When Marco Polo was 17 years old, he travelled {#blank#}1{#/blank#} Europe and Asia with his father, who wanted to do trade with the Chinese. And {#blank#}2{#/blank#} they arrived in Beijing.

    Marco was amazed by how beautiful and powerful China was. He was impressed by Beijing and the Emperor's palace. He was surprised to see Chinese people using paper money in the markets because he could not understand how people could pay for food and valuable things with paper! He was also {#blank#}3{#/blank#} by the black stones people used to burn for fuel. The black stones were coal, but Marco had never seen it before.

    Not long after his return to Italy, a local war {#blank#}4{#/blank#}. During the war, he was caught by the enemy and put into prison. Another prisoner, who was an author, took {#blank#}5{#/blank#} while Marco told all his stories about China and wrote the stories in a book called The Description of the World.

    Chen Lei studied art history and the early {#blank#}1{#/blank#} of China in a university. He was able to recognize the {#blank#}2{#/blank#} of different cultural relics from former times, especially the Tang and Song dynasties. One day he was looking in a second-hand furniture shop when he saw an {#blank#}3{#/blank#} object among the many different vases and {#blank#}4{#/blank#}. It was a mirror {#blank#}5{#/blank#} in the Song Dynasty and {#blank#}6{#/blank#} in the {#blank#}7{#/blank#} style of that time. He recognized that it was a {#blank#}8{#/blank#} cultural relic, but at a price he could afford, so he bought it at once. Later he gave it to his local museum. The people there were very happy and without {#blank#}9{#/blank#} consider it one of the treasures of their collection. To them, it was {#blank#}10{#/blank#} much more than Chen Lei paid.

Emphasizing social play in kindergarten improves academics

    Emphasizing social play and students helping one another in kindergarten improves academic outcomes, self-control and attention regulation, finds new UBC research. The study, published in the journal PLoS One, found this approach to kindergarten curriculum also {#blank#}1{#/blank#} children's joy in learning and teachers' enjoyment of teaching.

    "Before children have the ability to sit for long periods {#blank#}2{#/blank#} information, they need to be allowed to be {#blank#}3{#/blank#} and be encouraged to learn by doing," said Dr. Adele Diamond, the study's lead author. "Indeed, people of all ages learn better by doing than by being told."

    Through a controlled experiment, Diamond and her colleagues {#blank#}4{#/blank#} the effectiveness of a curriculum called Tools of the Mind (Tools). The curriculum was introduced to willing kindergarten teachers and 351 children with different backgrounds in 18 public schools.

    Tools was developed in 1993 by two American researchers. Its basic {#blank#}5{#/blank#} is that social-emotional development and improving self-control is as important as teaching academic skills and content. The Tools {#blank#}6{#/blank#} the role of social play in developing skills such as self-control, selective attention and planning. "Skills like self-control and selective attention are necessary for learning. They are often more strongly associated with school readiness (入学准备) than intelligence quotient (IQ)," said Diamond. "This experiment is the first to show {#blank#}7{#/blank#} of a curriculum emphasizing social play."

    Teachers reported more {#blank#}8{#/blank#} behavior and greater sense of community in Tools classes. Late in the school year, Tools teachers reported they still felt {#blank#}9{#/blank#} and excited about teaching, while teachers in the control group were exhausted. "I have enjoyed seeing the {#blank#}10{#/blank#} progress my students have made in writing and reading." said a Tools teacher in Vancouver. "I have also enjoyed seeing the students get so excited about coming to school and learning. They loved all the activities so much that many students didn't want to miss school, even if they were sick."