The IB Diploma students in Spanish will have the opportunity to practice their Spanish skills during the summer break. It is very important that languages are practiced over time.
For this purpose the DP Spanish teachers have created a virtual classroom for summer practice. Virtual Classrooms are a current trend in language acquisition and consist of a hyperlinked “virtual room” with links to grammar topics, books, IB past papers, movies, news and TV shows, podcasts,…. It is a fun way, one stop, interactive resource.
Students may dedicate 1 minute or 50 hours, depending on the motivation. The more students practice, the more they will learn, the better they will speak in Spanish, the higher grade they will achieve in their IB exam. Also, summer break is a time to rest and recharge batteries, so it is up to them.
We really hope you have a restful and awesome summer and if you need us we are just one hangout message far away from you.
The purpose of Global Politics is for us students to learn ways in which we can clearer and more reliably evaluate political events and conflict taking place all over the world. This week our main objective was to deconstruct and analyze the current situation in the United States. To briefly summarize, the murder of George Floyd in the middle of the street in LA by a white police officer defined the beginning of protracted protests, and the resurgence of the Black Lives Matter movement all around the United States, and further afield.
As Global Politics students, we are obliged to analyze the situation from a more critical point of view, rather than making sweeping generalisations; jumping to conclusions. Furthermore, we aimed to deconstruct this protracted social conflict (a conflict situation characterized by the prolonged and often violent struggle by communal groups for basic needs such as security, acceptance, far access to political institutions etc.) by looking into the history of the US, and delve into fundamental evidence that helps us to come to informed, valuable conclusions.
Through our research and engaging discussions, we realised the deep rooted, institutionalized racism that has been perpetrated on a national level in the United States, as well as on a global level. Moreover, we looked at a number of statistics, such as the percentage of black people in each state, comparing it to the percentage of police brutality against black people, and looking at the disproportionality rates. We wanted to familiarize ourselves more with the nature of the individual cases, so each student chose a tragic case in which an unarmed coloured person was cold- bloodedly murdered by a police officer. The numbers and cases of unarmed deaths of African-American individuals was truly shocking.
Some of the cases we investigated included Breonna Taylor, Dominique Clayton and Antwon Rose, which are briefly articulated below:
Breonna Taylors- On March 13, 2020, Breonna Taylor, a 26 years old African-America was fatally shot 8 times by the police in her home after the Louisville police force executed a “no-knock search warrant”, due to a drug investigation close to Ms. Taylor’s house.
Dominique Clayton- On May 19, 2020, Dominique Clayton, an African-American woman was killed in her home in Mississippi. She was shot in the back of the head by a white police Officer, named Matthew Kinne, while she slept and was found later that night by her youngest of four children.
Antwon Rose- On June 19th, 2018, Antwon Rose was shot by an East Pittsburgh police officer after being pulled over on the street. The 17 year old African American was unarmed at the time of the shooting and was suspected to carry drugs on him.
By being more familiar with specific cases and factual evidence, a number of discussions and fundamental questions arise, including: to what extent can we condemn the United States to perpetrate structural racism? How can we, as UNIS Hanoi students, support this fight for equality in the United States, and everywhere else? And what specific governmental decisions need to be taken in the United States, as well as other nation-states to eradicate structural racism?
“Yahoo Is Now A Part Of Verizon Media”. Yahoo.Com, 2020, https://www.yahoo.com/lifestyle/support-black-lives-matter-movement-212256241.html. Accessed 4 June 2020.
While we might not be directly affected by the current situation in the United States, it is our responsibility to take action in our surroundings and offer support for the black community, particularly in the United States at the moment. Taking action might include informing and educating yourself and those around you of the situation, to donate money, sign petitions and generally spread awareness.
More information on the current situation in the United States can be found below:
This week in our DP Economics class, we investigated the factors shaping Growth and Income Inequality. We also took a look at the impact of different Market Forms (Oligopoly, Monopoly, Monopolistic and Perfect Competition) in order to determine which one might be best as a generator of economic growth and greater equity in income distribution.
Each market form has different characteristics and assumptions; each market form has a different relationship to the concepts of Economies of Scale and the Law of Diminishing Returns.
To get started, we played a little game called “describe the diagram” where we were given short-run and long-run outcomes and one economist had to explain the outcomes while the other had to diagram it. This was not as easy as it sounds.
This got us ready to work together with our partners on the main evaluation: To what extent is our market form best suited to increase economic growth and reduce income inequalities? Want to know which market form is the winner? Students, faculty and staff are welcome to come to B5-G29 to find out!
This week, our young economists presented their poster about the relationship between Inflation and Unemployment!
The concept started with the statement of A.W. Phillips. Then, students slowly developed the idea with Short-run Phillips curve and long-run Phillips curve which could divide into Keynesian view and Monetarist view.
During the presentation, students are allowed to ask questions and have a small discussion about the concept of “Phillips Curve”.
After students finished their presentation, we wrote feedback on other teams’ posters – strength, weakness, efficiency as a revision tool, and so on.
Would you like to have a look at our WONDERFUL presentations?
This week in GPS the students have started a new unit – Peace and Conflict. Content wise, the new unit has proven to be the largest by far, tying together everything else we’ve done this year. The students have also developed a strong understanding of what peace is and its forms, those being negative peace, positive peace and sustainable peace as well as learning about violence in more depth and detail. Eventually learning that violence runs deeper than just physical but can be deeply rooted within systems and cultures. Along with this, the students have also begun to make great strides in finishing the preliminary steps for their engagement activity, an activity where the students will focus on one pertinent issue happening in the world. All the while tying together multiple GPS concepts from all the units in order to make a potent and compelling analysis of the situation.
The students have just finished their stakeholder profiles and have begun to fill out the EA board, which helps to track each student’s progress in a simplified manner. The students will spend their last four GPS classes of the year building a ground work for peace and conflict which will be further developed throughout the next year of global politics, as well as planning out the goals each student will have for the summer, weather that be fleshing out their action plans or meeting with high ranking government officials in a rousing interview. However whatever the case, the fruits of each GPSers labour will surely show in time as they get step by step closer to completing their monumental engagement activity.
This week in Mr. Anagnost’s DP1 Economics class, we learned about the Phillips curve. The Phillips curve is a concept that states that there is an inverse relationship between the rate of inflation and the rate of unemployment. We evaluated the concept of the Phillips curve and whether there was indeed a relationship between inflation and unemployment. Students looked through the different lenses of Neo-classical and Keynesian, and assessed different concepts such as demand-pull and cost-push while drawing some real life examples of stagflation to further evaluate the concept.
Erica and Yuki evaluating the relationship between the rate of inflation and rate of unemployment.
Students split into three different groups to discuss ideas, analysis, and evaluation of the Phillips curve and whether the relationship was coincidental, correlational, or causal. The majority of our class agreed that there was a correlational relationship that is also conditional.
Rosan and Navya drawing the long-run Phillips curve and using a Keynesian approach to evaluate the relationship between the rate of inflation and rate of unemployment.
Students used a variety of graphs to help explain their reasoning behind their decisions and delved deeper into the issue by looking at real life situations supporting and going against the Phillips curve.
Jinha, Thao and Thu An researching on Phillips Curve
Before work on the poster began, the groups planned which graphs they would include in order to tell their story. Some looked from the monetarist perspective, others looked through the Neo-Keynesian lens.
Suhyun, Minju, and Stella designing the layout of their poster.
This project enabled students to consider the short-run, medium-run, and long-run effects on the stakeholders involved: the government, suppliers, and consumers. They were also able to look at the relationship between inflation and unemployment through multiple economic schools of thought. A lot of the stories they were telling involved other fundamental concepts from our unit, such as economic growth, income inequality, and the business cycle.
Outside of class time, we also had individual meetings to discuss our Microeconomics IA, as well as our recent policy paper. These meetings allowed us as students to have more insight into our progress in class, and be able to recognize fundamental takeaways that we can use to improve. These meetings will still be continuing throughout the next few weeks giving enough time for students to really evaluate their skills and hopefully apply them in future projects.
After a long journey of distance learning, the UEF members have finally reunited! Today, the members of the UEF gathered around to discuss how countries are responding to COVID-19. Members were to read an article called “Coronavirus weekly: where are countries finding the money to mitigate economic catastrophe?” published by The Conversation. This article happened to tie into the unit the UEF members are currently learning about.
During distance learning, each wrote a policy paper to address the issues of economic growth, unemployment, and income distribution. These are core topics of Macroeconomics and options to explore further in the upcoming Internal Assessment write-up. By discussing the article with each other, members expanded their understanding off of each other and applied it to an ongoing issue. With their economic hats on, they evaluated the implications of mentioned policies as well as suggested alternative policies to promote economic recovery.
From this discussion, members extracted similar takeaways that exposed weak spots in the economic system. Trends show that remote working is more feasible for jobs in the higher income bracket. This means that social distancing puts most pressure on the lower-income individuals who cannot continue working effectively in the labour force as their work requires more physical interactions. Hence, they may be unable to sustain a stable means of pay.
Since consumption is believed to be what drives an economy, economic recovery may depend on consumer confidence disproportionally to other determinants of aggregate demand. Consequently, many demand-side economies are choosing to adopt expansionary fiscal policies to directly encourage expenditure this way. In other words, governments are funding for consumers to increase aggregate demand. However, this comes at costs which differ in the short, medium, and long-term.
Ultimately, members identified with the responsibility of policy-makers to address each affected stakeholder in the economy. Now we invite you to take on the role of a policy maker too.
What would you do? Which policy should be implemented to uplift an economy from recession and to what extent?
On Monday and Tuesday of this week, all of our Grade 11 students participated in the Group 4 Project. This is a compulsory component of the IB DP, and its aim is to give students the opportunity to collaborate in teams with members representing the different Group 4 science disciplines – Biology, Chemistry, Environmental Systems and Societies, and Physics.
The Grade 11 teams had to research and present to groups of Grade 6 students on a topic that Grade 6 students had previously nominated in a survey that was of interest to them. The ideas and questions that the Grade 6 students came up with were aligned to the SDGs:
For the first time ever, we also had 2 Grade 11 teams participating from afar! 8 Grade 11 students from Australia, USA, Taiwan, Singapore, UK, Italy, South Korea and Japan managed very different time zones to create presentations which were then shard with G6 students via Zoom.
Grade 11 students commented that they enjoyed working with the G6 students and their curiosity about the topics they were presenting. G11s also remarked how much they enjoyed being able to choose the topic they presented as it allowed them to work with their friends to research an area of science they were interested in but had not had time to investigate in more depth.
The Grade 6 students enjoyed the interactive presentations and the chance to learn in more depth about some of the bigger questions in science, and the moral issues that went alongside many of the questions.
Thanks to the HS Science Team who organised and facilitated the smooth running of the Group 4 Project, and congratulations to all of the Grade 11 Students who put in a lot of effort to provide interesting and engaging presentations for our Grade 6 students.
The graduating DP Film students of the Class of 2020 are excited to premiere their films with the official launch of the DP Film Exhibition. This year, all of the films will be available online via a virtual film exhibition screening. The films will be premiered on Monday, 4 May and a link to the playlist will be sent to high school students, faculty, staff and parents.
The DP Film students have worked incredibly hard on completing their final film project assessments, and have preserved through the challenge of distance learning to produce a wide variety of films that encompass different genres and storytelling modes. Each student undertook a specific production role, from screenwriting and directing to cinematography, editing and sound mixing, for these final film projects. We hope that you will enjoy the films when they premiere online.
As part of the IB Diploma Music course, students are tasked to perform a final piece in front of a live audience. However, as a result of campus closures and social distancing, this year’s Grade 12 class took their performances online via a dedicated website. This evening their website went live.
From classical to contemporary, the performances are the culmination of more than two years of hard work for these six talented musicians.
Their teacher, Ms Colette A’Bear said, “I would like to take this opportunity to commend and congratulate this wonderful and eclectic group of young creatives for sharing their passion and enthusiasm of music both in the classroom and beyond. You will discover their musical output is varied in style and instrumentation. From a classical violinist to an R&B style producer, you will certainly find something in their work that will please your musical tastes.”
My Anh aspires to be a self produced artist in the future. Recognizing the distinct lack of female producers, she’s keen to achieve her dream. The IB music course has pushed her to produce some of her first few originals.
Lin has played the violin and is in the school orchestra. She loves listening to classical music, especially music from the Baroque and romantic era. Special thanks to her violin teacher Mr Thang Do for helping her with her violin techniques and concept of musicality.
In middle school, Shay used to spend hours by himself tinkering around in Garageband. Nearly everything he made was terrible, but despite these failures, he enjoyed making music. That has never changed. The only difference between middle school and now is that he’s upgraded from Garageband to Ableton and now has a wonderful class to help him out. Shay predominately makes hip hop with a lot of electronic instruments.
Minh likes music that he thinks is unique above all else. His main inspirations come from artists that don’t necessarily sound good but set themselves apart from everything else. He does tend to push a lot of noise into those pieces which some might think detract from the appeal but he hopes that through listening to them you understand that this is intentional and part of the statement he’s trying to convey.
Hai is a singer who joined the School’s APAC Choir in 2016. His debut cover, Let Her Go, was voted among the top 3 best performances in 2018’s School Talent Show. Over the past five years at UNIS Hanoi, Thanh Hai has performed in countless events and shows.
Joshua is a percussionist with a passion for music technology and everything related to music production. Throughout the IBDP Music course he has focused on developing his skills as a drummer as well as his knowledge in music production. His favourite genres to work with are a fusion of Rock, Funk and Trap.