22011-12011-12 AAnnual Repornnual Repor¥ 年年度報告度報告 · 2016. 6. 13. · (10-12) 212 Kaohsiung (K-9) 143 Staﬀ ’s Nationalities 69 % USA 15 % Taiwan 10 % Canada 3

Annual ReporAnnual Repor年度報告年度報告

2011-122011-12

Morrison AcademyMorrison Academy馬禮遜學校

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馬禮遜學校Morrison Academy

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感謝Th ank you to all who contributed to make this Annual Report possible.

Morrison Academy /馬禮遜學校136-1 Shui Nan Road, Taichung, Taiwan. 40679www.mca.org.twE-mail: [email protected]: 04-2297-3927

All Rights Reserved/版權所有

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ContentsLe er om the Board Chair 4董事長的話董事長的話

By the Numbers 7統計資料統計資料Repor on Our Lear ers 8我們的學生我們的學生

Repor on Finances 16 財務報告財務報告

Repor on Development 20發展部報告發展部報告

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Alicia EdwardsBoard Chair

艾麗暇艾麗暇董事長

Board Repor

Sixty years ago in 1952, six students and one teacher in a small bamboo hut were the very beginnings of Morrison. Because of the leadership of wise Trustees

and administrators, dedicated faculty members, and God’s faithfulness and amazing blessings, Morrison has grown from our humble beginnings to over 800 students on three campuses. In our sixty years of education, we’ve witnessed over 1,500 graduates leave through the gates of Morrison prepared to impact their world for Christ.

In our rapidly changing world, Morrison continues to strengthen its foundations while preparing for the future. Each year the Board focuses on ensuring the quality of students’ learning experiences. During the 2011-2012 school year, the Board collaborated with like-minded schools, invested time in strategic planning, updated and refi ned governance policies, and cultivated relationships with parents and staff . Th e Board grew professionally through governance training to ensure meetings have ample time for fi duciary, strategic and generative planning. Th roughout the year, the Trustees cultivated relationships with its constituents including parents, students, staff , and mission leaders through

(1SWOT Analysis: Strengths, Weaknesses, Opportunities, Th reats )

馬禮遜學校於六十年前 (1952年) 成立，當時有一位老師和六位學生，在一個小竹屋裡上課。由於董事和主管的睿智領

導、認真負責的教職員、和神的信實與奇妙的祝福，馬禮遜學校目前已經成長為三個校區，學生總計800餘人。在過去六十年的教育工作裡，我們見證了一千五百多位畢業生走出馬禮遜學校的大門，預備好為基督影響他們的世界。

在這個快速變化的世界裡，馬禮遜學校持續強化其辦學基礎，同時也預備面對未來。每一年董事會都將焦點放在確保學生學習的品質上。在2011-2012學年度，董事會和其他有相同使命的學校共同學習擬定策略計畫、更新與改進管理政策、以及培養與家長和教職員的關係。藉著這次的管理訓練，董事會在專業上有所成長，以確保開會時能更有效率做好監督、策略及有生產力的計畫。這一年來，董事會藉著參加家長諮詢委員會 (PACs)、討論會，和社區烤肉活動，與家長、學生、教職員、和宣教差會領袖培養關係。在這個過程中，也做了「優勢劣勢機會威脅」SWOT分析1，幫助董事建立學校未來的方向。

1SWOT 分析:優勢劣勢機會威脅

Board ChairLe er om the

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在2011-2012學年度，董事會很高興評鑑委員會的期中認證訪視順利成功，訪視委員會讚揚馬禮遜學校「成功地針對2009年WASC與ACSI評鑑之建議事項執行改進。」

董事會非常感謝孟總校長 Mr. Tim McGill 和他有效能的領導，因為行政主管和老師們都已經在細微的事上做得非常好了，所以董事會能專注於策略計畫，而不必花時間在細節上。董事會也要表揚總校長的領導能力，「有效地依照學校政策和規章來管理預算、設施、行事曆、和行程表，使各樣方案都能順利且有效率地運作。」

有鑑於全球經濟狀況不佳，董事會也面臨許多不同的阻礙。身為謹慎的管理者，董事會繼續在財務議題上維持平衡，也試著在減少學費漲幅的同時，仍提供學生優質的學習環境。董事會持續尋求不同的可能性，為伯大尼 (台北) 校區尋找一塊較大的校地。雖然在城市裡找適合的校地是極具挑戰性的，但董事會和行政主管非常努力地尋求各種可能。

Parent Advisory Committees (PACs), forums, and community barbeques. In the process, a SWOT1 analysis was conducted which is aiding the Board as they set a trajectory for the school’s future.

In the 2011-2012 school year, the Board celebrated a successful Midterm Accreditation visit as the committee commended Morrison for “successfully addressing the major recommendations from the 2009 WASC and ACSI accreditation visit and review.”

Th e Board is grateful for our superintendent, Tim McGill, and his eff ective leadership as it allows the Board to focus on strategic planning and not on the day-to-day details that the administrators and teachers are doing so well. Under his leadership, the Board has also recognized that Mr. McGill “eff ectively administers the budget, facilities, the calendar, and schedules in accordance with policies and procedures so that programs operate smoothly and effi ciently.”

In light of the world’s economy, the Board faces many diff erent obstacles. As conscientious stewards, the Board continues to balance the fi nancial concerns and

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董事長的話董事長的話

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董事長的話董事長的話is intentionally trying to keep tuition costs low while providing a quality learning experience for students. For the Bethany (Taipei) campus, the Board continues to explore options for larger property. Although it is a challenge in an urban city, the Board and administration are spending time vigorously seeking out possibilities.

Refl ecting on Morrison’s sixty years of history, the Board realizes its crucial role in making policies and decisions not just for this generation, but also the generations to come. Morrison continues to build on the foundation that has been laid, to follow God’s direction in each new decision and continue to promote the vision that every student will experience a quality, biblically-integrated education.

回顧馬禮遜學校六十年的歷史，董事會明瞭自身扮演非常關鍵性的角色，所制訂之政策和決定不僅是為了這一代的學生，也為了所有後代的學生。馬禮遜學校持續在已設立好的基礎上建造，跟隨神的帶領做每一個新決定，也持續堅守我們的願景，讓每個學生都能體驗一個優質且結合聖經原則的教育。

Board of Trustees (below, left to right): Melody Penney (Chiayi), Bev McCrary (Taipei), Jeremy Hsu (Kaohsiung), Alicia Edwards (Taichung), Rob Riley (Taipei), Isomi Saito (Taichung), Barry Owen (Chiayi), Jim Andrews (Kaohsiung),

Don Bettinger (Hualien), and Peter Dodd (Taichung).

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Our St dents 823 Total 397 Female 426 Male 32 Nationalities

St dents’ Nationalities 62 % USA 11 % Canada 8 % South Korea 3 % Aust alia 2 % New Zealand 14 % Other

Our Staff 125 Professional Staff 37 Suppor Staff

8.8 Average years at Mor ison

Our Campuses (number of st dents) Taipei (K-9) 210 Taichung (K-9) 258 (10-12) 212 Kaohsiung (K-9) 143

Staff ’s Nationalities 69 % USA 15 % Taiwan 10 % Canada 3 % South A ica 3 % Other

Professional Staff Deg ees 44 % Bachelors 49 % Masters 2 % Doct ate

By the Numbers 統計資料統計資料

By the Numbers

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Lear ersRepor on Our

Ma St ange Director of Curriculum & Professional Developement

施馬太施馬太教務長

Lear ers Repor

How does curriculum impact student learning? Each year diff erent curriculum guides

are reviewed to confi rm they are guaranteed, viable, and relevant. During the 2011-2012 school year, two subject areas were reviewed: Library Media and English Language Learner (ELL). Th e Library Media task force revised the current curriculum to include opportunities for students to demonstrate critical

thinking, life-long learning, enthusiastic reading, skillful researching, and the ethical use of information. Likewise, the ELL Task Force revised the curriculum by developing and aligning benchmarks to improve student vocabulary and word study skills.

How does professional learning (PL) impact student learning? Morrison considers PL to be a signifi cant piece of the puzzle when it comes to student learning. Th rough biweekly hour-long sessions, six half day, four full day teacher Professional Learning times, teachers are supported with training to work on professional, campus, and school goals. Th e PL at Morrison works to support teachers in biblical integration, refl ection, eff ective teaching, integration, and intervention awareness.

How does accreditation impact student learning? Morrison

successfully completed its midterm accreditation in March 2012. Th e visiting team stated that, “Morrison Academy is successfully addressing the major recommendations from the 2009 WASC and ACSI accreditation visit and review.” Th e midterm accreditation review was a celebration of accomplishments. Th e accreditation team acknowledged Morrison Academy teachers and administration for working collaboratively to improve and impact student learning.

Th e greatest use of all Morrison resources is to invest in student learning experiences. Our students are the next generation of men and women who will carry the torch. Th e yearly curriculum revisions, professional learning, and accreditation process all contribute to the growth of student learning at Morrison.

我們的學生我們的學生

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During Buddy Reading Time, older students partner to read with younger kids.


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學校課程如何影響學生的學習? 每一年學校都會審議課程綱要，以確定我們所選用的內容是有品質、生動活潑、且恰當

的。在2011-2012學年度，審議了兩個科目: 圖書館/媒體以及英語加強課 (ELL)。圖書館/媒體課程審議小組更新了目前的課程標準，並提供機會讓學生能夠培養批判思考的能力、終身學習、熱情閱讀、熟練地研究、且有道德地使用資訊。同樣地，英語加強課程審議小組也更新了課程，藉著發展和調整指標，得以增進學生擴充字彙和認識單字的技能。

教師的在職訓練如何影響學生學習? 馬禮遜學校認為教師在職訓練是學生學習過程中非常重要的部份。藉著在職訓練(包括雙週一次的一小時座談、六次半天的訓練、四次全天訓練)，老師能在專業上、跨校區、和學校目標等方面有所進步。馬禮遜學校的在職訓練是為了支持教師將聖經融合在教學內、反覆思想、有效能地教導、融合、並能夠提早發現需求與介入處理。

學術評鑑對學生學習有何影響? 2012年3月馬禮遜學校成功地完成了期中認證，訪視委員的結論之一為「成功地針對2009年WASC與ACSI評鑑之建議事項執行改進。」這次的期中評鑑視為圓滿成

功，訪視委員也能體認馬禮遜學校的老師和行政主管共同合作，以促進並協助學生的學習。

若要將馬禮遜學校的資產做最好的投資，就是全部投資在學生的學習經驗上。我們的學生是要承接下個世代的火炬!每年的課程更新、在職訓練、以及學術認證，皆有助於馬禮遜學校學生學習之成長。


Vision for Our Learners學習者的願景

A spirit al discer er一個屬靈的辨識者一個屬靈的辨識者

An eff ective communicator一個有效的溝通者一個有效的溝通者

A rational and critical thinker一個理性與批判的思考者一個理性與批判的思考者

A life-long lear er一個終身的學習者一個終身的學習者

A moral and ethical citizen一個人格品德兼備的公民一個人格品德兼備的公民

A steward of qualit of life一個優質生活的管理者一個優質生活的管理者

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During Middle School Beginning Band, the music teacher helps students count the rhythm.

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Students in groups create timelines during social studies.


“We used talents that God gave us to clean the Ear h and plant t ee. I lear that we are responsible to use

the talents that God gave us to honor Him.”「我們使用神所賜下的才能來潔淨地球「我們使用神所賜下的才能來潔淨地球並種植樹木。我知道我們要負責任地使並種植樹木。我知道我們要負責任地使用神所賜下的才能，來榮耀祂。」用神所賜下的才能，來榮耀祂。」

Lear ers Repor

St dents that demonst ate they are eff ective communicators in writing

學生在寫作上面展現他們是學生在寫作上面展現他們是有效率的溝通者。有效率的溝通者。

86%


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ReadingMath Language0

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9th Grade8th Grade7th Grade6th Grade

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ITBS Averages (Grades 1-5)ITBS (Iowa Tests of Basic Skills) standardized tests for

students Grades 1-5 measure vocabulary, reading and math content and skill areas. A percentile of 60-76 is considered

high average and a score of 77-95 is high.

Lear ers Repor

Spring 2012 Stanford 10 Online Averages(Grades 6-9)

Stanford 10 Online Standardized Achievement Testing is administered online to secondary students in the areas of

reading and mathematics.



450

500

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2008 2009 2010 2011 2012

Morrison Critical ReadingMorrison MathMorrison WritingUS Averages Math

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2008 2009 2010 2011 2012

GlobalMorrison Taiwan US

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SAT Averages by Subject (Grades 11-12)

Th e Scholastic Aptitude Test (SAT) is comprised of three parts: reading, writing, and math, and is taken by Juniors and

Seniors to submit with their college applications.

AP Exam- Passing Percentage

Th e Advanced Placement (AP) program off ers college-level courses. Students take an annual comprehensive exam. A

passing test score allows students to receive college credits at most US colleges and universities.

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2008 2009 2010 2011 2012

Organization Thesis FocusForm Documentation

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Averages on the Junior Year Research PaperAverage score of 1-4 (4=highest)

In the high school, the Junior Research Paper, a curricular as-signment for both English 3 and US History, provides students

with experience in academic research. Specifi c skills such as note-taking, outlining, documentation, sentence fl uency, and

writing to engage an audience receive special attention.


Writing Assessments (Grades 3-8)Morrison administers an Annual Writing Assessment for Grades

3-8. Th is writing assessment gives students an opportunity to provide a writing sample in response to various types of

prompts. During the 2011-2012 school year, 86 % of students demonstrated that they are eff ective communicators in writing.


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College Choices of 2009-2012Ambrose University, CanadaAmerican River College, CAArizona State University, AZAsbury University, KYAteneo de Manila Univ., PhilippinesAzusa Pacifi c University, CABaylor University, TXBeliot College, WIBethel College, INBiola University, CABrigham Young University, HawaiiBritish Columbia Inst. of Tech, CanadaCalifornia Baptist Univ., CACalifornia State Polytechnic Univ., CACalifornia State Univ., Long Beach, CACalifornia State Univ., Northridge, CACapitol University, OHCarnegie Mellon University, PACarson-Newman College, TNCase Western Reserve University, OHColumbus Coll. of Art & Design, OHCornell University, NYCovenant College, GADallas Baptist University, TXDeanza College, San Jose, CAEmbry-Riddle Aeronautical Univ., AZEmily Carr Univ. of Art & Design, Can.Emory University, Atlanta, GAGeorgia Institute of Technology, GAGordon College, MAGrand Valley State Univ., MIHankuk Univ. of Foreign Studies, KoreaJames Madison University, VAJohnson & Wales University, RILa Salle University, PALake Forest College, IL

Lewis & Clark College, ORLiberty University, VALos Angeles City College, CALoughborough University, EnglandMcGill University, Quebec, CanadaMontana State University, MTMoody Bible Institute, ILNational Taiwan University, TaiwanNew York University, NYNorth Carolina State University, NCNorth Greenville University, SCNorth Park University, ILNyack College, NYOhio State University, OHPalacky University, CzechParsons Th e New School for Design, NYPepperdine University, CAPortland State University, ORProvidence University, TaiwanPurdue University, INQueen’s University, CanadaRhode Island School of Design, RIRice University, TXRutgers, Th e State University, NJSan Diego Miramar College, CASan Diego State University, CASanta Rosa Junior College, CASavannah College of Art and Design, GASchool of Visual Arts, NYSeattle Pacifi c University, WAShorter University, GASogang University, KoreaSoutheastern University, ORSt. Olaf College, MNTexas A&M University, Galveston, TXTh e George Washington University, DC

Toccoa Falls College, GAUnion University, TNUniversity of Aarhus, DenmarkUniversity of Bristol, UKUniversity of British Columbia, CanadaUniversity of California - Berkeley, CAUniversity of California – Davis, CAUniversity of California – Irvine, CAUniversity of California – Los Angeles, CAUniversity of California – Merced, CAUniversity of California – Riverside, CAUniversity of California – San Diego, CAUniversity of California – Santa Barbara, CAUniversity of Cincinnati – Conservatory of MusicUniversity of Connecticut, CTUniversity of Hong Kong, Hong KongUniversity of Illinois – Urbana, ILUniversity of Mary Hardin Baylor, TXUniversity of Maryland at College Park, MDUniversity of Michigan, MIUniversity of Ottawa, CanadaUniversity of San Diego, CAUniversity of Southern California, CAUniversity of Toronto, Ontario, CanadaUniversity of Toronto, Mississauga, CanadaUniversity of Toronto, Scarborough, CanadaUniversity of Washington, WAUniversity of Waterloo, CanadaUniversity of Western Ontario, CanadaVancouver Community College, CanadaWashington University in St. Louis, MOWesleyan University, CTWheaton College, ILWhitworth University, WAWilliams College, MAWisconsin Lutheran College, WIYork University, Canada

In the last three years, 90% of MCA graduates have continued their education at four year universities, 4% have attended two year colleges, and 6% have either taken a gap year (a year off school) or joined the workforce.

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Principal Robinson receives a gift for the school from the Class President of the graduating class.

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Michele LawDirector of Finance

楊美嫦楊美嫦總務長

Financial Repor

As Morrison celebrates its 60th anniversary, the stability of the 2011-12 fi nancial condition is evidence of a gift from God and a legacy from

previous administrators’ eff ective management. Th is stability allowed Morrison the opportunity to continue providing quality, biblical integrated education with up-to-date instructional tools and adequate facilities.

Total current fund revenues for the year was NT$ 297 million. Tuition and fees comprised 96% of the income. Morrison continues to dedicate its resources to providing quality education to its students. Approximately 95% of its expenditures were used for students in the form of faculty and staff salaries and benefi ts, professional and curriculum development, instructional and administrative costs, and the operation and maintenance of buildings, grounds and equipment.

Long-term and caring staff play a very important role in ensuring quality education and positive student culture. Adequate faculty housing is a factor in staff retention. In May 2012, the Board authorized to construct six additional faculty housing units on the Kaohsiung campus. It is expected to be completed in January 2013.

Morrison continues to be a good steward of its resources. Th e school’s fi nancial staff , accountant, auditor, and Board of Trustees are dedicated to integrity in their accounting and reporting. If you would like to fi nd out more about Morrison’s fi nancial operations or would like a copy of the audit report, please contact the Director of Finance ([email protected]).

財務報告財務報告

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Students browse and pick out books to read to younger kids.


Financial Repor

當馬禮遜學校慶祝成立六十年之際，2011-2012學年度穩定的財務狀況可說是神所賜的禮物，以及歷任行政主

管有效管理留下的模範。穩定的財務狀況幫助馬禮遜學校能持續地提供優質的聖經教育、新穎的教學器材、以及合適的教學設備。

本學年度的營運收入為二億九千七百萬元，其中學雜費收入佔了96%。馬禮遜學校持續地將資金運用在提供學生優質的教育，大約95%的支出使用在學生學習上，包括教職員薪資及福利、在職進修和課程發展、授課和行政花費、以及建築物、土地和設備之使用維修。

流動率低且願意關心學生的教職員，在優質教育以及正面學校文化中扮演重要的角色。合適的教職員宿舍是吸引外籍教職員留任的因素之一。在2012年5月，董事會核准在高雄校區興建六間教職員宿舍，該宿舍預計於2013年1月完工。

馬禮遜學校一直都是好的管家。學校的財務人員、會計、專業稽核人員、和董事們都非常努力且誠實地製作各種帳單和報表。如果您想要了解更多馬禮遜學校的財務運作，或您想要有一份會計師的查核報告，請與總務長連絡 ([email protected])

FinancesRepor on

96%1%

3%1%

Tuition & FeesNT$ 286,863,025

DonationsNT$ 1,544,000

Investments NT$ 2,210,927

Facility RentalsNT$ 8,138,054

PersonnelNT$ 156,729,209

Building FundNT$ 14,599,934

OperationalNT$ 38,193,693

InstructionalNT$ 15,873,745

AdministrativeNT$ 22,229,922

Equipment & PropertyNT$ 39,145,698

5%

17%

13%

7%

52%

5%

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2011-2012 Cur ent Fund Revenue 收入收入

2011-2012 Ex endit res 支出支出


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As a review for a test, a student categorizes resources on the SmartBoard, an interactive whiteboard.

Students complete a math worksheet together before heading to recess.Financial Repor

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There are many stories over the years of students, parents, staff , faculty, and administration working together to provide an education where Christian

character formation and academic excellence go hand-in-hand to develop the whole student. Together as a community, a positive and challenging environment which encourages our students to achieve their full potential spiritually, academically, socially and physically is created. You are each part of this journey and your generosity has sustained our school in our mission. I am deeply grateful for your connections to our school and it is my hope that we will have an ongoing relationship with you so that Morrison will continue to grow and thrive. It was truly a remarkable year.

We accomplished much because of your generous support through the annual enhancement fundraising campaign. New and updated technology such as smartphones, Overdrive e-books, and new media content enhanced our children’s experience. Also, author visits by Loren Aandahl (Taiwan train enthusiast and Morrison Alumnus, 1970) and Dr. Mike Lockett (storyteller) inspired students to read and write. Programs like World Scholars Cup (an academic competition) and Visual Performing Arts were enhanced this year as teams traveled, competed, and

DevelopmentRepor on

Br ce MooreDirector of Development

莫博思莫博思發展部主任

Development Repor (continued on the nex page)

過去多年來，學生、家長、教職員、和行政主管併肩努力，提供一個包括基督信仰人格養成和優異學業表現的教育模

式，以促進學生的全人發展。社群中的每一份子共同創造了這個正向且充滿挑戰的環境，鼓勵我們的學生能夠在靈性上、學業上、社交上、和體能上都將他們的潛能發揮到極致。您也參與在這個旅程中，您的慷慨付出，也讓學校能堅守我們的創校目的。我非常感謝您對學校的支持，也盼望能和您有長遠的關係，讓馬禮遜學校能持續成長茁壯。過去這一年真的非常棒!

因著您的慷慨支持，與年度基金募款活動，我們完成了許多事。新的科技 (例如: 智慧型手機、電子書、和新數位內容) 開拓了孩子們的視野；作家 Loren Aandahl (台灣鐵道愛好者，馬禮遜 1970年畢業校友)及 Dr. Mike Lockette (說書人)的參訪，激勵學生投入閱讀和寫作。另外，今年在世界學術盃 (有關學習的學業競賽) 和視覺表演藝術等方案也有了不錯的進展。透過這些活動，學生有機會旅行、參加比賽、豐富學習經驗。您的支持也幫助體育團隊在球場上有傑出的表現。

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Taichung Campus presented a Christmas gift to help provide education for the Ati Tribe on Panay Island (Philippines).

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enriched student’s life experiences. Your generosity also helped lead the way as our athletic teams excelled on and off the court.

More importantly, through your giving, we were able to continue impacting local nonprofi t organizations as well as those in developing countries around the world. Last year, as a community, Morrison was part of giving 1000 Christmas presents for 1000 kids touched by disabilities in partnership with Taiwan Sunshine. Also, Morrison community raised funds to help provide education for people on the Jibei Island (Penghu) and Panay Island (Philippines). Finally, the school also raised money to support the Eden Project, which plants trees to enhance lives. Morrison is having a tremendous impact around the world thanks to people’s generosity. Not only was there monetary support, but Morrison’s various teams also traveled to the diff erent places like Hualien, Penghu, Philippines, and Japan to volunteer their time and serve on-site the poor and disadvantaged.

I know of no better way to say “thanks for your support.” After all, your continued faith in us, like that of the parents who entrust us each day with their sons and daughters, is our greatest gift.

此外，因著您的付出，我們能夠繼續幫助本地與其他發展中國家的非營利組織。2011-2012年，馬禮遜社群與台北市恩美協會合作，提供了一千份聖誕禮物給一千個殘障的孩子，並籌募經費幫助澎湖吉貝島和菲律賓班乃島的孩子教育上的需要、以及藉著「伊甸計畫」種植樹木的事工參與人道救援工作。感謝大家的慷慨支持，馬禮遜學校得以影響世界。除了金錢上的資助，馬禮遜學校的學生也組成短期宣教團隊前往許多地方(例如:花蓮、澎湖、菲律賓、和日本)貢獻其時間並服務貧困與弱勢族群。

我不知道還能用什麼更好的方式來表達「感謝您的支持」! 就如同那些信任我們的家長，每天將他們的孩子交在我們手中一樣，您對我們的信心著實是我們最大的禮物!

Development Repor

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Visual & Performing Arts and AthleticsNT$ 75,000

Science & TechnologyNT$ 846,094

Financial AidNT$ 121,388

LibraryNT$ 141,279

World Scholar’s CupNT$ 30,114

First Love Int’l (Philippines)NT$ 236,000

Jibei Church (Penghu)NT$ 525,000

Taiwan SunshineNT$ 285,396Charity Water

NT$ 116,476

Eden Project (Madagascar)NT$ 313,482

World VisionNT$ 141,084

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Development Repor

2011-2012 馬禮遜募款支出分析馬禮遜募款支出分析How Donations to Mor ison Were Dist ibuted

2011-2012 馬禮遜為慈善團體募款分析馬禮遜為慈善團體募款分析Donations for Charitable Organizations

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Author Loren Aandahl (Class of 1970) explains trains to elementary students.

As part of the Christian Service Learning, students pull weeds around the perimeter of the campus.Development Repor

發展部報告發展部報告DevelopmentRepor on

Morrison Academy Annual ReportMorrison Academy Annual Report2011-20122011-2012

馬禮遜學校年度報告馬禮遜學校年度報告

Documents

22011-12011-12 AAnnual Repornnual Repor¥ 年年度報告度報告 · 2016. 6. 13. · (10-12) 212 Kaohsiung (K-9) 143 Staﬀ ’s Nationalities 69 % USA 15 % Taiwan 10 % Canada 3