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Tag Archives: Global
By Cadence (Catie) Summers, IV Form
Green Sea Turtle – Chelonia mydas & Marine Turtle Exhibition
Green Sea Turtle – Chelonia mydas
Stage in Maturity – Adult (more…)
By Sarah Bechard, Michael Ferlisi, and Sydni Williams, III Form
Project Based Learning in The Global Seminar: The Zamibia Presentation
Editor’s Note: All III Formers took part in The Global Seminar’s project to create a proposal to improve the state of the fictitious country Zamibia. The students collaborated in groups as United Nations Development Programme Sustainable Development Teams. The two artifacts below include the slide presentation that the students delivered to their classmates, teachers, and visitors as well as the video of the presentation.
By Jenny Tang, V Form
A $10 Billion Industry
In many communities of color in Asia, West Africa, and Latin America, fair skin is glorified, and skin-bleaching is as normal as applying lotion.
There is a multitude of causes. In some communities, colorism stems from classism: being tan means you work in the fields and are poor. According, having light skin indicates a wealthy indoor lifestyle and is desirable. In other communities, colorism has deep colonial roots: fair skin of European rulers symbolizes power and calls for worship. Whatever the cause, prejudice against dark skin harms many individuals, both on a personal level by causing shame and on a social level by increasing discrimination. Sadly, despite substantial evidence attesting to the health risks of skin-bleaching, an entire industry of skin-lightening products worth $10 billion continues to thrive today.
The three women in the artwork are Yanusha Yogarajah, Nyakim Gatwech, and Jella, who are all beauty influencers celebrating dark skin. Drawn as standing in solidarity, their confrontational gazes ask us, “What will you do about colorism?” (more…)
By Stephanie Moon, VI Form
Charity Concert for Zambia
The pads of my fingers were pressed against hard coils of wire, the Achilles heels of my feet were scruffed from the constant wear of dress shoes, and the lobules of my ears were vibrating to the waves of different pitches. My friends and sister were also going through the same experience; we were all performing Holst’s St. Paul’s Suite in front of a moderate-sized crowd at a chamber ensemble concert that we had directed and executed ourselves.
How was this so?
It all went back to the middle of my junior year when I received the Class of ‘68 Fellowship Grant in the early spring. I was planning on running an entire production by myself in the summer to provide donations to a religious youth institution. This organization is dedicated to expanding the fundamental right of access to healthcare. With an ambitious mindset to perform with at least eight people and do repertoires such as the Prokofiev Sonata and Mendelssohn Octet, I was more than thrilled to have this all organized. I first contacted a good friend who was also a cellist that played with me in the Phoenix Strings Orchestra back in Korea and told him about my tentative plan. Assenting, we grew to contact other talented musicians, ranging from violinists to cellists. We discussed over the phone about our tentative program, the concert venue, and budget. Between then and June 9th, we planned out what pieces we would perform, who the ensemble members would be, when we would practice, and how to divide up the passion, work, and money. (more…)
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.”
By Nick Karlsson, Filip Kierzenka, and Nick Bechard, VI Form
Boys to Businessmen: A Blog About Industrial Real Estate
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…)
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…)