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    Nowadays, the Internet is usually one of the first places a lonely heart turns to as the following story shows.    

    A 63-year-old retired woman in Zhengzhou, made headlines two days after she posted an advertisement on her Wechat(微信) page, in which she said she wanted to find a young female companion for a trip to Sanya, China's Southern Hainan island, a local newspaper Dahe Daily reported. In the advertisement, the Chinese dama (Chinese term for middle-aged and elderly women) surnamed (a person's last name) Li said she is in good health, and she was particularly looking forward to a sea trip this winter.

    "I have a daughter who works in Canada, and I don't want to disturb her. My husband rarely has time to travel with me. But I'm afraid of traveling alone, so I am looking for a sweet, happy young woman, aged between 19 and 25 to travel with me. Hope she could chat with me, take photos with me."

    At the end of the advertisement, Dama Li showed her sincerity by saying she would be responsible for all the costs of the trip, including accommodation(膳宿) and air tickets, plus an iPhone 7 as a gift. Dama Li told Dahe Daily that she did not expect her advertisement to receive so much attention. "My phone keeps buzzing all the time. "However, some people question the truth of Li's advertisement. They say it might be organized by travel agencies aiming to promote(促进，推销) Sanya tourism, or even served as a promotional advertisement for real estate（房地产） on the island. Li denied those doubts and said all she wants is just to find a sweet "daughter".

    But Li's advertisement for a daughter has also received as many online mockeries(嘲笑) as positive feedback.

    Mountaineers have noted that as they climb, for example, up to the 12,633­foot Humphreys Peak in Arizona, plant life changes greatly. In the Sonoran Desert, one climbs into a pine forest at 7,000 feet and a treeless tundra(冻土带) on the top of the mountain. It may seem that plants at a given altitude are associated in what can be called “communities” －groupings of species. The idea is that over time, plants that require particular climate and soil conditions come to live in the same places, and are frequently to be found together. Scientists study the history of plant life and build up a picture of how groups of plants have responded to climate changes and how ecosystems develop. But are these associations, which are real in the present, permanent?

    A great natural experiment took place on this planet between 25,000 and 10,000 years ago, when small changes in the earth's orbit caused great sheets of ice to spread from poles. These glaciers(冰川) covered much of North America and Europe to depths of up to two miles, and then, as the climate warmed, they retreated. During this retreat, they left behind newly uncovered land for living things to occupy, and as those living things moved in they laid down a record we can read now. As the ice retreated and plants started to grow near a lake, they release pollen(花粉). Some would fall into the lake, sink to the bottom and mix with the sand. By drilling into the lake bottom it is possible to read the record of the plant life around the lake. The fossil record seems clear; there is little or no evidence that entire groups of plants moved north together. Things that lived together in the past don't live together now, and things that live together now didn't live together in the past. Each individual living things moved at its own pace. The fossil record seems to be telling us that we should be thinking about preserving species by giving them room to move about－to respond to environmental changes.

    For decades, research has shown that children's book not only provide great pleasure to readers , but they can also play an important role in children's academic（学业上的）and social success. In 1974, researchers reported that sixth-grade children who had been read to form an early age developed into better readers and valued reading more than did sixth graders who had not been to, and they expected to continue reading throughout their lives. Others have determined that the more time children spend reading literature（文学作品）, the better their reading and writing abilities become. Significant increases have been found in young children's comprehension and vocabulary skills, their understanding of sentence structure and story structure as a result of their being read to form an early age, either at home or in school. Children who have access to literature and stories in their homes have been found to learn to read more quickly, and have better attitudes toward reading. Teachers who provide time for continuous silent reading, who share books and discuss book authors with children during the school day, positively those children's reading outside school. And the National Assessment of Educational Progress that children who frequently read for enjoyment out of school are better readers.

    Because children's literature is so valuable to children, it should also be valuable to their teacher. And so it's unfortunate that something that can play such an important role in children's lives is often moved into a less than important role teacher education.

    This article discusses three important issues about the position of children's literature in teacher﹣preparation programs. They are：⑴Respect for children's literature content in teacher education. ⑵The value of children's literature as a powerful educational tool. ⑶Children's literature as an important literary form.

    A farmer had a cow, and he took very good care of the cow. One day when the cow was ill, he was very worried. He telephoned the vet.

    "What's the problem?" the vet asked the farmer when he arrived.

    "My cow's ill," the farmer said. "I don't know what's the matter with her. She's just lying down and doesn't eat anything. She's making a strange noise."

    The vet examined the cow and said, "She's certainly ill, and she needs to take some very strong medicine."

    He took a bottle out of his box, put two pills into the farmer's hand and said, "The pills should make her feel better."

    "How can she take these pills?" the farmer asked.

    The vet gave him a tube(管子) and said, "Put this tube in her mouth, and then put the pills in the tube and blow(吹气) into the cow's mouth. That will make it."

    The next day the vet came to the farm again. The farmer was sitting outside his house and looked more worried.

    "How is your cow?" the vet asked.

    "Not better," the farmer said, "and I'm feeling very strange myself."

    "Oh?" the vet asked. "Why?"

    "I did what you said," the farmer answered. "I put the tube in the cow's mouth and then put the two pills in the tube."

    "And?" the vet asked.

    "The cow blew first," the farmer said.

    The new social robots, including Jibo, Cozmo, Kuri and Meccano M.A.X., bear some similarities to assistants like Apple's Siri, but these robots come with something more. They are designed to win us over not with their smarts but with their personality. They are sold as companions that do more than talk to us. Time magazine cheered for the robots that "could fundamentally reshape how we interact with machines." But is reshaping how we interact with machines a good thing, especially for children?

    Some researchers in favor of the robots don't see a problem with this. People have relationships with many kinds of things. Some say robots are just another thing with which we can have relationships. To support their argument, roboticists sometimes point to how children deal with toy dolls. Children animate (赋予…生命) dolls and turn them into imaginary friends. Jibo, in a sense, will be one more imaginary friend, and arguably a more intelligent and fun one.

    Getting attached to dolls and sociable machines is different, though. Today's robots tell children that they have emotions, friendships, even dreams to share. In reality, the whole goal of the robots is emotional trickery. For instance, Cozmo the robot needs to be fed, repaired and played with. Boris Sofman, the chief executive of Anki, the company behind Cozmo, says that the idea is to create "a deeper and deeper emotional connection ... And if you neglect him, you feel the pain of that." What is the point of this, exactly? What does it mean to feel the pain of neglecting something that feels no pain at being neglected, or to feel anger at being neglected by something that doesn't even know it is neglecting you?

    This should not be our only concern. It is troubling that these robots try to understand how children feel. Robots, however, have no emotions to share, and they cannot put themselves in our place. No matter what robotic creatures "say", they don't understand our emotional lives. They present themselves as empathy machines, but they are missing the essential equipment. They have not been born, they don't know pain, or death, or fear. Robot thinking may be thinking, but robot feeling is never feeling, and robot love is never love.

    What is also troubling is that children take robots' behavior to indicate feelings. When the robots interact with them, children take this as evidence that the robots like them, and when robots don't work when needed, children also take it personally. Their relationships with the robots affect their self-esteem (自尊). In one study, an 8-year-old boy concluded that the robot stopped talking to him because the robot liked his brothers better.

    For so long, we dreamed of artificial intelligence offering us not only simple help but conversation and care. Now that our dream is becoming real, it is time to deal with the emotional downside of living with robots that "feel".