest level, giving gifts involves the giver thinking of something that the recipient would like--he tries to guess her preferences, as economists say--and then buying the gift and delivering it. Yet this guessing of preferences is not easy; indeed, it is often done badly. Every year, ties go unworn and books unread. And even if a gift is enjoyed, it may not be what the recipient would have bought if they had spent the money themselves.

    Interested in this mismatch between wants and gifts, in 1993 Joel Waldfogel, then an economist at Yale University, sought to estimate the difference in dollar terms. In a study, he asked students two questions at the end of a holiday season: first, estimate the total amount paid(by the givers) for all the holiday gifts you received; second, apart from the sentimental value of the items, if you did not have them, how much would you be willing to pay to get them? His results were gloomy: on average, a gift was valued by the recipient well below the price paid by the giver.

    In addition, recipients may not know their own preferences very well. Some of the best gifts, after all, are unexpected items that you would never have thought of buying, but which turn out to be especially well picked. And preferences can change. So by giving a jazz CD, for example, the giver may be encouraging the recipient to enjoy something that was ignored before. This, a desire to build skills, is possibly the hope held by many parents who ignore their children's desires for video games and buy them books instead.

    Finally, there are items that a recipient would like to receive but not purchase. If someone else buys them, however, they can be enjoyed guilt-free. This might explain the volume of chocolate that changes over the holidays. Thus, the lesson for gift-givers is that you should try hard to guess the preference of each person on your list and then choose a gift that will have high sentimental value.

    While the start of a new school year is always exciting, this year was even more so for some elementary school students in Auckland, New Zealand. They became the world's first kids to be "taught" by a digital teacher. Before you start imagining a human-like robot walking around the classroom, Will is just an avatar that appears on the student's desktop, or smartphone screen, when ordered to come.

    The autonomous animation platform has been modeled after the human brain and nervous system, allowing it to show human-like behavior. The digital teacher is assigned to teach Vector's "Be sustainable with energy" — a free program for Auckland elementary schools.

    Just like the humans it replaced, Will is able to instantly react to the students' responses to the topic. Thanks to a webcam and microphone, the avatar not only responds to questions the kids may have, but also picks up non-verbal cues. For instance, if a student smiles at Will, he responds by smiling back. This two-way interaction not only helps attract the students' attention, but also allows the program's developers to monitor their engagement, and make changes if needed.

    Nikhil Ravishankar believes that Will-like avatars could be a novel way to catch the attention of the next generation. He says, “I have a lot of hope in this technology as a means to deliver cost-effective, rich, educational experience in the future.”

    The program, in place since August 2018, has been a great success thus far. Ravishankar says, " What was fascinating to me was the reaction of the children to Will. The way they look at the world is so creative and different, and Will really captured their attention." However, regardless of how popular it becomes, Will is unlikely to replace human educators any time soon.

    Some of the best research on daily experience is rooted in rates of positive and negative interactions, which has proved that being blindly positive or negative can cause others to be frustrated or annoyed or to simply tune out.

    Over the last two decades, scientists have made remarkable predictions simply by watching people interact with one another and then scoring the conversations based on the rate of positive and negative interactions. Researchers have used the findings to predict everything from the likelihood that a couple will divorce to the chances of a work team with high customer satisfaction and productivity levels.

More recent research helps explain why these brief exchanges matter so much. When you experience negative emotions as a result of criticism or rejection, for example, your body produces higher levels of the stress hormone, which shuts down much of your thinking and activates(激活) conflict and defense mechanisms(机制). You assume that situations are worse than they actually are.

    When you experience a positive interaction, it activates a very different response. Positive exchanges increase your body's production of oxytocin, a feel-good that increases your ability to communicate with, cooperate with and trust others. But the effects of a positive occurrence are less dramatic and lasting than they are for a negative one.

    We need at least three to five positive interactions to outweigh every one negative exchange. Bad moments simply outweigh good ones. Whether you're having a conversation, keep this simple short cut in mind: At least 80 percent of your conversations should be focused on what's going right.

    Workplaces, for example, often see this. During performance reviews, managers routinely spend 80 percent of their time on weaknesses and "areas for improvement". They spend roughly 20 percent of the time on strengths and positive aspects. Any time you have discussions with a person or group, spend the vast majority of the time talking about what is working, and use the remaining time to address weaknesses.

The last time you got angry, did you stop and listen to what your mind was telling you?

Ryan Martin, psychology professor at the University of Wisconsin, Green Bay, has spent his career doing just that. It turns out, the thoughts that we have in response to the first flare (爆发) of anger are what can send us over the edge—or help us control the emotion for good, Martin says.

Despite the trouble that it can cause, anger is not actually bad for us. From an evolutionary perspective, it plays an important role in our survival, Martin says: "It helps alert us to the fact that we've been wronged." When your heart starts to pound and your face gets hot, that's anger increasing your blood flow in preparation for a showdown (决战). "It's our fight or flight response, used to energize us to deal with injustice," he explains.  

Anger only becomes a problem when we can't manage it. Managing your anger, it turns out, is all about managing your thoughts. While anger may inform us of a threat—even if it's just to our reputation—it's the thoughts that determine how we respond. That's why strategies like cognitive behavioral therapy, which teach people healthier thought patterns, can be so successful.

Rather than ignore our anger, Martin wants us to see what our anger is telling us. If anger alerts us to possible injustice, for example, it's not helpful to simply dismiss it. "What I really want is for people to have accurate thoughts, thoughts that accurately reflect what's going on in the world around them," Martin says.