He was once referred to as the Picasso of poetry. Beloved by Chileans of all classes, he is one of the most widely read and respected poets in history. And this year is the 100th birthday of Pablo Neruda (1904-1973).

    Born with the name Neftali Ricardo Reyes Basolto, he was a tall, shy and lonely boy. He loved to read and started to write poetry when he was ten. The American poet Walt Whitman, whose framed picture Neruda later kept on his table, became a major influence on his work.

    However, his father did not like the idea of having a poet for a son and tried to discourage him from writing. To cover up the publication of his first poem, he took the pen name Pablo Neruda.

    In 1924 Neruda gained fame with his most widely read work “Twenty Love Poems and a Song of Despair''. Yet his rich experience as a diplomat and exile made him go beyond the theme of love. His work also reflected the political struggle of the left and development of South America. He was awarded the Nobel Prize for Literature in 1971.

    Neruda loved the sea which he saw as creative, destructive and forever moving. He found inspiration in the power and freedom of the waves and the seabirds on the coast. “I need the sea because it teaches me,” he wrote. “I move in the university of the waves.” He loved how the sea forever renewed itself, a renewal echoed in his work.

    A MENTORING (导师制) program is giving life changing opportunities to Banbury youth.

    Young Inspirations was founded two years ago to provide mentoring sessions for students and unemployed young adults aged 11 to 21.

    Alex Goldberg, the program's founder, said; "We set up Young Inspirations because we wanted to give young people experiences which will potentially be life changing and broaden their outlook.

    "We try to create work experience opportunities that will really make a difference to our youth. For example, we've secured internships (实习) with world-famous firms such as Honda.

    "At a time of funding cutbacks where schools are finding it more and more difficult to offer this kind of mentoring, it is extremely important that these opportunities are available both to help youth with their school work and grades and to give them opportunities which may help shape their futures. " Kieran Hepburn, 14, is one of a group of Banbury youth who has benefited from the program so far. In October the Banbury School pupil was accompanied by Young Inspirations staff to Paris where he was an observer at the United Nations Educational, Scientific and Cultural Organization's (UNESCO) International Youth Forum (论坛).

    The event was held for young people from around the world, to seek their views on how the future of youth and education should look. Kieran joined several hundred observers mostly in their 20s and was the only UK school pupil to attend the event. Kieran thinks the trip was a life changing experience. " Before we left I didn't quite know what to make of it but when we got there we didn't stop, it was amazing," he said, " We went to three or four hours of debates each day and then did something cultural each afternoon. "

    The main theme of the forum was how youth can drive change in political and public life. It dealt with issues (问题) such as drug abuse, violence and unemployment.

    Kieran said: " It has really helped me to improve my confidence and social skills as well as my school grades and I was voted most improved pupil at school in August. "

    The Young Inspirations mentoring sessions take place each Friday in Banbury. For details visit www.younginspirations.com.

    Trees are useful to man in three important ways: they give him wood and other useful things, they give him cool places, and they help to stop drought and flood.

    Unluckily, in many parts of the world, man has not found that the third of these points is the most important. Man wants to make money from trees, so he has cut them down in large numbers, only to find that without them he has lost the best friends he had. And also, he is usually too careless to plant and look after new trees. So the forests slowly disappear.

    This does not only mean that man will have fewer trees. The results are even worse: for where there are trees, their roots break up soil-make the rain in-and also bind the soil, thus stopping it from being washed away easily; but where there are no trees, the rain falls on hard ground and flows away, causing floods and carrying away the rich top-soil. When all the top-soil is gone, nothing is left but useless desert.

Language requirements for all programmes, except Creative Writing

    All teaching for the programmes is in English. We require all applicants whose first language is not English to have one of the following test results:

    Academic IELTS details can be obtained from local British Council offices. The minimum requirement is an overall band score of 6.5 with no less than 6.5 in each of the four elements.

    Applicant's Academic IELTS and Cambridge CAE test results will be directly accessed by our office.

    In order for us to do this, applicants should supply the following information on their application form: Academic IELTS:

    Test Report Form (TRF) number Cambridge CAE/CPE:

    Candidate ID number (this is 3 letters and 6 numbers) and secret number (4 numbers)

    These results should have been achieved in the same sitting, and no more than 2 years before the date of application.

    Language requirements for Creative Writing

    The minimum requirement is an overall Academic IELTS band score of 7.0, with no less than 7.0 in each of the four elements. Applicants with Cambridge CAE require grade A. These results should have been achieved in the same sitting, and no more than 2 years before the date of application.

    In addition to meeting the above language requirements for Creative Writing, all applicants are required to submit a 300-400 word written piece, explaining their reasons for applying.

    All programmes: notice concerning TOEFL test scores

    Please note: Due to UK Government restrictions, we are no longer able to accept TOEFL test scores.

    Many seniors feel pressured to go straight from high school to college, but Camden Olson, who graduated from the Latin School of Chicago in the US last year, didn't give in. She decided to spend a gap year-taking a year off before college-raising a guide dog for Guiding Eyes for the Blind in Maine. The non - profit provides trained guide dogs to blind and visually - impaired (视力障碍的) people. "This is something I've always wanted to do." Olson said.

    It is becoming more and more popular among American teenagers to have a gap year. Some students use the year off to figure out what they want to do: travel the world or save money for college.

    Olson is using her time to follow a passion she's had since 7th grade. For years, she kept an eye on guide dog services until she came across the opportunity at Guiding Eyes. With support from her friends, family and teachers, Olson went for it. Olson's volunteer work centers around Derby, a one-year-old black dog.

    "My job is to raise him to be well-mannered and socialized," she said. "Guide dogs can't be distracted. They go everywhere with their visually-impaired owner. They give a blind person a lot of support, too."

    Of course, there's an end in sight for Derby and Olson's close bond. When Derby celebrates his own graduation, Olson will have to say goodbye to him.

    "No doubt there will be tears, but, if he passes, I will be so happy for him to become a working dog," she said.

    While some do not agree that gap years are a good choice, Olson said she's seen major success. In fact, she'll be attending Princeton University soon and is thinking about majoring in biology.

    "I think I'm already so much more mature than I was," she said. "So many kids come back from gap years a lot more focused and prepared."

    For several decades, there has been an organized campaign intended to produce distrust in science, funded by those whose interests are threatened by the findings of modern science. In response, scientists have tended to stress the success of science. After all, scientists have been right about most things, from the structure of the universe to the relativity of time and space.

    Stressing successes isn't wrong, but for many people it's not persuasive. An alternative answer to the question "Why trust science?" is that scientists use the so-called scientific method. But what is called the scientific method isn't what scientists actually do. Science is dynamic: new methods get invented; old ones get abandoned; and at any particular point, scientists can be found doing many different things. False theories sometimes lead to true results, so even if an experiment works, it doesn't prove that the theory it was designed to test is true.

    If there is no specific scientific method, then what is the basis for trust in science? The answer is the methods by which those claims are evaluated. A scientific claim is never accepted as true until it has gone through a long process of examination by fellow scientists. Scientists draft the initial version of a paper and then send it to colleagues for suggestions. Until this point, scientific feedback is typically fairly friendly. But the next step is different: the revised paper is submitted to a scientific journal, where things get a whole lot tougher. Editors deliberately send scientific papers to people who are not friends or colleagues of the authors, and the job of the reviewer is to find errors or other faults. We call this process "peer review" because the reviewers are scientific peers—experts in the same field—but they act in the role of a superior who has both the right and the responsibility to find fault. It is only after the reviewers and the editor are satisfied that any problems have been fixed that the paper will be printed in the journal and enters the body of "science."

    Some people argue that we should not trust science because scientists are "always changing their minds." While examples of truly settled science being overturned are far fewer than is sometimes claimed, they do exist. But the beauty of this scientific process is that science produces both creativity and stability. New observations, ideas, explanations and attempts to combine competing claims introduce creativity; transformative questioning leads to collective decisions and the stability of scientific knowledge. Scientists do change their minds in the face of new evidence, but this is a strength of science, not a weakness.