美国梦沃学校(上海)CAS“印度之行”师生演讲此行经历与收获MVA CAS: Indian Trip Presentation， 各位同学想听吗？

Part 1 Mumbai and Slum 孟买与贫民窟

Wesley Du 杜云柯

First,I would like to introduce two teachers from the World Leadership School, who were also theleaders of this Indian trip. This guyis Carols and he is Spanish. Carols is veryeasy-going, warm-hearted and patient. He was like our big brother, playing,learning, and laughing with us. He liked using cue cards to organize theconcepts and instruct us about the program.

The other leaderis called Krishna, named after a famous god. The god, Krishna is well-known forhis splendid personality and from my perspective, I think it correspond with thepositive characteristics of Krishna. He is an out-going and marvelous guy.Because he is a local resident, so whenever we got into a new eventor cameacross a new concept, Krishna would clarify it for us. The most extraordinarypart is the slum part. That was my first time to visit a slum. I admit thatbefore I saw it, I had heldserious misunderstandings about the slum. When Ithought of slum, I would consider it as a terrifying place, which had extremelyhigh crime rate, full of stealing and raping and full of beggars and drugdealers. The true conditions were not really what I had thought.

我介绍了两位来自世界领导力学校的老师，也是这次项目的领队。一位叫做Carols，他是一个西班牙人，他对我们非常的好，非常的热心和有耐心。对于我们来讲，他就像我们的大哥哥一样，和我们一起玩耍，一起研究，一起开怀大笑。他特别喜欢用小卡片来记东西，他是一个思维缜密的人。另一位叫做Krishna，他是印度人，他是一个非常棒的领导人，他擅于抓住大家的注意力同时聆听我们的想法，他对当地文化和传统非常了解我们经常问他很多问题。

Edward Li 李厚桦

I would like to talk about the Indian slum we visited. It's a relatively poor communitycompared to other parts of India. People here are making their living by recyclingwastes. The rent there is pretty low, so most of them are able to get theirdaily necessities. Although they're poor, they're very proud of their job.

我讲述的是关于印度贫民窟，相比印度的其他地方而言，生活在这个区域的人都非常贫穷。他们主要从事废品回收**。由于租金便宜，他们都可以满足个人的基本需求。尽管他们穷但是他们为他们的**而自豪。

Helen Ding 丁轶伦

For the sightseeing part, we first paid a visit to the gateway of India, one of the most famous monument in India and faces the vast Arabian sea.Later in that day, we visited the Bhavan Gandhi Museum. Ghandi once lived in this simple, two-story building, which is now a museum, library and research center portraying Gandhi's life and his struggle for Indian freedom through peaceful means. We also find some of his compiled manuscript there.

我们先去了印度之门。印度之门是孟买最著名的景点之一。之后去了甘地博物馆，甘地之前在这里居住。博物馆内的文献详细记录了他是如何通过非暴力手段帮助印度的。

Part 2 Community， dance，work

社团，舞蹈，干活

Crystal 刘彦欣

My host family consists with mother, father, two sisters and a brother. Coco, Effy and I lived together in a small room. It was the big sister’s room. Actually, it was very difficult for us to communicate with them; they are not very good at English. So, we used body language and drawing skills a lot.

Our big sister Prejudy is a freshman in college. Everyday she got up at five and rides to school. She would come back at lunchtime and help mother do the housework. She is a professional dancer either. Every afternoon she would teach us how to do the traditional Indian dance. I still remember every time when Tom dance, Prejudy would say ‘ No! Arm straight! No fast no slow, middle!’

I also observed something that related to gender inequality. We three as guests in the house have the priority to have our meal first, and then the father and the little brother will have meal. After we all finished, mother and two sisters will then eat their meal. Prejudy will do all the housework because her mother had a surgery on her spinal column. It was all mother’s work.

What made me impressed a lot was mother’s chai and cook. Every night, mother would come to our room, adjust the fan in order to avoid us to get sick and say good night to us. That was the warmest time I have.

我的住家有妈妈，爸爸，两个姐妹和一个弟弟。熊可，黄老师和我住在一间小小的房间里。这间房间是姐姐Prejudy特意为我们空出来的，之前是她的房间。事实上，我们和我们的住家沟通时是有不少的困难的。他们的英语并不是很好，所以我们在交流的时候用了很多肢体语言和画画技能。

我们的大姐姐是个大学一年级的学生。她每天五点就早早的起床，骑车去上大学。中午的时候，他会骑车回来，帮助妈妈做家务活。她还是个专业的舞者，每天下午她都会教我们所有人跳传统印度舞。我还记得，每次Tom跳舞的时候，Prejudy都会说‘Tom!手臂伸直，不要快，不要慢，要中等速度!’Prejudy的话把我们大家都逗笑了。

我还观察了很多在我们住家发生的事。我发现他们有很大的男女不平等。我们作为客人，总是能**个吃饭，然后家里的父亲和弟弟吃饭，等我们都吃好了，妈妈和两个姐妹才会吃饭。吃饭过后，Prejudy会干了所有家务活，这本来是妈妈的活，但是因为妈妈不久前脊椎刚动过手术不方便干活，作为大姐家务的重任都落在了她的身上。

让我印象最深刻的就是妈妈的茶和厨艺。还有就是每天晚上他都会来我们房间帮我们把风扇调小以免我们着凉，还和我们说晚安。那是我最温暖的时候。

Vera Wang 王心怡

In India,we have learned language, mix concrete,build wall and dance traditional India dancing. I deeply remember the dancing part. This is we first saw the dancing and trying to imitate our teacher. The India lady who is dancing is our dancing teacher. Our successful performance can't without her introduction. This photo is we were dancing for elementary school pupils. See our perfect dancing. Faculties and students really enjoy our elaborate show.

在印度,我们学了印度语,混合混凝土、建造围墙和传统的印度舞蹈。我深深记得学跳舞的那部分。这是我们**次看到舞蹈和试图模仿我们的老师。图中的印度女子是我们的舞蹈老师在跳舞。我们成功的演出离不开她的教导。这张照片是我们为当地农村的小学的小学生跳舞。看，这张图我们在跳舞。师生们对我们精心制作的节目非常喜欢。

Part 3 About leadership 关于领导力

Jimmy Lu 陆佳辰, Coco Xiong熊可, Judy Yang 杨济昀, Tom Xiao 肖尧

How to be a great leader?

如何成为好的领导者?

Great leaders are aware of their strengths and weaknesses, and find ways to lead from their strengths and compensate for their weaknesses.

伟大的领导者懂得扬长避短。

Great leaders think, speak and act according to a leadership story.

依照其领导力故事，伟大的领导者能谨慎思考，言行一致。

What do leaders do?

领导者有哪些所作所为?

Investigate the World: We focused on global issues

climate change, poverty and education. We from work on a a Community Project, participate in learning sessions, and spend time together in the community. We also stay with host families.

探究世界: 我们探求全球的问题的讨论(全球气候改变，贫穷和教育的问题)。我们在在当地学校实地**，合作参与学习活动，在社区一起休息聊一聊天，也住在当地住家。

Recognize Perspectives: We develop our self-awareness and study local community leaders. We also work to understand the perspectives of people we know then and learn to tell and share our own “leadership stories.”

了解不同的看法：我们成就了自我意识并向本地领导学习，去理解不同人的观点想法，之后也分享我们自己的“领导故事”。

Take Action: We will work on a Community Project to build school wall with cement and dirt. In response to such local need, we take actions responsibly. We believe we will continue to actively respond to such “call to action” in their future academic and professional work.

执行力：我们运水泥，搬石头，为社区建造校园围墙。当我们看到当地社区的这一需求，我们负起责任，积极响应。我们相信在日后的学术和专业**中，我们也都一定能把这种“执行力”付诸实践。

Communicate Ideas: At the end of the program, we share our leadership stories. The leadership story is a chance for students to reflect upon who we are, what we have learned, and what we will face in the future.

沟通想法：项目即将结束时，我们分享自己的领导力故事。通过这一方式，我们能反思我们是谁，学到了什么，以及未来有什么等待我们将面对。

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