When I was 8 years old, I decided to run away from home after a quarrel with my mother. With my suitcase packed and some sandwiches in a bag, I started for the front door.

     My mom asked where I was going. “I'm leaving home,” I said.

     “What's that you're carrying?” she asked.

     “Some clothes and food,” I replied.

     “If you want to run away, that's all right,” she said. “But you came into this home without anything and you can leave the same way.”

     I threw my suitcase and sandwiches on the floor and started for the door again.

     “Wait a minute,” Mom said. “You didn't have any clothes on when you arrived, and I want them back.”

 This infuriated me. I tore my clothes off — shoes, socks, underwear and all — and shouted, “Can I go now?”

     “Yes,” my mom answered, “but once you close that door, don't expect to come back.”

     I was so angry that I shut the door forcefully and stepped out of my home. Then I noticed down the street two neighbor girls walking toward our house. I was so shy that I saw the big spruce (云杉) tree in our yard and jumped under the low-hanging branches. A pile of dried-up brown needles were beneath the tree, and you can't imagine the pain those sharp needles caused to my body.

     After I was sure the girls had passed by, I ran to the front door and knocked at it loudly.

     “It's Billy! Let me in!”

     The voice behind the door answered, “Billy doesn't live here anymore. He ran away from home.”

     Looking behind me to see if anyone else was coming down the street, I said, “Mom! I'm sorry. I'm still your son. Let me in!”

     The door opened and Mom's smiling face appeared. “Did you change your mind about running away?” she asked.

     “What's for supper?” I smiled back.

    In her new book, “The Smartest Kids in the World,” Amanda Ripley, an investigative journalist, tells the story of Tom, a high-school student from Gettysburg, Pennsylvania, who decides to spend his senior year in Warsaw, Poland. Poland is a surprising educational success story: in the past decade, the country raised students' test scores from significantly below average to well above it. Polish kids have now outscored(超过……分数) American kids in math and science, even though Poland spends, on average, less than half as much per student as the United States does. One of the most striking differences between the high school Tom attended in Gettysburg and the one he ends up at in Warsaw is that the latter has no football team, or, for that matter, teams of any kind.

    That American high schools waste more time and money on sports than on math is an old complaint. This is not a matter of how any given student who plays sports does in school, but of the culture and its priorities. This December, when the latest Program for International Student Assessment (PISA) results are announced, it's safe to predict that American high-school students will once again display their limited skills in math and reading, outscored not just by students in Poland but also by students in places like South Korea, Belgium, the Netherlands, Finland, Singapore, and Japan. Meanwhile, they will have played some very exciting football games, which will have been breathlessly written up in their hometown papers.

    Why does this situation continue? Well, for one thing, kids like it. And for another, according to Ripley, parents seem to like the arrangement, too. She describes a tour she took of a school in Washington D.C., which costs thirty thousand dollars a year. The tour leader—a mother with three children in the school—was asked about the school's flaws(瑕疵). When she said that the math program was weak, none of the parents taking the tour reacted. When she said that the football program was weak, the parents suddenly became concerned. “Really?” one of them asked worriedly, “What do you mean?”

    One of the ironies(讽刺) of the situation is that sports reveal what is possible. American kids' performance on the field shows just how well they can do when expectations are high. It's too bad that their test scores show the same thing.

    Some years ago, writing in my diary used to be a usual activity. I would return from school and spend the expected half hour recording the day's events, feelings, and impressions in my little blue diary. I did not really need to express my emotions by way of words, but I gained a certain satisfaction from seeing my experiences forever recorded on paper. After all, isn't accumulating memories a way of preserving the past?

    When I was thirteen years old, I went on a long journey on foot in a great valley, well-equipped with pens, a diary, and a camera. During the trip, I was busy recording every incident, name and place I came across. I felt proud to be spending my time productively, dutifully preserving for future generations a detailed description of my travels. On my last night there, I wandered out of my tent, diary in hand. The sky was clear and lit by the glare of the moon, and the walls of the valley looked threatening behind their screen of shadows. I automatically took out my pen…

    At that point, I understood that nothing I wrote could ever match or replace the few seconds I allowed myself to experience the dramatic beauty of the valley. All I remembered of the previous few days were the dull characterizations I had set down in my diary.

    Now, I only write in my diary when I need to write down a special thought or feeling. I still love to record ideas and quotations that strike me in books, or observations that are particularly meaningful. I take pictures, but not very often—only of objects I find really beautiful. I'm no longer blindly satisfied with having something to remember when I grow old. I realize that life will simply pass me by if I stay behind the camera, busy preserving the present so as to live it in the future.

    I don't want to wake up one day and have nothing but a pile of pictures and notes. Maybe I won't have as many exact representations of people and places； maybe I'll forget certain facts, but at least the experiences will always remain inside me. I don't live to make memories—I just live, and the memories form themselves.

    A great invention by an 18-year-old high school student grew out of a simple problem most teenagers meet with.

    “I'm a teenager and I have a cellphone and my cellphone battery always dies，so I was really looking for a way to improve energy storage，” Eesha Khare said on Tuesday. “That's how I came across the super capacitor.”

    The teenager who came from California, and graduated from high school last week，won a $50，000 prize on May 17，2013 at the Intel International Science and Engineering Fair for creating a device that can store enough energy to charge a cellphone in 20 to 30 seconds.

    “It charges very quickly and can store a lot of energy，” Khare said. “The cool thing is that it's a lot thinner than one strand of hair.”

    Khare hasn't used her invention to recharge a cellphone yet，but she used it to power a light-emitting diode (LED) in order to show its capability(容量). If used on cellphones，the supercharger would slide on to the phone's battery to juice it up in a matter of seconds. The technology isn't available to consumers yet，and it could be years until it is.

    At an Intel event in Phoenix，Khare won the Intel Foundation Young Scientist Award，taking second place overall in the world's largest high school science research competition. She beat out more than 1，600 finalists from 70 countries. She said that she has been approached by several companies to continue her research，but she is now focused on attending Harvard University in autumn.

    “Right now，just my education，but hopefully we'll see what happens in the future，” she said about her plans. “I have a lot of interests，so we'll see what I do in the future.”

    It seems that technology could be changing the places where we live. A project conducted by Johann Siau, a senior lecturer at the University of Hertfordshire's School of Engineering and Technology, has built on the university's InterHome project aimed to create a home that supervises people living at home who are weak or elderly.

    “We've developed a wristband type of device（装罝）,” said Johann Siau, “which allows us to monitor the condition of an elderly person, or whoever is wearing the device. It allows us to collect data of a person to see if the person has fallen or is away from where they are supposed to be. It connects an elderly person with an assisted living type of device with the InterHome.” The assisted living project is part of the university's wider InterHome project, which is the development of a smart house. The house stores the usage patterns of the person living there and can adapt to make it use as little energy as possible. Connecting the two together and building the service element（元素）allow us to introduce the assisted living idea to care for the elderly. It's very important that these technologies are there to help and support rather than to replace any of the existing services.

    The InterHome is not just a prototype（样品）or a vehicle for research. It's a study tool to help students from different scientific backgrounds learn about and develop technology. The InterHome combines the latest broadband technology, mobile data and communication. Researchers and students make sure that all the technology works together. Students get experience by developing new hardware and software themselves. It requires a variety of skills from students—electronic engineers, computer students, design students and so on. “The present plan we are working on is a smart home project in Watford with some commercial companies, ” said Johann Siau. “We are looking at how a smarter home can provide extra value services.”

    A “Gap Year” is a period of time when a student takes a break before going to university. It is often spent travelling or working. It can give young people useful learning experiences and new skills.

    Gap years are popular with European and Australian students, but remain less popular in America. However, in recent years, more and more American students are preparing for college by taking a gap year. The advantages of taking a gap year are as follows：

Learn about the World and Yourself

    Although you don't have to go abroad to experience gap years, most gap year students catch the chance to travel abroad. You are able to work out who you are and what you are for. The experiences of different cultures offer you interesting lessons. You can learn more about the world and get to know yourself better.

 Face Challenges and Have Fun

    A gap year is not only a time to take a vacation, but also a time to face challenges. Gap year students usually work, volunteer or take service projects. You have to learn how to get along in the real world. This process isn't always easy, but it is an important part of growing up. Only in this way can you enjoy life and have fun.

Save Money and Improve Your College Admission Chances

    There's a common thought that gap years are only for rich students, but it's not true. Actually, taking a gap year can save your money. Gap year students often take a part-time job. Besides, at the end of a gap year, students are much more likely to know what to study in college. Clear learning goals ran keep the students working hard instead of wasting time and money playing.

    Imagine an admission officer trying to admit (录取) only one between two students. Both of them are excellent and have high grades. However, one student has much practical experience or has volunteered in his vacation. Who do you think the admission officer will choose?