One of the most popular and enduring myths about depression is that depressed people are sad all the time—and that by extension, people who are happy can't be experiencing depression, even if they say they are. It is a mistaken version of depression. Depression doesn't make you sad all the time.

    When I'm having a depressive feeling, I'm not walking around in black clothes, and weeping. I go out with friends. I play jokes. I keep working, and have friendly chats with the people I work with. I read books. Above all, I experience moments of happiness. Yet I feel a strange conflicting pressure. On the one hand, I feel like I need to engage in a sort of sadness for people to understand that I really am depressed and that each day is a struggle for me. Because that way I will appear suitably sad, and thus, depressed—and then maybe people will recognize that I'm depressed and perhaps they'll even offer support and assistance.

    On the other hand, I feel an extreme pressure to perform just the opposite, because sad depressed people are boring and no fun, as I am continually reminded every time I speak openly about depression or express feelings of sadness and frustration. I'm caught in a trap where if I don't perform sadness, I'm not really depressed, but if I express sadness at all to any degree, I'm annoying and boring and should stop being so self-centered. Depression can become your master, but you can slip out from under it occasionally. And many depressed people don't actually spend it fainting dramatically on the couch and talking about how miserable they are.

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    Like many other people, I love my smart phone, which keeps me connected with the larger world that can go anywhere with me. I also love my laptop，because it holds all of my writing and thoughts. In spite of this love of technology, I know that there are times when I need to move away from these devices and truly communicate with others.

    On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the materials and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There's a bit of truth to that. Some students assume that I am anti-technology. There's no truth in that at all. I love technology and try to keep up with it, so I can relate to my students.

    The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course materials and the class discussion.

I've been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course materials beyond the classroom.

I'm not saying that I won't ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I'm sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

    Last year I was put into a lower­level math class at school. The reason I was in this class had nothing to do with my intellect (智力) or maths skills. I am blind.

The only problem with being in this class was that I was surrounded by “at­risk” students. These were kids who did not do well in school and they were constantly in trouble with the school and the law.

    One Tuesday morning, I went to a Christian Student Union meeting before school. There was a guest speaker there that day talking to us about praying (祈祷) for our enemies. I began to think about this. As I considered the idea, I prayed and asked God how I could pray for the kids in my class. I had forgotten that they weren't bad kids; they were just lost.

    At first, the prayers were mechanical. When I would hear their voices in class, I would pray, “Dear God, please bless so­and­so...” But as I continued, I began to think of the kids more often, and in my quiet time at home I would ask God to bless (保佑) the rest of my classmates.

    As time went on, my classmates became more than just annoying kids to me. There was something growing inside my heart for them, something that wasn't there before. They began to feel like family, and I was learning to love them in a way I never thought possible.

    I now see that praying is such a powerful act. Prayer is the most powerful tool a Christian has. When I pray for those around me, it also blesses my life, and it changes my opinion of others. I realized I needed God's blessings to see the world through loving eyes. The prayers I said for others turned out to help me the most.

Dear World:

    My son starts school today. It's going to be strange and new to him for a while. And I wish you would sort of treat him gently.

    You see, up to now, he's been king of the house. He's been boss of the backyard. I have always been around to repair his wounds, and to ease his feelings.

    But now things are going to be different.

    This morning, he's going to walk down the front steps, wave his hand and start on his great adventure that will probably include wars and tragedy and sorrow.

    So, World, I wish you would sort of take him by his young hand and teach him the things he will have to know. Teach him but gently, if you can. Teach him the wonders of books. Give him quiet time to ponder(思考) the eternal mystery of birds in the sky, bees in the sun, and flowers on the green hill. Teach him it is far more honorable to fail than to cheat. Teach him to have faith in his own ideas, even if everyone else tells him they are wrong. Teach him to sell his physical strength and brains to the person who offers the most money, but never to put a price on his heart and soul. Teach him to close his ears to a criminal gang (团伙) ...and to stand and fight if he thinks he's right. Teach him gently, World, but don't coddle him, because only the test of fire makes fine steel.

A Mother

    Essentially, everyone has two ages: a chronological(按时间计算的)age, how old the calendar says you are, and a biological age, basically the age at which your body functions as it compares to average fitness or health levels.

    "Chronological age isn't how old we really are. It's merely a number," said Professor David Sinclair at Harvard University. "It is biological age that determines our health and ultimately our lifespan. We all age biologically at different rates according to our genes, what we eat, how much we exercise, and what environment we live in. Biological age is the number of candles we really should be blowing out. In the future, with advances in our ability to control biological age, we may have even fewer candles on our birthday cake than the previous one."

    To calculate biological age, Professor Levine at  ale University identified nine biomarker(生物标志)that seemed to be the most influential on lifespan by a simple blood test. The numbers of those markers, such as blood sugar and immune(免疫的)measures, can be put into the computer, and the algorithm(算式;算法)does the rest.

    Perhaps what's most important here is that these measures can be changed. Doctors can take this information and help patients make changes to lifestyle, and hopefully take steps to improve their biological conditions. "I think the most exciting thing about this research is that these things aren't set in stone," Levine said. "People can be given the information earlier and take steps to improve their health before it's too late."

    Levine even entered her own numbers into the algorithm. She was surprised by the results. "I always considered myself a very healthy person. I'm physically active; I eat what I consider a fairly healthy diet. But I did not find my results to be as good as I had hoped they would be. It was a wake-up call," she said.

    Levine is working with a group to provide access to the algorithm online so that anyone can calculate their biological age, identify potential risks and take steps to improve their own health in the long run. "No one wants to live an extremely long life with a lot of chronic(慢性的)diseases," Levine said. "By delaying the development of mental and physical functioning problems, people can still be engaged in society in their senior years. That is the ideal we should be pursuing."

We have long been attracted by quick solutions that could increase our intelligence. Today, people's hopes lie in brain training apps, some of which claim to result in smarter minds". But is this quick solutions all that it is said to be?

There are plenty of brain training apps, but they all share the same characteristics: they turn mental exercises like simple arithmetic, memory tests and logic and pattern-matching problems into quick games. The more you play these mini-games, the smarter you will get — or so some apps tell us. It is really a big promise.

Many of the apps say they are backed by "science", a claim I found surprising as a former neuroscientist. The concept that increasing intelligence would be as simple as practicing a few mini-games every day goes against what we have discovered about how humans think and learn.

After surveying a diverse spread of thousands of users across wide variety of apps, researchers at Western University in Canada discovered that "brain training has no appreciable effect on cognitive functioning in the ‘real world', even after extensive training periods". The positive effects that have been found are limited to the very specific mini-games and tasks that users are trained on, such as the ability to memorize lists of words or numbers, or perform mental arithmetic, with little benefit to other skills.

If you are expecting them to improve your ability to write novel or construct a complex spreadsheet, I am afraid you will want to look elsewhere.

Puzzle video games such as "Baba Is You" and "Returno the Obra Dinn" see players apply their skill at logic, memory and concentration in a far more complex way than any brain training mini-game.