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Examples of Experiences in Chinese Class

Examples of Experiences in Chinese Class

From Ms. Yuhong Xu: “My main pedagogical approach is teaching vocabulary, grammar, and speaking. I focus a lot on speaking, and my students are able to speak and communicate with a stronger confidence in and outside of class.”

On speaking by Caroline Sullivan (III Form): “Speaking is the most important part of learning Chinese. Although learning grammar and new vocab is essential to becoming fluent in Chinese, speaking and being able to communicate in the language is most important. If students only study Chinese grammar, they will never be able to make use of the language and communicate with their Chinese peers. By practicing speaking in class every day, I am making progress in mastering the language.”

Click on the image for a video of conversation in action.

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Boys to Businessmen: A Blog About Industrial Real Estate

By Nick Karlsson, Filip Kierzenka, and Nick Bechard, VI Form

Boys to Businessmen: A Blog About Industrial Real Estate

Jed Raymond ’95, Nick B., Nick K., Fil, Howard Hodgson ’74

This past summer, we traveled to the United Kingdom and Poland to experience international business and commercial real estate. The previous summer, we were fortunate to intern at Cabot Properties, an industrial real estate firm in Boston. That summer, we compiled data on the Polish industrial real estate market and economy. This information proved to be beneficial during our 11-day trip when we visited the UK branch of Cabot and met with various other firms and market experts. Our adventures are organized into one website. This trip was an unforgettable learning experience that was made possible by the A.A. Jones Grant.  (more…)

Computer Vision: Mapping Poverty in Uganda

By Cathy Zhou, IV Form

Computer Vision: Mapping Poverty in Uganda

This summer, I attended an all-girls program called Ai-4-ALL, formerly known as SAILORS (Stanford Artificial Intelligence Laboratory’s Outreach Summer Program). Inspired by the camp’s model “AI will change the world. Who will change AI?” I believe that people, instead of perceiving artificial intelligence (AI) as threats, should use it as a tool for impact. During this camp, I, along with seven other AI-enthusiasts, created a model for mapping poverty using satellite images. (more…)

Diminishing the Diversity of Devastating Diarrhea

By Geetika Surapaneni, Frances Hornbostel, & Graham Butterfield, III Form with Will Figueroa, V Form

Diminishing the Diversity of Devastating Diarrhea

Please click the image to download/see the poster. Scroll below to see each individual piece.

CLICK ON EACH IMAGE BELOW TO ZOOM TO EACH PIECE OF PROJECT. (more…)

Language Immersion Trips: A Must-Have For A Student’s Bucket List

By Paige LaMalva, IV Form 

 

Language Immersion Trips: A Must-Have For A Student’s Bucket List

I have loved the French language ever since I was in sixth grade. My middle school French teacher, Mrs. Okacha, made French my favorite subject because her class was both engaging and interactive. When I was in eighth grade, I helped lead one of her younger classes because I appreciated and enjoyed French so much.

After arriving at St. Mark’s and hearing about the French language trip offered every other year, I wanted to pursue it. I still loved the language, and I was to speaking a lot more French with my teacher, Ms. McColloch. I kept telling myself, “I can’t wait to be a sophomore and communicate in a real-world scenario.” I was exhilarated to find out that I got a spot on the trip. My French education would be applied in a real-world setting! Reading and speaking French was going to be challenging, but I was ready to take it on. (more…)

PSA Sur Le Changement Climatique (PSA on Climate Change in French)

By Ariah Henderson, V Form and Urgyen Wangmo, VI Form

PSA Sur Le Changement Climatique

Click on the image or here for the video!

Editors’ Note: Below are the parameters of the assignment for this French IV project.

Projet de Chapitre 10 :Vidéo

  • Individually or with a partner, you will make a video (2 min / person in groups) in which you explain to the St. Mark’s community:
    • the seriousness and causes of climate change
    • and explain how they can make more sustainable choices (include the cost of such measures, if applicable).
  • You will submit your script.
  • The script/video should use:
    • at least 12/24 vocabulary words from Chapter 10,
    • at least 4/8 examples of le conditionnel passé,
    • at least 4/8 examples of le futur antérieur,
    • and examples of all three types of si clauses, plus si used to express a wish or reget (double the quantity for two person groups).