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Tag Archives: Collaboration
By Drew D’Orsi, V Form
Video–How to Sell the Story: St. Mark’s Beyond the Classroom
In my fall St. Mark’s Saturdays course, “How to Sell the Story,” the Admission Office assigned the class a project to create a short admission video. Throughout this experience, we learned how a school sells its product of education and how it engages prospective students and families in order to “sell the story.” My group approached this project by thinking about what sets St. Mark’s apart from other prep schools. What immediately came to mind was the people of St. Mark’s and the opportunities that we have outside of the academic curriculum. Therefore, we came up with the idea of “St. Mark’s: Beyond the Classroom.” My group members (Lizzie Provost, LaQuan Mckever, Kaela Dunne, Jeff Koo) and I were pleasantly surprised that just within our small, five-person group were were able to discover such diversity and to have each member articulate a different aspect of our school community.
By Shep Greene, Steven Landry, George Littlefield, and Cole Schmitz, VI Form
Into the Mystic with Thunderhorse: a Q & A
LEO: How did you form the band and who are the members and their roles?
Thunderhorse: Our band consists of four members: Steven Landry, George Littlefield, Cole
Schmitz, and Shep Greene. Steven is on the vocals and has been singing since his middle school acting career. He is a member of the Marksmen and choir. George is the drummer, and he has also been playing since middle school. Cole plays the tenor saxophone and has been for seven years. A very talented musician (he is the only person to win the Massachusetts Association for Jazz Education’s “Most Valuable Player” two years in a row), he has been integral to the Jazz Band and now serves as its vice president. Finally, Shep plays the guitar. He has been playing since eighth grade, but started getting serious about it sophomore year. (more…)
Students on Film (in order of appearance): Charlotte Wood, Jenny Deveaux, Joey Smith, Amanda Christie, Josh Loveridge, Gabe Brower, Janelle Carmichael, VI Form
Video Oral Arguments: Literature on Trial
Editor’s Note: This is a highlight reel from Ms. Matthews’ Literature on Trial class (2016 VI Form fall semester English). The course is divided into two sections. In the first half, the focus is on trials, plaintiffs, prosecutors and defendants, reading works of literature and brainstorming criminal or civil wrongs committed by characters in the text. Students work in trial groups to gather evidence, prepare witnesses, and put on their best case. The second half consists of appellate work where students focus on the after effects of a trial, reviewing lower court records for Constitutional issues, drafting briefs for appeal and preparing for a final oral argument.
By Mo Liu and Jamie Lance, V Form
Letter to the Editor: Native American Policy
Dear Editor Jackson,
It occurs to me that there is much attention raised among the general public regarding our government’s policy towards Indians, and therefore in writing to you, I, as a member of the Board of Indian Commissioners, want to clarify my position. Indians cannot be entirely excluded from our picture as a nation. However, the Indian society is not a cultivated society likes ours. One of my colleagues, who is experienced with Indian affairs and always provides us with elaborate information about the Indians, says their tribes are corrupted by “idleness, improvidence, and indebtedness”. The lack of private property or land and the underdevelopment of laws mark the Indian society as barbarous and inferior to ours. Because of this difference, since 1871 Indian tribes are no longer considered sovereign nations. Governments before us circumvented the Indian dilemma by relocating and establishing reservations west to the Mississippi River, yet now with a closed frontier and western migration, conflicts between settlers and the Indians are inevitable. The issue is pressing. (more…)
By Katie Hartigan, Nick Hadlock, and Anderson Fan, VI Form
(In)Visible: The TV Pitch Project Winner
Unified in isolation, six strangers’ morality is put to the test when taking a pill makes them invisible to everyone but each other, but what they don’t know is that they are part of a social experiment and are constantly being watched.
(In)Visible is a two-season television show falling under the category of sci/fi, drama, and thriller. It is about six main characters that participate in a seemingly risk-free drug trial by Osiris Pharmaceutical that leaves them invisible to everyone except each other. They must cooperate in order to overcome the challenges presented to them and the mystery of what happened to them. Little do they know, they are being watched by six “monitors” behind the operation who are observing the behavior of people who think nobody is watching. Themes of cooperation, isolation, and leadership emerge as the characters find modes of survival and uncover the mystery. Season One ends with the six participants transitioning into monitors, and thus inheriting the responsibilities of monitors. New participants are introduced as the six monitors give them different moral tasks as part of the social study. Season Two ends with the new participants discovering how to escape the cycle: do the right thing.
By Kate Sotir, Cooper Sarafin, Anderson Fan, Shep Green, VI Form and Mo Liu, V Form
Math Modeling: Using Math for Flight Path Safety
The problem at hand is to create a model, a rating system, that would inform potential flyers of the safety of a particular flight. Our solution includes a mathematical equation that gives us a number between 1 and 100, depending on the inputs. Although the values themselves indicate the safety level of flights, we do not want to our audience to read into the numbers: a flight with a safety index of 63 should not be considered a more dangerous flight than a flight with a safety index of 67. Therefore, to make our model directly presentable to our audience, we classified the possible outcomes into ratings. A safety index ranges from 1 to 20 would have a rating of ★, from 20 to 40 would have ★★, 40 to 60 would be ★★★, 60 to 80 ★★★★, and finally, 80 to 100 would have the highest rating of ★★★★★, and flights that fall under this rating would be the safest choice based on our model. (more…)