Patana News Volume 23 Issue 12

Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.

Patana

NEWS

Friday 13th November 2020

Volume 23 Issue 12

www.patana.ac.th

LEADERS LEARNING FROM LOCKDOWN

By Brian Taylor, Cross Campus Assistant Principal

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Also in this issue...

Sailing for Gold/International Day Updates/Entrepreneurs on Campus 13/11/2020

Bangkok Patana School News

Bangkok Patana is a not-for-profit IB World School accredited by CIS

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Leaders learning from lockdown CRITICAL DECISION-MAKING MODELS Brian Taylor, Cross Campus Assistant Principal, Curriculum Technology Integrator

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ducators have been compelled to pivot swiftly in response to huge logistical and emotional challenges in support of learning and the diverse needs of students, families, and colleagues during the COVID-19 crisis. Their creativity, commitment and professionalism has been inspirational, highlighting the critical role educational institutions provide in our communities and the social wellbeing fabric of students’ lives. Since January 2020 there has been a plethora of thought-provoking articles and reports released, detailing effective ways to transition quickly from normal school practices to remote or distance learning.

Educators are thankful for the rapid publication of evidence examining existing research to support the conversion to remote learning (Education Endowment Foundation, 2020a; Reimers et al., 2020; Reich et al., 2020).

In essence schools did not close, their campuses closed; lessons and learning continued, albeit in a different format and in our lounges, kitchens and living rooms.

the students’ perspectives” (Boot, 2020). This unparalleled moment in the history of education - an enforced global experiment in remote learning, in which we have a unique opportunity to listen to students and learn from their experiences, was reinforced by Professor John Hattie when interviewed by Stephen Cox in the Build Back Better webinar (Osiris Educational, 2020). This distinction is further exemplified in the position paper Remote to Hybrid Learning (Fullan, et al., 2020). The paper pilots the reader through three zones: The Unsettled Zone, The Learning Zone, and The Growth Zone (pp. 3-4), contending that the sudden shift to remote learning globally, while tremendously difficult, has propelled school leaders and educators to reflect deeply, make decisions on what works best for students, and to decide what innovations should be developed further or simply discarded. There is considerable similarity with the zones posited by Fullan and Hattie and those illustrated previously in the Patana News article The Three Stages of Pandemic Response, namely: SurAt the core of everything we do as educational practi- vival > Acceptance > Growth, alternatively referred to as tioners is student learning. In his blog post Learning from Thoughts > Feelings > Actions (Treanor, 2020) the Students in Lockdown, Steve Boot, Associate Vice Principal for Curriculum at Big Education Trust, suggests we should “aim to capture these unprecedented times from

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LITERATURE REVIEW Bangkok Patana School regularly uses publications from the Education Endowment Foundation (EEF), established in 2011 by The Sutton Trust, as a critical lens to compare and contrast school management and leadership procedures. For example, their Teaching and Learning Toolkit (Education Endownment Foundation, 2020b), an accessible summary of the international evidence on teaching 5 to 16-year-olds, helps frame and evaluate wholeschool strategic objectives in our development plans.

Their School’s Guide to Implementation (Education Endownment Foundation, 2019) is a useful tool for planning, testing, and measuring the impact on learning of projects we oversee. Therefore, as the impending wave of school closure progressed westwards from colleagues in China and Hong Kong earlier this year, the leadership teams turned to the EEF for guidance. Initially slow to respond, the EEF team gathered momentum with their Remote Learning: Rapid Evidence Assessment report (EEF, 2020a), culminating in the release in June of the COVID-19 Support Guide for Schools, designed to help teachers and school leaders support their pupils following campus closure. In the report, Professor Becky Francis’ forward was promising when asserting:

School leaders will need to make difficult decisions about what to prioritise in the coming months, recognising the tremendous strain the pandemic has already placed on teachers and children.

This short guide aims to provide evidence and signposts to additional resources that support those decisions. (Education Endowment Foundation, 2020c, p. 2) Scott McLeod, Associate Professor of Educational Leadership at the University of Colorado Denver, author of the popular Dangerously Irrelevant blog, has been interviewing school educators and leaders to discover how they are responding in the wake of this global pandemic. Titled the Coronavirus Chronicles (McLeod, 2020a), Scott documents his series of ‘check-ins’, including one our school were part of, publishing them on his blog and YouTube channel. In a though provoking post, titled What are Your School’s Decision Triggers for Closing Back Down Again?, McLeod challenges school leaders to be “very clear with their educators, families, and communities about what their ‘decision triggers’ are”, warning us that “If we don’t articulate what our decision triggers are… we should be prepared for all of the pushback that accompanies winging it” (McLeod, 2020b).

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In the last week of August, the Education Endowment Foundation published its Guide to Supporting School Planning: A Tiered Approach to 2020-21 (Education Endownment Foundation, 2020d). It aims to support school leaders with their planning for the forthcoming academic year in early September. Both in the introduction to the guide, and a supporting blog post, Alex Quigley, The EEF’s national content manager, points out that there is “little evidence to steer many of the logistical challenges faced by school leaders” (p. 5). This is a refreshing acknowledgement that the focus of publications to date has been on pedagogy, of which there is “plenty of good evidence that can support and re-establish great teaching for all pupils”.

School leaders must have felt like desert explorers in recent months, trying to navigate an accurate course towards a hazy objective over constantly shifting sands. It is difficult to find your way if the surface beneath you is continuously moving. It takes great skill and resolve to stay on track; to stay focused on your vision and your values. (Gandy , 2020) Whilst travelling within Fullan’s three zones (2020), or traversing between the boundaries, many daily decisions were made by our leadership teams in the transformation from a ‘bricks and mortar’ school to a ‘virtual’ school. They ranged in importance, from the mundane: should students ask for permission to go to the bathroom whilst on a live call? to radical changes to the whole school structure: should we collapse the whole school timetable to facilitate long-term project-based learning?

WHICH DECISION-MAKING MODEL? The rise of flatter, distributed leadership structures decentralise decision-making. Instead of one or two ‘dot leadership’ teams making decisions, colleagues at all levels have the power to make more localised decisions, they are more likely to happen collaboratively within their own subject or year team ‘bubbles’. During campus closure normal leadership structures moved rapidly to these flatter models. Colleagues, students, and parents were in the Fullan’s Survival (Unsettled Zone) – they fell back on systems they are familiar with – leadership was distributed within their subject or year teams, within their homes! During this period of intense change, the quality of the decisions made within an organisation reflect the way it operates, they are a barometer of the health of the organisational culture.

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WHY THE STINSON WELLNESS DECISION-MAKING MODEL? Our whole school performance management strategic objective for 2019 - 21 is “How can we ensure that we promote, value and nurture Well-Being in our community to support student learning?” Our Guiding Statements contain three sets of values: Well-Being, Learning and Global Citizenship. During the remote-learning transition, focussing on the emotional well-being of every member of our community was our priority. Before we closed the campus, in whole Primary and Secondary meetings, the work of John Almarode was used to frame the collective efficacy:

this knowledge to ensure that our strategic direction is underpinned by solid, strategic decision-making that is challenging and supportive, creating space and a framework for leaders to make a wise choices. There is a high degree of alignment of the sense of well-being in our Guiding Statements, the Stinson Wellness model, Fullan’s Remote to Hybrid Learning zones, and the 3 Stages of Pandemic Response (Survival > Acceptance > Growth).

The alignment process allows for decisions to be personalised and owned by those that the decision will impact, rather than the ‘top-down’ decision making process that often exists in schools. All people within the organisation can progress towards wellness within their personal context - situational leadership of the decision-making process “How we feel determines what we think within their own organisational sphere of influence. During about and what we think about prompts the analysis and selections process orientation stages, apus to action so well-being at the social plication questions based on the four pillars of the model emotional and psychological level has a - Purpose, Balance, Congruence, Sustainability, are used strong influence on what happens in our to assist in making intentional and principled decisions. [virtual] classrooms” (Almarode, 2020).

To summarise, the “Stinson Wellness Model provides a Synthesising the above, a decision-making model with framework by which organizations can make wise deciwell-being at its core is the principal rationale for deter- sions that align with their identity as well as their communimining which one best fits the context of our school. ty.” (Lee & Stinson, 2014, p. 10); in other words, the mission In many ways COVID-19 has provided a resilience test and vision of Bangkok Patana School. for the macro educational systems of the global commuEditor’s note: this article is an adapted version of Brian’s nity on a micro scale. We all will have seen our strengths, Bath Masters essay submission for the Leading and Manthe areas that need development and our fragilities. We aging Schools and Colleges unit. References will have time, at some point, to pause and reflect, and use

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the m o r f t es The lat

PTG

Click here to join the PTG Facebook Group

The PTG International Day is just around the corner!

Unfortunately, due to COVID-19 restrictions, there will be no parade on the field or culture show. Parents will not be allowed on campus.

Remind your children to please dress in clothing that represents your country or culture.

Students will parade by Year Group to the Food Hall, this parade will be live streamed on the Bangkok Patana Facebook page for parents to watch.

Parent volunteers are only allowed inside the Food Hall.

Live Facebook feed begins at 7.50am

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These are the approximate times we hope to live stream Year Groups Foundation Stage 1 & 2: 11.00am

Year 1M and 1W: 8.00am

Year 1 1B and 1T: 8.35am

Year 1K and 1P: 9.35am

Year 1 1R and 1J: 10.05am Year 2: 8.35am Year 3: 7.50am Year 4 9.20am Year 5: 10.05am Year 6: 10.20am Year 7: 11.00am Year 8: 11.30am Year 9: 11.00am Year 10: 12.00pm Year 11: 12.10pm Years 12 and 13: 12.20pm

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Collaboration in Gymnastics

William Preston, Gymnastics Programme Coordinator angkok Patana’s Gymnastics Academy hosted an in-house event last Sunday, highlighting the start of our competitive season. It was so wonderful to have all our gymnasts together, back in full glory, representing the school proudly in their team kit. It was the first opportunity for the gymnasts to perform all their routines and scored by official judges from the Gymnastics Association of Thailand.

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This event is specifically designed so our senior gymnasts work in teams directly with our youngest gymnasts in teams to help foster teamwork, lifelong friendships and to inspire the next generation. We are so proud of all our gymnasts.

Thank you to all our gymnasts, coaches, parents and support staff who made this event an amazing a success. Go Tigers!

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Five Seasons of Girls’ Volleyball Clara Boucher, 13B ive seasons, five SEASACs, having played (almost) all five positions and definitely more than five injuries. It's crazy how quickly it's all come to an end.

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of them motivating me to push myself to become a better player and teammate. The incredible friendships and memories I’ve made along the way are some I will cherish forever. To the many coaches I’ve had, thank you for everything. From the first training to the last, through the good games and the bad games, you brought out the best in me and most importantly believed in us all.

I can still remember my first SEASAC as if it was yesterday. Going up to serve at the start of the 5th set in the relegation match, not being able to hold the ball as my hands shook frantically, terrified of hitting it in the net. Needless to say, we didn’t do as well as we had hoped that season I’ve also had the chance to have an insane team of supmy Varsity volleyball career didn’t start off on the best foot. porters, my parents, who have dedicated so much time At the end of the tournament, I remember having no hope and energy to support my sisters and I. Being able to of ever making a SEASAC final. share the court with both your siblings is not something many people have the chance of experiencing, and it was Little did I know, I would go on to play in three finals, one of the best moments of my time at BPS. and even take home the Gold in 2019 for the first time in Bangkok Patana School’s Girls’ Volleyball history. (A big It still feels surreal that it’s all over. It was not the final seashoutout to my bows, thank you for putting up with me and son that I was expecting but taking home the Silver medal my Crocs obsession!!) over the weekend was the best way to end this chapter.

Go kill it next year girls!

Over the years, I was lucky enough to play with some of the most dedicated and talented athletes, each one

(I)GCSE Home Languages I

f your child studies a language outside of school, either a Home Language or a Foreign Language, and would like to consider taking an (I) GCSE exam in that language this academic year, please contact Celine Courenq, Head of Faculty World Languages (ceco@patana.ac.th) before Monday, 30th November. In your email please include: • the full name of your child • his/her tutor group • the language they wish to be entered for • the syllabus code of the exam - for example” Cambridge IGCSE Chinese - Second Language (0523)”

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Entrepreneurs at the Tiger Shop

Clara Boucher, 13B

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hen the PTG approached us proposing the CAS x Tiger Shop project, we were all unsure what to expect; many of us actually hadn’t heard of the Tiger Shop in several years. Frankly, we weren’t sure what products were being sold or even where it was. The reality was that our ideas were representative of the entire Secondary student body- there was unfortunately no interest in the Tiger Shop. After our first meeting, we knew that this was exactly the problem we were going to fix.

amongst the community, and liaising with different people in school to approve of projects and ideas. An extremely rewarding project that we were able to bring to life was the House Merch that we produced in collaboration with the House leaders. Not only did we want to encourage Tiger Spirit, but also make the House Spirit even greater at events and competitions.

Emiko and Aiko, our social media managers, ensured that we had a platform that was accessible to students.

From the very start we had our goal set in mind: improve They created our Instagram account where all of our conthe presence of the shop, especially amongst Secondary tent and advertisements are shared, which was a better students. Not in hopes of simply selling products, but to way to target students than what was previously being fuel Tiger spirit throughout the school, making students feel used. proud and excited to represent Bangkok Patana School.

Chali and Audry worked together to keep track of our We all took on different jobs that allowed us to use and stock, ensuring that inventory was counted regularly and develop our skills, focusing on various ideas we wanted updated in our system, which they passed on to Kieran to bring to life. Sophie and Nimrata took on the role of and Anmol to use. The brains of the team; keeping baldesigners; creating updated designs for accessories and ance sheets up to date, determining what stock was not apparel that were modern and appealed to Secondary selling well, budgeting and finding solutions to financial students. In only a few weeks, they had designed bucket issues. The whole CAS team met to discuss how we could hats, socks, shorts and so much more. clear stock that was not selling well and taking up space in the storage room; we decided to give away water botPetch used her Design+Technology skills to design a tles to the Heads of Year to bring to residential as prizbrand-new storage unit for products in the shop, allowing es, and offered for RISE (a CAT club), to purchase some them to be displayed in a more effective and appealing pens, bags and pins as low cost for them to use as gifts. way. Beem, also being extremely creative and a skillful designer, was in charge of creating promotional content, “I was most proud of the sales revenue model I made notably our logo and an entirely new catalogue for the for the Tiger Shop, as I hadn’t done any financial modeshop. Working very closely with Beem, I was in charge ling before that. My model improved on the previous sysof PR and communications, creating posters, sharing them tem used as it automatically highlighted low selling items 10

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so that we could then deliberate how we can act on that.

It also provided revenue forecasts and inventory forecasts based on historical data, which was a feature that the Tiger Shop specifically wanted. This model challenged me and allowed me to learn new skills as well as consolidate what I had already done in school (in business class).”

-Anmol Gandhi, Year 13

“What i enjoyed the most about the Tiger Shop experience was the merch sale because it was so exciting to see the vast number of Secondary students who wanted to buy the products and how quickly it sold!” – Aiko Saeki, Year 13

The most amazing part of the whole experience was how we all come together to help each other when we need it; despite having designated jobs, no one was confined to their roles. We all relied on each other’s support because nothing could be completed on our own. The Tiger Cart sale was an event where we all came together to sell new products in the Lounge during lunchtime, and it was so gratifying to see how excited students were, which

Working at the Tiger Shop has been an extremely rewarding experience for all of us, and we have learnt so much about the various aspects of producing, promoting and selling products. We would like to thank the PTG for giving us this opportunity and for supporting us throughout the process. We hope that our work has brought some Tiger Spirit back into the school, and we look forward to more projects being brought to life in the near future.

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made our hard work feel really worthwhile.

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7T H 1 Y A D ES

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Sailing for Gold

Sara Okada, 12D uring the October half-term break we went to Phuket to complete our sailing journey as a part of completing our Gold Duke of Edinburgh’s International Award.

There were twelve participants in this trip, each with different objectives and thoughts. Some for the new thrill, some for continuation and improvement, some for university applications.

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Khao Yai. I thought that we would become more tired during the camping days; however, this wasn’t the case really. Because we had light winds in the mornings, we were able to sail peacefully (but it gets too hot sometimes), and around noon, we would line up our boats and go for a swim in the middle of the sea, surrounded by a few small islands. One day, we were able to snorkel, but we could only see plankton and green water. While we When we arrived after a one-hour flight and bus trip, were sailing, however, some people saw whales! I only we were thrilled to see a gorgeous hotel with a pool right saw the flying fish, but it was really cool to be able to see in front of our clean rooms. Buffet and a-la-carte food those sea creatures. During the afternoons, gusts of wind were our usual meals during the first four days of our trip. made our team panic but we managed! It rained on some The practice ran for the first three days, learning about the nights, but we still had a lot of fun. The meals we cooked systems of a sailing boat. Such as the way to anchor our were usually simple, such as pasta and rice. However, we boat, the tacking and jibing. Although we learned such cooked steak on one of the nights! The things we bought basics by the third day, In the final expedition where we were a bit too much though. Tomatoes exploded in one have a route to follow, we learned more about how to of the bags, and Nutella oil overflowed in another bag sail. We did other water sports such as swimming and also as well. During the camping nights, we saw fireflies and around the beach. Practice days were fun, it wasn’t an it was very beautiful. It wasn’t nice to step on a few snails expedition like we did in the Bronze Award, so it wasn’t as on the way though. tiring. I thought at that time, because we hadn’t camped yet, but ate nice food and showered almost every day, we Our trip was very fun and our instructors, teachers, and weren’t cranky yet. my experienced sailing friends helped us learn about sailing. We missed our family and home, so we were quite The final expedition took place on the last four days happy to return to Bangkok. The trip was really fun and full of our trip: camping and sailing around the islands in Ko of positives, therefore this article is also very positive!

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Thai Farm Visit for Key Stage 2 Students Helen Dunford, Year 6 Class Teacher

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ecently, I joined 58 Primary Thai students and their Thai teachers on the annual visit to the Naa Khruu Thani rice farm in Pathum Thani. As a young child I had read library books about Thailand and remember vividly looking at photos of rice paddy fields with farmers standing ankle-deep in water and mud as they planted young rice plants in the fields.

It was always a dream of mine to visit Thailand and the rice fields, and on this trip, that dream came true.

Khruu Thani Homchuen, a graduate from the Faculty of Education, Chulalongkorn University, has been providing opportunities for students to visit his farm for 23 years. His aim is to teach todays Thai children about the history of rice farming that is such an important part of their heritage and culture.

During the day-long visit, the children learnt so much from the presentations by Khruu Thani and the many hands-on experiences they had. The day was filled with laughter, smiles and chatter as the children immersed themselves in the life of a traditional Thai rice farmer. As educators, we know that learning from first-hand experiences provides the richest, deepest and longest-lasting learning for students, and this visit certainly provided exactly that.

The visit began in the farm house, a traditional Thai wooden house on stilts where we learnt that in the floods in 2011 the water level rose to chest height and the farmer’s family had to live upstairs and use boats to travel. Before leaving the farmhouse to begin the activities, the children carefully entered the upstairs room to say prayers of thanks to Buddha, something the farmer and his family do daily.

TRADITIONAL RICE FARMING TECHNIQUES Khruu Thani taught students the traditional rice farming techniques then the students had a go themselves. They began to understand what a hard life rice farmers had and why the skin on Khruu Thani’s hands was so tough. There also rode and fed water buffalo, drove farm wagons, fished and enjoyed time on boats on the small lake. There was not a minute of time wasted! Lunch was served back in the farm house - delicious Thai food cooked from the organic vegetables grown locally.

“One of our activities was to feed the fish using rods with pieces of raw chicken attached to it using a clip. It was very exciting because when the fish tugged on the rod it would tug you forward a little and make you feel like that we could pull the fish up and catch them! Some people enjoyed it so much that they went back for seconds!” Kataleeya, 6D

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PLANTING RICE A highlight of the day for the children was climbing down the steep bank into the rice paddy field and squelching their way thigh-deep in soft grey mud to plant the new rice crop. What a sight to behold as a long line of children bent down simultaneously to push their plant into the fertile soil. If only I had taken a change of clothes, I too would have joined them for sure.

After wading across the next rice field, the children climbed out and, with Thai party music filling the air, they enjoyed the water slides and water tunnel as a fun way for the mud to be washed away.

We were also treated to some Thai desserts, devoured by the children and adults alike. Khruu Thani’s final words to the children explained his motivation for these learning days at his farm. He said that he wants young people to always remember their heritage and the special significance of rice farming and the work of the farmers in Thai culture. I am confident that every child who visits his farm and has these experiences will remember and appreciate the tradition associated with their rice growing heritage.

“I loved riding on the buffalo; it was my first time. It felt peaceful and calming but its tail swished from side to side and even came in contact with me!” Suzie, 6J

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“After lunch we crossed the road to the rice fields, I was the first person to go into the rice field. As I walked in, I felt the mud suck me in like quick sand. I finally reached the far side of the field and the farmer gave me a bunch of rice plant and I bent down and squeezed it into the mud” ” Cleopas, 6S

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#167: A Computer for Just $70?

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rarely use Taylor’s Tech Tips to promote hardware or software that costs money. However, I’ve decided to stray from my rules to mention a device that has just come onto the market. The Taylor clan ordered one from here and it arrived within two days last Friday. We connected it to a TV with the provided HDMi cable, joined the WiFi and we were off and running. Called the Raspberry Pi 400, the new device packs a full computer into a keyboard. Specs include a quad-core 1.8GHz Broadcom processor, 4GB of LPDDR4 RAM, gigabit Ethernet, two USB 3.0 ports and a USB 2.0 port (both USB-A) as well as two micro-HDMI ports for connecting displays (with support for outputting in 4K). A microSD card slot is located on the back of the keyboard beside the ports, as is a horizontal 40-pin GPIO header for connecting accessories. The keyboard computer also supports Bluetooth 5.0, as well as dual-band Wi-Fi up to 802.11ac. Power is provided by USB-C. Raspberry Pi is a computer project created by a UK-based charity called the Raspberry Pi Foundation. Selling its products under the Raspberry Pi name since 2011, the group has developed a following among enthusiasts and students for its offering of capable, value for money, computers that are designed to be tinkered with. It comes pre-installed with programming software, a Chromium browser, and the ability to install a plethora of software to support creative projects. Watch the video below to get a feel for the device – it could be a great stocking filler!

For a more detailed look at the Pi 400, including a breakdown of the device, watch this video.

Enjoy the weekend.

Brian Taylor Cross Campus Assistant Principal, Curriculum Technology Integrator

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STUDENTS SPEAK Coding Webcam Spyware is Too Easy Be Careful!

Chaidhat Chaimongkol, 12A made a webcam spyware programme in less than a day - it is too easy! I intended research to inform and give awareness of this issue for people to be careful of how simple it is to create one. Creating a computer virus for malicious intent is unethical and illegal.

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I used an open-sourced and copyleft one, which really goes to show how great open-source is, people can learn from it and try things out they could never do. I decided to use ESCAPI by Jari Komppa for webcam capture, which is brilliant API which came with a lot of helpful examples.

The code was in C++ which I had a fair bit of experience My programme can open your webcam without turning in but worked only for Windows. on your camera light or antivirus! Sort of… This is one of my rare projects which I unfortunately will not make the source This was when I realized that a spyware was stupidly code public. If you wish to check out my other projects, easy to build – too easy. Of course, the developer had see https://github.com/Chai112 made his camera program with good intentions but an unethical person (i.e. me) can reengineer it to do bad. On Electronic devices are an elementary and essential part running the example programs it came with, I was shocked of our modern lives, from when we pick up our phones in to find no antivirus prompt – no security requests. Once I the morning until we fall asleep with them in our hands. This double clicked it to run, it did – opening my camera and stipulates that we spend the majority of our time dedicated taking a picture without asking me or anything. I have the to mingling with machines – ever so close to the expansive default antivirus Windows comes out of the box with. arrays of the latest sensors and tech monitoring our every move.

The example programme runs on any This leaves a gaping vulnerability for unethical programCLI (e.g. Powermers to exploit and maliciously exploit unsuspecting vicShell) and immeditims. It appears frequently on the news, the latest spyware ately takes a photo or mass leaking of secrets. I am not interested in those of me. It is printed ill-fated pursuits, however on researching and informing in ASCII shading. the public, I discovered how appallingly easy it is to prohttps://github. gramme one – quite frankly, any semi-competent procom/jarikomppa/ grammer can research and code a harmful programme. escapi/blob/masIn fact, I created one in less than a day of research and ter/simplest/main.cpp coding, and so can you!

It was only a bit of experimenting and debugging I Firstly, I figured out how to access a computer webcam found out that the minimum time the camera can be on for using code. Normally, code would interact with devices (and the indicator light to be on) is around one second. such as your camera with a device driver through your This means that your camera will only intermittently flash its Operating System (OS). This is facilitated by an Appli- indicator light which is quite difficult to notice unless you cation Programming Interface (API) which abstracts and are paying attention. makes the code easier to program by the end user (Me).

Finish this article on Cypher Magazine here 13/11/2020

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UNI COUNSELORS’ CORNER In the Spotlight...

Shanghai Jiao Tong University, China

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ne of China’s most elite and prestigious research universities, Shanghai Jiao Tong University is also one of the country’s oldest, established in 1896 by imperial edict. Today, SJTU is one of the country’s top most international schools, in the top 100 of the Times World University Rankings.

There are 31 departments, 31 research institutions, 13 affiliated hospitals and two affiliated medical research units.

SJTU has over 16,000 undergraduate students of whom over 2,800 are international. There are 68 undergraduate programmes covering nine major disciplines; Economics, Law, Literature, Science, Engineering, Agriculture, Medicine, Management and Arts. SJTU ranks highly in Engineering, Chemistry, Clinical Medicine, Computer Science and Biology and Biochemistry. The university leads the country in terms of research funding supported by the National Natural Science Foundation of China.

University Visits UNIVERSITY/COLLEGE

COUNTRY

LOCATION

DATE

Florida Southern College

USA

16.11.2020

9.15 am

University College London, University for the Creative Arts

UK

17.11.2020

2.30 pm

King Mongkut’s Institute of Technology Lad Krabang University of Bath, Manchester Metropolitan University Royal Holloway - University of London, Loughborough University, Webster University University of the Arts

Thailand

2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies 2nd Floor Senior Studies

23.11.2020

12.30 pm

23.11.2020

2.30 pm

24.11.2020

2.30 pm

30.11.2020

2.30 pm

1.12.2020

2.30 pm

Queen Mary University of London

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UK UK and USA

UK UK

2nd Floor Senior Studies 2nd Floor Senior Studies

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TIME

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Contribute your article for publication in the magazine online and in the Patana News

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Contact scientia@patana.ac.th Check out the latest articles online here

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Desert Island Discs With Ondine Ullman, Primary Leader of Learning, Language Acquisition

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his column follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island?

Today Ondine Ullman, Primary Leader of Learning, is stuck on a desert island.

MS ULLMAN, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? The Man Comes Around - Johnny Cash Boots of Spanish Leather – Bob Dylan Zithande - Freshlyground Bach Cello Suite No. 1 in G Major, Prelude – Yo Yo Ma Mercedes Benz - Janis Joplin Suzanne - Leonard Cohen Fever - Ella Fitzgerald

Listen to Ms Ullman’s playlist here

Road to Nowhere - Talking Heads PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE. A magically replenishing enormous bathtub with a never-ending bar of soap WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? The collected Works of Herman Charles Bosman Catch the real Desert Island Discs on BBC. Now that you are stuck at home, what are you listening to? Have a list of your own? Let us know! Contact SHKN with your favourites.

Check the calendar!

Thursday 19th and Friday 20th November are not school holidays!

2020/21 CALENDAR 20

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COMMUNITY

Semi-Annual Book Sale Now through 22nd November Visit the Neilson Hays Library’s website or Facebook page for information on the sale

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BOOK ONLINE HERE

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For daily updates, snapshots and news on life at school you can find us here...

643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel: +66 (0) 2785 2200 Fax: +66 (0) 2785 2399 www.patana.ac.th Email: reception@patana.ac.th 24

Bangkok Patana School News

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