Presenting the new RIS logoSpotlight on: Google Glass

Wolf Club 31 part III continuedElementary ICT and learning update

Rome International School

A world of opportunities

RIS report Issue 27, January 2014 - www.romeinternationalschool.it

few weeks ago, after a phase of presenting the results of the rebrand, which was exclusively

d e v e l o p e d i n t e r n a l l y , w e announced that the new Rome International School logo would be in use from the start of January 2014.

It‘s a fresh, new starting point that encapsulates what has changed over the years, both in essence and in perception, expressing an i d e n t i t y t h a t i s a b l e t o c o m m u n i c a t e n o t o n l y t h e direction but also the strength of what has been achieved and of what we offer.

Communication is fundamentally expressed through words and pictures. The graphics of our new logo - from the column to the c a p i t a l c u l m i n a t i n g i n t h e “F ibonacci sp i ra l” , f rom the highlighting of the acronym to the colours, to the choice of font, as well as the overall balance of the different elements – do not only function to evoke a family-like feeling, but have a precise reason to be.

Through modernity, recognisability and the unique feel that i s immediately  associated  with this new logo , we want to reiterate the educational ethos   of Rome International School, which places knowledge and scientific  learning on  a foundations of  ‘umanistica’ culture , of which literature, art and the humanit ies are essent ial  elements.

If the distinctive elements are, generally speaking, important, for a school they cannot just be a marketing tool, but they must be able to re late pro jects and expectations, vision and paths, as w e l l a s s o f t f a c t o r s a n d infrastructures. This new logo is suitable especially now, during an important time of change, where we see current members of the school bring their own ‘exper iences’ and new members join our community. From this point of view, the opening of enrolments for the next school year, which will commence in Via P. Giraldi, represents the ideal time to introduce the new logo through a d v e r t i s i n g a n d m a r k e t i n g campaigns , cu r rent l y be ing launched.

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I n t roduc ing the new R IS l ogo !

Slightly less than a year ago, through pages of our magazine, we announced that we were working on our school rebranding, a process

involving the whole RIS community: students, parents and staff.

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BY IVANO BORAGINEHEAD OF SCHOOL & MANAGING DIRECTOR

hange is inevitable, for organisations as much as for individuals. Change can sometimes feel threatening, however the

process of change always brings new possibilities and opportunities. It is no surprise that the word ‘change’ can be unsettling however. For example, checking on any search engine using the key word ‘change’, the top results will always contain the phrase ‘climate change’. 2013 was a year that saw extreme weather events, from melting polar ice to tropical cyclones. We are all witnesses to such changes as these. What we need to ask is how can we respond? Our greatest resource is the next genera t i on – the s c i en t i s t s , eng inee rs , philosophers, politicians, activists, artists...people who can bring new skills and thinking to the challenges of the next few years. An awareness of the concept of ‘change’, even in this extreme example, and being prepared for it, is clearly central. Students, given the possibility to think creatively, collaboratively and positively may just be able to meet such challenges and find the right solutions. Perhaps for this reason ‘change management’ is a growing area of education in itself, as universities, employers and governments recognise the need to have specialists who are

trained to effectively manage important alterations to our working and living environments. The world today is changing perhaps more rapidly than ever before and so these skills and aptitudes are more crucial than ever. Change requires action plans, clear strategies and specific goals but of course also human cooperation. As one university department puts it, ‘...making change happen will depend on people...This means paying close attention to all those involved with or affected by the change, as people’s willingness to embrace change will have a very large influence...’* The key phrase here perhaps is ‘willingness to embrace change’ which suggests an active ‘readiness’, not simply coping or ‘managing’. If this ‘readiness’ is central, then part of the learning process, for all of us, should be to anticipate change and the opportunities that it inevitably brings. Yes, there are always difficulties and challenges in any period of significant development, but ultimately it is about learning from the past...and then looking forward with a real desire to meet and grasp the new opportunities that will lie ahead.

 *h$p://www.bris.ac.uk/hr/changemanagement

Ready for change

BY WILLIAM IRELANDMIDDLE/HIGH SCHOOL PRINCIPAL

DEPUTY HEAD

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Mr Young, Grade 3 teacher and iPad Coordinator, introduced the Transition P class to using iPads for learning this week. The children enjoyed using the different apps for literacy and maths

games and the class also read interactive stories together.

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ICT and Learning

BY LUCY PENNTRANSITION

ne   of   America’s   biggest   technology  giants,   Google,   decided   to   transfer   its  “Nexus”   phone     hardware  components  

into  a  wearable  device  that  can  be  placed  just   like  a  pair  of  glasses  on  the  nose.  It  uses  a  tiny  piece  of  

glass   next   to   your   right   eye,   sliced   diagonally   in  order   to   properly   display   the   image   in   front   of  your  vision,  with  a  RGB  projector   inside  it   that  will  show  you  the  user  interface.With   a   weight   of   just   36   grams,   it   gives   you   an  

equivalent  of  a  25  inch  high  definition  screen  from  eight   feet   away,   a   5MP   camera   that   can   record  photos  and  videos  up   to   720p   of   resolution,  both  wifi  and  bluetooth  connectivity  plus  a  one-­‐day-­‐life  battery.  The  Google  Glass  implements  some  of  the  

latest   experimental   technologies   for   making   our  life   more   simple   and   organised.   Apart   from   the  traditional   headphone   jack   which   every   audio  player  has  -­‐   like  an  iPod  or  computer   -­‐  Glass  uses  a  special   apparatus   called   a   “Bone   Conduction  

Transducer”  that   exploits  sensitivity   to   vibrations  and   enables   us   to   hear   music   or   words   by  reproducing  specific  frequencies  of  vibrations  that  our  brain   interprets  as  sounds.  Some  of   the  most  simple  gestures  you  may   use  to   interact  with   the  

device   include  voice   commands  activated   by   the  key  words  “ok  glass",   swiping  your  finger   on   the  side  trackpad  or  even  blinking   your   eye  to   take  a  photo.Currently  there  are  no  other  similar  products  from  

competitors   that   are   in   production,   at   least   not  officially   announced   and   publicly   showcased.  Rumors   around   the   internet   suggest   that  Samsung,  Microsoft   and  possibly  also   Apple  may  be  working  on  some  alternatives,   but   the  news  is  

not   as   popular   as   the   Google   Glass   ads   and  articles.   Check   out   this   website   (http://www.digitaltrends.com/mobile/google-­‐glass-­‐alternatives/)  where  you  can  find   a   complete  and  updated   list   of   new   devices   that   have   similar  

functions  as  Glass.At  the  moment   the  only  version  that  is  available  is  the   “Explorer   Edition”,   limited   “only”   to   about  10,000   people  between   the  #ifihadaglass   contest  

winners   and   developers   for   big   companies   in  order   to   give   initial   feedback   on   the   functioning  and  quality   of  the  product.   The  initial  price  of  this  prototype  is  $1,500,   but   it   is  predicted   that   it  will  reach  something  around  $300-­‐$400  when  it  starts  

selling   as   a   consumer   version.   Since   it   is   quite   a  pricey   product,   it   is   good   to   know   some   of   its  drawbacks.   Even   though   the   battery   life   is  expected   to   last   for   about   one   day,   users   have  reported   that   the   “recording”   feature   drains   all  

the   battery   as   quickly   as   after   90   minutes   of  constant   use.   In   noisy   environments   it   is   very  difficult   to   hear   the   audio   through   the   bone  conductor   (Google   has   already   worked   around  this   by   giving   the   possibility   to   use   normal  

headphones).   Last   but   not   least,   Glass   may   also  give  some  privacy  concerns  with  other  people  that  may  be  close  to  you  when  the  device  is  operating.  

The  targeted  audience  for   its  purchase  are  mainly  professionals   such   as   reporters,   athletes   and  business  people.  With  premium  apps  like  “Strava”  and   “GolfSight”   you   can   easily   track   your   rides,  v isual ize   your   progress,   display   scoring  

information   and   many   other   types   of   useful  information.   All   handsfree!   It  may   also   extend  to  aspiring  photographers  (to  catch  unique  moments  instantly)  and  technology  lovers.  If   I  had  one,   I  would  mainly  use  it  as  a  daily  virtual  

assistant   that  would  help  me  read  emails,   remind  me  what   tasks   I   have   in  my   calendar,   take   some  photos   and   use   the   utilities   of   Google   Maps   to  move   across   the   city   and   Google   real-­‐time  translator   service   if   I   needed   to   read   or   say  

something  in  another  language.

As  for   the  use  of   Google  Glass   in   the  educational  sector,   this   article   (http://foradian.com/post/49920105096/googleglass)   shows   some   very  interesting   potential   features   that   everyone,  students   and   teachers,   may   use   to   simplify   their  

work.  Imagine  if  you  could  visualize  your  timetable  with  the  next  class  you  have  while  exiting  the  last  one;   record   lectures   in   real-­‐time   or   list   your  homework   in   a   nicer   and   more   pleasant   way.  Obviously   it   will   be   a   little   complicated   for   the  

school   to   allow   the  use   of   these  devices   in  class  but  since  we  have  already  implemented  iPads  and  laptops   perhaps   the   Glass   will   also   be   happily  introduced!Moreover,  according  to  an  article  published  on  the  

Mashable  website  by   Stan  Schroeder,   it   could   be  possible  to   integrate  this  type  of  technology  with  current   ones,   improving   the   efficiency   of   certain  operations.  I  strongly  suggest  that  you  take  a  look  at   this   video   (http://mashable.com/2013/10/03/

philips-­‐google-­‐glass/)   that   shows  how   healthcare  would  be   (positively)   affected  and   how   it  makes  most   of   the  things  that   happen   during   a   surgical  operation  easier  to  keep  under  control.For  more  information  and  videos  visit:

 s  http://www.google.com/glass.

Cited  sources:-­‐  Google  Glass  catchphrase  (h$p://adver?singgoogleglass.blogspot.it/2012/06/google-­‐glasses.html)-­‐  Glass  Tech  specs  (h$ps://support.google.com/glass/answer/3064128?hl=en&ref_topic=3063354)-­‐  Google  Glass  in  school  (h$p://foradian.com/post/49920105096/googleglass)-­‐  Google  Glass  alterna?ves  (h$p://www.digitaltrends.com/mobile/google-­‐glass-­‐alterna?ves/)-­‐  Pros  and  Cons  (h$p://www.pressherald.com/business/through-­‐the_2013-­‐09-­‐01.html?pagenum=full)

BY CARLO ALBERTO CAMPOLOGRADE 12

Have you ever wanted to experience what your eyesight could be with a kind of virtual interface attached to it? Like a mashup of reality and a digital world that you can command with your voice or with the blink of an eye.

Well, this type of technology is already here and is currently under development for sale in early 2014.

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Google Glass

O

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n past times, societies of various countries had little in common and were not well connected. Travel was difficult. We are fortunate to live in times of advanced

forms of communication and transport which have led societies around the world to become more and more homogeneous. A global society. An international school is the ideal laboratory in which to learn the multiple perspectives required by a global society. Interpersonal and intercultural communication skills are necessary tools for today and increasingly, for the future.

For our youngest students, communication skills start with respect, speaking and listening. They are taught to take turns to be speakers or listeners, however, active listening seems to be a difficult concept to master throughout the Elementary School and perhaps reflects a similar trend in the wider community. Listening leads to understanding but

In our determination to have our say, it is all too easy to fall into the trap of talking over each other and not listening.

This year we will promote active listening, in order to deepen understanding of a situation or point of view of others; to learn how to disagree in a productive manner and how to make decisions together; to formulate questions when we don’t understand and to make clarifications to aid understanding.

Communities are built through dialogue. Focusing on the way we talk and listen to each other, I believe, would lead to a stronger, more resilient community, better able to adopt a truly global perspective and to tackle the challenges and leverage the opportunities facing our school and our planet.

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BY PATRICIA MARTINSMITHEARLY YEARS & ELEMENTARY PRINCIPAL

Elementary Student Council

Communications skills for a global society:

Active listening

The Student Council is made up of representatives from Grades 3 to 6. Over the

next term the council will be helping with preparations related to Carnival celebrations; the visiting choir from St Johnʼs London; and

last but not least, the Talent Show which will be held in school on 15 April 2014.

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Anastasia’s feet sank into the ten centimetre deep slush as she trudged behind the company. They had been walking for about one hour when they finally reached the cave.Anastasia was off on a quest to retrieve a magical weapon from the depth of an abandoned mine for a society called “Wolf Club 31”. She was supposedly needed by the company for this expedition because of some qualities she possessed like curiosity but she herself knew nothing about the weapon which might cost her own life, or about its immense powers. They entered no ordinary mine, precious gems seemed to have popped up like ivy from the ground as they carpeted the surface. They almost blinded you with their colourful and vibrant radiance and no one seemed to be the same shade or transparency of another. Their aura was so bright they didn’t even need a torch to see. The cave was spacious and on the far side railway tracks led down towards a darker area. Jeremy and Jake, her companions looked just as awe-struck but when they recovered they pointed towards a battered cart near the railway. Anastasia didn’t like the prospect of a ride in those tattered carts and as she imagined herself on one, going straight towards a precipice she almost felt like telling her companions she’d just wait there but she wasn’t a coward, not to that point. Jake held his hand out to her to help her in and then added: “These mine carts have seen better days.” The ride was actually amusing. It started through a tunnel of rock, sustained by a wooden and metal structure, here and there expired oil lamps were hung and beneath the railway tracks they could only see cobalt-blue smoke, shifting continuously, the thought of falling was blood-chilling. Then they turned and the walls became emerald green, there were occasional cobwebs which shimmered in the gleam, it was fascinating, until she looked down, the ground was a huge, thickly woven web. Then even this sight was left

behind as the tunnel smoothened into bricked purple walls. Once they passed beside a waterfall of turquoise powder, which fell from a breach in the cave ceiling. It felt magical and Jeremy grinned, reaching out with his hand to feel it. When they reached a platform it wasn’t bursting with colours, it was quite humble, more subtle and majestic, on the walls, thin strands of gold created outlines of dragons, minotaurs, chimeras, giants, cyclops and satyrs. They were accurate and seemed to be narrating legends. There were also words inscribed here and there but still in an archaic tongue. A tunnel led the way north and hesitantly they went through, arriving in a chamber. On the walls were niches and in each one stood an imposing statue of a different magical race. The only thing they had in common was a ring around one finger. Every ring consisted of a different gem; some shimmered, some were opaque, others translucent, some even shifted shape. It was Jeremy who thought that they might have to fight the creature in order to win the ring, which was apparently the weapon, they just had to chose which one. They sure didn’t want to face a dragon or a cyclops but she would feel guilty in taking down a minute fairy or a satyr. There was one creature that intrigued her, a huge crab with the hind of an elephant and pinchers as sharp as blades. She had never heard of it but she still suggested it, out of pure curiosity. The others were reluctant to accept but they still went to its pedestal where they touched the scarlet ring. It all happened so quickly, the creature sprang forward, Jake slashed desperately at it in midair, Jeremy leapt to a side. The creature fought like a lion but while his blows where powerful he was clumsy and slow. Her companions were doing relatively well against it, they were quick, springing swiftly from place to place. Anastasia was petrified and she couldn’t get herself to unsheathe her sword. Then her chance appeared and she dove blindly towards the creature’s paw, arm outstretched, sword ready.

BY FLAVIA UNGARELLIGRADE 8

PART III

Wolf Club 31

The  ‘Gems  of  Impressionism’  exhibition  at  the  Museo  Dell’Ara  Pacis  was  a  great  opportunity  to  see  a  set  of  paintings  that  are  on  loan  from  the  U.S.   In  fact,   Rome  is  the  only   European  city   to   host  masterpieces  of  the   Impressionist   and   Post   Impressionist   collection   of   the   National  Gallery  of  Art  in  Washington.(1)  This  visit  gave  our  students  a  good  idea  of  how    and  what  made  art  change  around  the  end  of  the  19th  century.    

New  technology  of  the  time  included  paints  being  stored  in  tubes,  the  bristles  of   a   brush  held   to   the   handle  by   a  metal   ferrule   (instead   of  being  bound  by  thread),  and  smaller  portable  easels  making  it  possible  for   artists   to   work   outside.   Scientific  discoveries  in  making  synthetic  colours  gave  artists  a   greater   range  of  colours   that  were  stable  and  didn’t   oxidise   and   change   over   time.   Research   into   colour   led   the  pointillists  to  explore  optical  colour  mixing  (small  dots  of  pure  colour  side   by   side   seen   from   a   distance   appeared   to  mix   to  make   a   new  colour).    The  use  of  brighter   colour  to   represent   the   effects  of  light  was  one  of  the  main  concerns  of  the  Impressionists.    Art  from  the  East  –   Japan   and   China   -­‐   was   reaching   Europe   demonstrating   new  compositional   ideas   that   coincided   with   the   composition   effect   of  cropping  with  the  new  art  process  of  photography.    

A  student  queried  how  the  artists  could  understand  what  to  paint    and  pointed   out   how   the   image   was   clearer   when   you   stood   back   but  when   looked   at   close-­‐up   it   appeared   like   a   loose   series   of   marks.    Another   student   commented   that   if   artists   used   to   only   paint   in   a  studio  instead  of  outdoors,  it  suggests  that  what  was  important  in  art  previously  was  very  different.

After  lunch  we  visited  the  Santiago  Calatrava  exhibition.  Calatrava   is  a  famous   Spanish   architect   who   has   had   many   projects   in   Italy.   The  exhibition   gave   students   a   valuable   insight   into   the   architect’s  ‘creative  process’.  For  example,  how  he  sources  and  develops  his  ideas  by  looking  at  nature  and   in  particular  the  human  figure  to  understand  structures  and  forces.    His  sculptures  further  enhance  this  process  to  experiment  with  form  and  weight  in  3D  before  being  transformed  into  architectural   ideas.   The   students   also   marvelled   at   the   kinetic  sculptures  and  the  precision  of  the  architectural  models.

1  http://en.arapacis.it/mostre_ed_eventi/mostre/gemme_dell_impressionismo

High School Art

BY JACQUELINE COPE ART COORDINATOR

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Art students from Grades 10 to 13 visited two very different exhibitions recently: The Germs of Impressionism hosted at the Museo Dell’Ara Pacis and a major Santiago Calatrava exhibition in Vatican City.

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RIS report is a monthly publication by Rome International School.

RegistrationRegistrazione n. 476 del 31/12/10

Direttore ResponsabileMaria Corbi

Editor-in-ChiefTania Gobenatgobena@romeinternationalschool.it

Graphic designTania Gobena

Rome International SchoolVia Panama 2500198, Rome +39 06 84482650/1 office@romeinternationalschool.it www.romeinternationalschool.it facebook.com/romeinternationalschool

The  Witches  at  War  series  by  Mar,n  Howard

This  seriously   funny   series,   full  of  dark  humour   and  wonderful   illustra?ons,  should  not  be  missed.Finally,   the   Wicked   Witch   is   dead   and   there   is   great   an?cipa?on   in   the  witching  world    -­‐  who  will  take  over?    Esmeila  Sniff  fancies  her  chances;  aYer  all   she   is  exceedingly  wicked  and  has  warts  in  all   of  the   right  places.  As  she  and   her   surprisingly   cheerful   appren?ce,   Sam,   set   off   to   find   three   other  witches  to  nominate  her  for  the   job,  the  meanest  and  the  baddest  witches  in  the   world   are   hatching   their   own   devious  plan   to  become   ‘The   Wickedest  Witch’.    Follow   Esmeila’s  exploits  in  The  Wickedest  Witch,  The  White  Wand  and  The  Wild  Winter  available  now  from  the  Elementary  School  library.

Source:  h$p://www.lovereading4kids.co.uk/book/9781843651314/isbn  ,  15  January  2014

Elementary Library

Introducing a new trilogy...

Flora  &  Ulysses:  the  illuminated  adventures  by  Kate  DiCamillo

Walker  Books,  2013

A  major   new   novel   from   No.   1  New   York  Times  Bestseller   and  Newbery  Award  Winner.Holy   unan?cipated  occurrences!  A  cynic  meets  an  unlikely  superhero  in  a  genre-­‐breaking   new  novel  by  master   storyteller  Kate  DiCamillo.   It  begins,  as   the   best   superhero   stories   do,   with   a   tragic   accident   that   has  unexpected  consequences.  The   squirrel  never  saw  it  coming  -­‐  the   vacuum  cleaner,  that  is.

As  for  self-­‐described  cynic  Flora  Belle  Buckman,  she  has  read  every  issue  of  the  comic  book  Terrible  Things  Can  Happen  to  You!,  so  she   is  just  the  right  person  to   step  in  and  save   him.  What  neither  can  predict   is   that  Ulysses  (the   squirrel)  has   been   born   anew,   with   powers   of   strength,   flight   and  misspelled   poetry.   And   Flora   will   be   changed   too,   as   she   discovers  the  possibility  of  hope  and  the  promise  of  a  capacious  heart.

Other new arrivals...

Ten  Tales  from  Different  Cultures

IBO,  2013

Ten   Tales   from   Different   Cultures   helps   students   to   appreciate   the  diversity   of  cultural  tradi?ons  around  the   world,   providing   rich  subject  ma$er   for   discussion   in   the   classroom   and   at   home.     Beau?fully  illustrated   with   a   unique   style   for   each   story,   10   folktales   from   10  diverse   cultures   around   the   world—Korean,   Czech,   Malaysian,  Australian,   American   Indian,   Swedish,   Turkish,   Bri?sh,   African   and  Mexican  –  are  represented.

RIS report