Archive for October, 2011

Gardner’s “Five Minds for the Future”

October 21st, 2011 No comments

Five Minds for the Future
Harvard Business School Press

Gardner’s new book, Five Minds for the Future outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years ahead.
They include:
  • The Disciplinary Mind: the mastery of major schools of thought, including
    science, mathematics, and history, and of at least one professional craft.
  • The Synthesizing Mind: the ability to integrate ideas from different disciplines
    or spheres into a coherent whole and to communicate that integration to others.
  • The Creating Mind: the capacity to uncover and clarify new problems,
    questions and phenomena.
  • The Respectful Mind: awareness of and appreciation for differences among
    human beings and human groups.
  • The Ethical Mind: fulfillment of one’s responsibilities as a worker and as a


October 20th, 2011 No comments


1. Linguistic Intelligence: the capacity to use language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don’t just remember music easily, they can’t get it out of their minds, it’s so omnipresent.

4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

5. Spatial Intelligence: the ability to represent the spatial world internally in your mind — the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can’t do, and to know where to go if they need help.

8. Interpersonal Intelligence: the ability to understand other people. It’s an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians — anybody who deals with other people.

9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

Upcoming Assignments for the week Oct. 17-21

October 17th, 2011 No comments
Chinese 3:Sports “做什么运动?/做什么運動?”
肚子  怕胖  建议  简单  难受  麻烦  危险  淹死
肚子  怕胖  建議  簡單  難受  麻煩  危險  淹死
借口 / 藉口 / jiè kǒu – excuse / pretext (找藉口 / 找借口)


IBS1:Cultural Globalization
Written Assignment:功夫与全球化 / 功夫與全球化
The New IB Written Assignment SL HL
文章一:课文-记者采访安迪  | 課文-記者採訪安迪

Task#1: Google Doc-德国人为什么要学功夫?-德國人為什麼要學功夫?
Task#2: Google Doc-学功夫以后, 人们对功夫文化和中国文化的看法有什么变化?

Task#2: Google Doc-學功夫以後, 人們對功夫文化和中國文化的看法有什麽變化?
Task#3: Google Doc– 生词/生詞
Concept: 文化分为可见的元素和不可见的元素两部分
Concept: 文化分為可見的元素和不可見的元素兩部分
Task#4:guess word meaning (due on Friday Oct. 21)
文章五:HL 龙应台眼中的全球化 S – Concept: “世界化” vs. “全球化”
IBS2:Debate 2011年10月18日星期二
课堂辩论“今天的社会男女平等了吗?” |課堂辯論“今天的社會男女平等了嗎?”
字数:SL-480字 / HL-700字
字數:SL-480字 / HL-700字
Categories: All Chinese Levels Tags:


October 13th, 2011 No comments

「佔领华尔街(Occupy Wall Street)」行动持续升级,向金融机构表达不满,美国近日有人更在facebook发起名为「银行转帐日」(Bank Transfer Day)的抵制行动,鼓励全美民众在11月5日当天或之前,关闭在大银行的户口,并将存款转到信用合作社(credit union)。迄今最少有6500名人响应,这活动亦得到参与佔领华尔街人士支持。

「银行转帐日」由27岁的洛杉矶画廊老板克里斯汀(Kristen Christian)发起,主要是不满银行最近提高银行交易费。

大银行决定自明年起,向综合户口存款不到2万美元的客户,若当月有使用「转帐卡」(Debit Card),每月须支付3至5美元手续费。

Source Text Here

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Daniel PINK: Drive – The surprising truth about what motivates us

October 12th, 2011 No comments


Upcoming Assignments for the week Oct. 10-14

October 10th, 2011 No comments
Chinese 3:Sports
Block A and B on Thursday Oct. 13
Block H on Friday Oct.14
IBS1:Cultural Globalization
Activity #1: 2011年10月14日星期五

HL Reading Comprehension: 龙应台眼中的全球化 S
Written Assignment:功夫与全球化 / 功夫與全球化


IBS2:Speaking and New Words
2011年10月11日星期二:Oral Recite: 女强人 S 女強人 T
课堂辩论“今天的社会男女平等了吗?”   | 課堂辯論“今天的社會男女平等了嗎?”
字数:SL-480字 / HL-700字
字數:SL-480字 / HL-700字
Categories: All Chinese Levels Tags:


October 9th, 2011 No comments

苹果创办人贾伯斯(Steve Jobs)因癌症过世,为他的传奇人生画下句点,全球苹果迷也以各种方式向这位创意奇才致敬;其中一名香港的大学生,以简洁的设计图,纪念贾伯斯,也让他迅速在网路上爆红。

据悉,就读香港理工大学设计学院二年级的麦朗(Jonathan Mak),在8月底贾伯斯将执行长交棒给库克(Tim Cook)时,为纪念贾伯斯,便设计一款在苹果商标缺口处,嵌入贾伯斯侧面剪影的图片,似乎象征贾伯斯的灵魂永远与苹果同在。




蘋果創辦人賈伯斯(Steve Jobs)因癌症過世,為他的傳奇人生畫下句點,全球蘋果迷也以各種方式向這位創意奇才致敬;其中一名香港的大學生,以簡潔的設計圖,紀念賈伯斯,也讓他迅速在網路上爆紅。

據悉,就讀香港理工大學設計學院二年級的麥朗(Jonathan Mak),在8月底賈伯斯將執行長交棒給庫克(Tim Cook)時,為紀念賈伯斯,便設計一款在蘋果商標缺口處,嵌入賈伯斯側面剪影的圖片,似乎象徵賈伯斯的靈魂永遠與蘋果同在。



原文網址: 港生創意紀念 蘋果咬一口見賈伯斯剪影!

iPads become learning tools for teens learning Mandarin

October 3rd, 2011 No comments
July 11, 2011
School of Education News
imageAided with iPads and specialized apps, local teens are immersing themselves in Chinese language and culture.
By Amy Yuen
Incoming ninth graders from Palo Alto, Gunn, and other  neighboring high schools, armed with iPads loaded with specialized apps, have been participating in a month-long immersion program in Mandarin  Chinese language and culture. The 23 beginning Mandarin speakers—who  have all elected to study Mandarin as their high school language in the  Palo Alto Unified School District or another neighboring district this  fall—have been learning to read and write commonly used Chinese  characters, and becoming familiar with the complex tones and phonology  of the spoken language for five hours a day for the past four weeks.
“This program is designed to ‘front-load’ the students with the kind of  preparation that will enhance their learning experience in the fall,” said Duarte Silva, director of Stanford’s California Foreign  Language Project, which is co-sponsoring the program with the Palo Alto  Unified School District. “We believe that this experience will greatly  increase their ability to learn Mandarin during the academic year,” said Silva.
A similar program organized by the co-sponsors has been implemented in  the district before, but this is the first year students are using iPads to help immerse themselves in authentic Chinese cultural learning  contexts.  Each student was issued an iPad, loaded with several apps to  help them explore Mandarin language and culture, for the duration of the month-long program.
“The program has been designed to provide a seamless movement through  the day,” said Norman Masuda, the program’s lead instructor. “We use iPad-delivered linguistic functions, cultural concepts, phonological  sounds, and writing prompts, and then allow students to work  individually and in groups to develop their own communication and  cultural projects.” The apps were designed by a local Palo Alto  publisher, Better Chinese.
In addition to classroom learning, students are also visiting local  Chinese businesses and restaurants, viewing the Asian art collections at the Stanford Cantor Art Center and San Francisco’s Asian Art Museum,  and touring San Francisco’s Chinatown. The field trips also have an  experiential learning component: students are required to use their  newly-acquired Mandarin speaking skills to complete a series of tasks,  including requesting information from local merchants or museum docents, and demonstrating culturally-appropriate behavior in their  interactions.
The project also offers a practicum for teacher candidates and those new to the teaching field to observe the program’s veteran instructors, and further develop their own teaching skills. “This has been a rich experience for these new teachers,” said Helene Chan, who oversees the teacher professional development component of the program. “They are observing how one can immerse students in the target language, using technology to help optimize a language learning environment.”
The immersion program is taking place this year at Lucille Nixon Elementary School near the Stanford campus. The program is part of STARTALK, a project of the  National Foreign Language Center and federally-funded by the National  Security Language Initiative. The California Foreign Language Project (CFLP), based in Stanford University School of Education, and the Palo Alto Unified School District are jointly sponsoring the program locally. Professor Amado Padilla serves as the project’s principal investigator. For additional information, contact CFLP Executive Director Duarte Silva at
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Upcoming Assignments for the week Oct.3-7

October 3rd, 2011 No comments
CH3: 性格与爱好 / 性格與愛好 Oral Presentation on Thursday Oct. 6
Use any mind map or brain-storming software to show the structure
Step 4: Mind map about your friend should be ready Monday Oct. 3
Step 5: Oral presentation on Thursday Oct. 6!
Grammar and Vocabulary
Having problem with Chinese character typing?
Download Chinese Input Method (Windows): Microsoft Pinyin
Or use the online character-editor: Click Here

IBS1:Reading Comprehension 2011年10月7日,星期五

IBS2:Speaking and New Words 2011年10月10日星期一 ORAL RECITE
Text 2: 女强人 S 女強人 T (Comprehension 10/5)
2011年10月11日星期二Oral Recite: 女强人  S 女強人 T
2011年10月18日星期二:课堂辩论“今天的社会男女平等了吗?”   |  課堂辯論“今天的社會男女平等了嗎?”
字数:SL-480字 / HL-700字
字數:SL-480字 / HL-700字

IB Classes:Reading Skill – Guess Word Meaning
Skill 1-1: Guess Word Meaning from Radicals (偏旁部首)

Skill 1-2: Guess Word Meaning from Morpheme 语素Morpheme S | 語素Morpheme T
Skill 1-3: Guess the Meaning of Abbreviation 简称S | 簡稱T
Skill 1-4: Guess Word Meaning from Synonyms / Antonyms 词语互释S | 詞語互釋T
Skill 1-5: Guess Word Meaning from Context 上下文S 上下文T

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