Now, let me say a few words to our American friends. Climate change is one of the major{#blank#}1{#/blank#}of our time. It is already changing our daily lives but it is global. Everyone is impacted. And if we do nothing, our children will know a world of migrations, of wars, of shortage. A dangerous world. It is not the future we want for ourselves. It is not the future we want for our children. It is not the future we want for our world.

    Today, the President of the United States, Donald Trump, announced his decision to {#blank#}2{#/blank#} the United States from the Paris Agreement. I do respect his decision, but I do think it is an actual mistake both for the US and for our planet.

    I just said it to President Trump, in a few words a few minutes ago this{#blank#}3{#/blank#}. Tonight, I wish to tell the United States: France believes in you. The world believes in you. I know that you are a great nation. I know your history, our common history.

To all the scientists, engineers, entrepreneurs, and responsible citizens who were disappointed by the decision of the president of the United States, I want to say they will find in France a second homeland. I call on them—come and work here with us, to work together on{#blank#}4{#/blank#}solutions for our climate, our environment. I can assure you: France will not give up the fight.

    I reaffirm clearly that Paris agreement will remain irreversible and will be {#blank#}5{#/blank#}not just by France, but by all the other nations. Over the coming hours, I will have the opportunity to speak with our main partners to define a common strategy and to launch new {#blank#}6{#/blank#}. I already know that I can count on them.

    I call on you to remain confidence. We will succeed, because we are {#blank#}7{#/blank#}, because wherever we live, whoever we are, we all share the same responsibility to make our planet great again.

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."