In 1905, as part of his special theory of relativity, Albert Einstein published the point that a large amount of energy could be released from a small amount of matter. This was expressed by equation E=mc2 (energy equals mass times the speed of light squared). But bombs were not what Einstein had in mind when he published this equation.

In 1929, he publicly declared that if a war broke out he would “refuse to do war service, direct or indirect…” His position would change in 1933, as the result of Adolf Hitler’s coming into power in Germany.

Einstein’s greatest role in the invention of the atom bomb was signing a letter to President Franklin Roosevelt urging that the bomb be built because some physicists feared that Germany might be working on an atom bomb. Among those concerned were physicists Leo Szilard and Eugene Wigner. But Szilard and Wigner had no influence on those in power. So in July 1939 they explained the problem to someone who did: Albert Einstein. After talking with Einstein, in August 1939 Szilard wrote a letter to President Roosevelt with Einstein’s signature on it, which was delivered to Roosevelt in October 1939.

Germany had invaded Poland the previous month; the time was ripe for action. That October the research of A-bomb began but proceeded slowly because the invention of the atom bomb seemed distant and unlikely. In April 1940 an Einstein letter, ghostwritten by Szilard, pressed the researchers on the need for “greater speed”.

As the realization of nuclear weapons grew near, Einstein looked beyond the current war to future problems that such weapons could bring. He wrote to his friend about his fear about the future use of the A-bomb.

The atom bombings of Japan occurred three months after Germany gave in.

In November 1954, five months before his death, Einstein summarized his feelings about his role in the creation of the atom bomb: “I made one great mistake in my life…when I signed a letter to President Roosevelt recommending that atom bombs be made; but there was some justification—the danger that the Germans would make them.”

Norman Borlaug, who is making a difference, is known around the world. He is often described as the man who has saved more lives than any other person in history. Norman Borlaug is considered the father of what has been called the Green Revolution. His ideas about agriculture increased crop production and ended hunger in many nations. Mr. Borlaug continues to be a leader among agricultural researchers.

Norman Borlaug was born in 1914 on a farm in the American state of Iowa. In the middle of the 20th century, world population was expanding faster than food production. Experts said many people in developing countries would face starvation.

Norman Borlaug was an agricultural researcher at the International Maize and Wheat Improvement Center in Mexico. He developed methods of growing wheat that increased the amount harvested by three times. He later repeated this success in India, Pakistan and Africa.

His methods of farming saved millions of people who would have starved to death. Norman Borlaug was given the Nobel Peace Prize for his efforts in 1970.

Norman Borlaug is still urging experts to think about the needs of people around the world. His latest concern is a disease in wheat called UG99. He says it has the power to destroy most of the wheat being grown around the world. He says reductions in agricultural programs have made it harder to take action against such threats.

Mr. Borlaug’s granddaughter Julie works at the center named after him at Texas A&M University in Dallas. She says his worry about food problems rises from the belief that hunger is unacceptable. She says Norman Borlaug still believes it is our responsibility as human beings to feed one another.

This July my husband and I decided to move both our kids, aged 14 and 10, from their previous schools to a new international school that’s located in our neighborhood. It wasn’t an easy decision. We knew switching schools would be a challenge for our kids.

Put two kids in the same situation and they react and feel differently. Nina, outgoing and talkative, has no problem making new friends and adjusting to (适应) the new school. It took her less than a week to say, “This school is great. I like it.” Everywhere she goes, she’s surrounded by friends. It took Michael months to say, “I guess this is fine.”Before that, he complained about everything. He’s sensitive and quite hard on himself.Words of encouragement need to be told on a daily basis.

To make our children comfortable before, during, and after the move, we included them in our plan from the beginning. They’re big enough to take part in decision­making activities.We researched, compared, and asked questions. We listed everything about their old schools and the new one, and we discussed every item.We were open with them from the start. Our kids knew what was going on and what was about to happen. They had time to prepare themselves. They trusted us.

Communicating with their new teachers was also important. For the first three months, we kept an eye on our children’s academic (学业的) performance and their social life. If we discovered a drop in their grades or any unusual behavior, we were quick to arrange appointments with their teachers. We don’t aim to be helicopter parents, but it doesn’t mean we let them go completely. Balancing this role is hard — the older the kid, the harder it gets — but it’s not impossible. The key is to listen first, and act second.