Archivo por meses: marzo 2015

The Manchurian Crisis

Our history teacher, Lenny Ambrosini, asked us to watch a video talking about the Manchurian Crisis. This is because, at the moment we are studying the League of Nations in the 30s.

How does the video open? What might the connection between the League and the opening scenes in Poland be?

I want to mention 2 things about the opening scenes. Firstly what we see, which is Poland being bombarding, which shows the failure of the League to maintain peace. Then, it starts by saying “The League of Nations had failed, (…) it failed to maintain peace” with this two things we know

What problems did Japan face? (Mention ALL of them)

Japan had suffered the most from the Depression in Usa. This was because it didn’t have many natural resources so they had to rely on internation countries for exporting goods and raw material. Also their population was growing and there wasn’t enough jobs to sustain the people nor food since there had been an agricultural failure. They entered their convulsive period of history which was that the politicians took a secondary role while the military were the real authorities and madde the decisions.

What was the role of the army in Japan?

The army was very influential, strong and powerful in Japan. They controlled the education system which meant that they could adapt their thought into the people since they were young. The administration to martial arts was compulsary from a very early age.

What did army leaders believe Japan needed?

The generals believed that the terrietorial gain of Eastern Asia would benefit the great empire of Japan.

What was the value of Manchuria?

Manchuria was rich in resources that the Japanese didnt have, but desperately needed for its economy. Japanese people also thought that chinese people were a sub-human raze, so it was a perfect way to weaken them and to be a step closer to their elimination.

What happened at Mudken?

Japan owned a railway in Mudken. Suddenly there was an explosion, which they accused the chinese for it. They said that it was neccesary for them to defend themselves and that the bomb was unacceptable. So they took the matter into their own hands and invaded Manchuria.

What did the League do about it?

China appalled to the League of Nations for help, who contacted the Japanese leaders and told them to withdraw. Japan’s army had other thoughs, and so the League send a member to right a report. It took about a year and their final decision was that Japan should leave Manchuria and that it should become a semi-independent country.

What was Japan’s reaction to the decision of the League?

Japan didn’t accept the League’s decision and decided to leave the League instead. This really showed how little authority and power the League had, and weakend its image greatly.  They had lost a very important member, which would later become one of their enemies since they would join Germany on WW2.

Tp Inti

Nuestra profesora de fisicoquimica, Susy Perez Rey, nos pidio de elegir un articulo en Inti y resumirlo en el blog.

  • Los mayores que han estado activos, han vivido la etapa del aprendizaje, han trabajado para “tener” lo necesario y conveniente para sustentar nuestras vidas
  • Cualquiera haya sido la actividad desplegada, accedemos a la cuarta etapa de la vida valorizando el “ser” y los sentimientos, disponemos de tiempo y de deseos de volcar nuestra experiencia para responder al otro.
  • Muchos se alarman por la vida extensiva de algunos, pero por lo que habría que alarmarse es por el problema constituido por su calidad de vida. Del mejoramiento de los planes sociales y jubilatorios que aseguren la independencia de las personas mayores y el mejoramiento de su salud primaria y domiciliaria.
  • La sociedad manifiesta con claridad la atención, los cuidados y la educación en las etapas de la infancia y la adolescencia, mientas que para los adultos existe un sistema de trabajo y remuneración que los integra y “ordena”.
  • Todas estas etapas de la vida de las personas están de algún modo contenidas, planificadas y reguladas, ¿pero qué sucede después de llegar a esa bisagra que es la jubilación? El sistema se basó en una noción que hoy quedó terminantemente descartada: que a los 65 años las personas se jubilaban y vivían poco tiempo más. Pero la vida se ha extendido entre 20 y 30 años.
  • El gran desafío consiste en desarrollar sistemas públicos y privados para una vida activa en la tercera edad, lograr que la sociedad y los sistemas de servicios otorguen a esta etapa de la vida un sentido propio, como lo tienen las etapas precedentes.
  • Los adultos mayores deben poder permitirse una vida independiente, inclusiva y activa, no sujeta a la pasividad y al hecho de que los demás tengan que ocuparse de ellos.Esto requiere que el entorno ambiental y humano aporte un sistema de inclusión, independencia y participación activa que les permita dar un sentido a su vida.
  • Con el avance de la edad, el organismo tiene debilidades mayores. En los primeros casos existen paliativos. Pero en los últimos, sumados a la soledad (y a veces al abandono de los afectos) la problemática es más compleja de asistir.
  • Si todo el esfuerzo del Estado, de las organizaciones sociales y de las propias personas mayores se dirigiera a que los adultos mayores arriben a esta cuarta etapa con buena salud, buen sustento económico y con un sistema de vida con roles activos, se generaría un potencial humano de tremendo valor solidario.
  • Se requieren cambios profundos que muestren una dirección inequívoca hacia la inclusión social, dirigida a terminar con la idea de que los viejos ya cumplieron su ciclo. No se trata de acciones puntuales o circunstanciales, sino de construir una forma de vida inclusiva y productiva en términos personales y sociales, en un continuo sostenido a lo largo de toda la vida.

Analizing: A Birthday

Our literature teacher, Pato Chujman, asked us to work in group in order to analize the poem we read in class called “A Birthday” by Christina Rossetti. My group included Florencia, Josefina and Rocio and we answered the following questions:

a. What is the theme?
Love, relationship, celebration, religion.

b. What is the tone?
Happy, excited, in love, joyful, glad, etc.

c. What is the main difference between the two stanzas?
In stanza one the voice talks more about nature and in stanza two she speaks of material things.
Ex. Stanza 1: ‘Whose boughs are bent with thickest fruit.’
Stanza 2: ‘Work it in gold and silver grapes.’

d. How are the similes in the poem appropriate for the romantic longings the speaker feels?
She’s explaining how she feels with precious thing because her love is precious to her.

e. How is the metaphor of the birthday appropriate?
It is a metaphor because she feels like she was reborn with this new love. It is like a new beginning, a way to finally be with the person that is right for her. Also a birthday can be associated with a celebration, and love is something she cherishes and wants to celebrate.

f. Make a list of religious symbols. What do they mean in the poem?
“And peacocks with a hundred eyes” is a metaphor that means that God sees through the eyes of nature, of the animals. “Doves” are white birds and white birds represent peace.

Here is a video of an actress reading the poem, it helps us as readers understand what the writer was trying to express.

 

Characteristics of Living Organisms

Our biology teacher, Male Ravagnan, asked us to write a blogpost following her instructions.

123   1234

On the first picture you can see a grandmothers and babys hand. I chose because you can see a clear example of GROWTH which is the permanent increase in size and dry mass by an increase in number of cells, cell size, or both. On the second picture you can see a cheetah running at a very high speed. You can see MOVEMENT which is an action by an organism or part of an organism that changes position or place.

1. Nutrition:

Taking in nutrients which are organic substances and mineral ions, containing raw materials and energy for growth and tissue repair, absorbing and assimilating them.

2. Excretion:

Removal from organisms of toxic materials, the waste products of metabolism and substances in excess.

3. Respiration:

Chemical reactions that break down nutrient molecules in living cells to release energy.

4. Sensitivity:

The ability to detect or sense changes in the environment and to make responses.

5. Reproduction:

Progresses that make more of the same kind of organism.

6. Growth:

The permanent increase in size and dry mass by an increase in number of cells, cell size, or both.

7. Movement:

An action by an organism or part of an organism that changes position or place.

History Source Work

In the History class with Lenny, we were assigned different sources to analyze in groups. I worked with Mara, Lucila, Epi and Juan. Our sources were about the negative of the League of Nations in the 1920s.

history source 1

This is a Primary Source because it is a photo taken of a sign at the 1920s where immigrants were restricted.

This source deals with the issue of prejudice and intolerance. It shows that if you aren’t white you are not going to be serve. If you want to be served you had to be white. This is a racist message. It shows how black people and immigrants were treated in those years. By the time slavery was ended, in the US there were more black people than white.

The message of this source is how hard people faced intolerance and racism towards immigrants and black people. In this case Spanish and Mexicans were left apart. Those who weren’t white or Americans suffered discrimination. In 1924 the American government restricted immigration.

history source 2

This is a primary source; it`s a photo of people protesting about what happened to Sacco and Vanzetti. They two were victims of the red scare, which took place in USA in the 1920s. They were arrested on suspicion of armed robbery and murder. The trial became more about them being anarchists than of a murder, and six years later they were executed. This is a clear example of what was going on in the USA, the intolerance they had, how close-minded they were, the prejudice and the way they treated people who thought different. People noticed this, and realized that this was wrong and so, they supported Sacco and Vanzetti, they were on their side, and so they protested.

history source 3

This source is primary because the photo was taken in the time the event was happening and the author was a witness of the event.

In this photo you can see a police officer doing a surprise check on a Lunch Room to see if they had stored any alcoholic beverages, which after the prohibition law was passed was illegal.

The message behind this picture is that at the time police officers had to check constantly on the people in USA since they were desperate enough to break the law.It also shows the way they had to do it.The prohibition was negative because it increased the sales of drinks, the number of gangsters and illegal activities, and of deaths. This was because the banning of drinks made people more violent and critical to drink. Although in this picture the officers are doing their job honourably and correctly, there were lots of corrupt cops. You can see a lot of photos about prohibition since it was a very important and controversial part of the 1920s in the USA.