REFLEX ARC

Today in Biology class, we continued learning about the Nervous System, especifically the Reflex Arc. We had been studying the different types of neurones. Now we include them into the group of structures of the Reflex Arc. To dig further, we answered the following questions in our “Base Groups”. I am with Belén Brito Peret and Ramiro Aizpiri.

  1. Search a video showing an example of a reflex action.

  2. Explain the term reflex action.

The reflex action is the complete process by which stimuli are sensed by the corresponding receptors which send nerve impulses to the spinal cord and then to the effectors which act unconsciously.

  3. State the structures involved in a reflex arc.

  • Receptor
  • Sensory neurone
  • Relay neurone
  • Motor neurone
  • Effector

  4.  Explain how the reflex action in your video takes place.

In our video the reflex action is when we touch something hot, in this case, fire. Once our fingertips sense the temperature (stimulus), the skin transmits nerve impulses to the sensory neurone to the spinal cord, where the relay neurone passes the electrical impulses to the motor neurone which continues till the bicep. Therefore, the muscle (effector) contracts producing a response to the stimulus; our arm bends.

Publicado en 3AC2018, Activities, Biology, English, Term - Tests, Vocabulary, Work in Groups | Etiquetado , , , | Deja un comentario

INVERSION

This term, in Language, we included a new grammatical rule: INVERSIONWhat is inversion? It is a reversal of the normal word order, especially placing the verb ahead of the subject. Although its use is very formal, indeed, we can identify it regularly. This way, our proffessor Pilar Pando assigned us to look out for poems or songs that may contain inversion.

The song that I found is one that I really enjoy, by Alex & Sierra, called “Little Do You Know”. The lyrics is the following:

Little do you know
How I’m breaking while you fall asleep
Little do you know
I’m still haunted by the memories
Little do you know
I’m tryna pick myself up piece by piece

Little do you know
I need a little more time

Underneath it all I’m held captive by the hole inside
I’ve been holding back for the fear that you might change your mind
I’m ready to forgive you but forgetting is a harder fight

Little do you know
I need a little more time

I’ll wait, I’ll wait
I love you like you’ve never felt the pain
I’ll wait
I promise you don’t have to be afraid
I’ll wait
The love is here and here to stay
So lay your head on me

Little do you know
I know you’re hurting while I’m sound asleep
Little do you know
All my mistakes are slowly drowning me
Little do you know
I’m trying to make it better piece by piece

Little do you know
I, I love you ‘til the sun dies

Oh wait, just wait
I love you like I’ve never felt the pain
Just wait
I love you like I’ve never been afraid
Just wait
Our love is here and here to stay
So lay your head on me

I’ll wait (I’ll wait), I’ll wait (I’ll wait)
I love you like you’ve never felt the pain
I’ll wait (I’ll wait)
I promise you/I don’t have to be afraid
I’ll wait
The love is here and here to stay
So lay your head on me
Lay your head on me
So lay your head on me

‘Cause little do you know
I, I love you ‘til the sun dies

Publicado en 3AC2018, Activities, English, Homework, Language | Etiquetado , | Deja un comentario

Berlin Blockade, 1948-1949

In History class we have been learning about the facts that took place in Berlin after the end of the Second World War. These especially put their focus point on the rivalry between the capitalist West countries and the communist USSR; the Cold War. On account of this, we had to answer several questions:

1. What was life like in Berlin in the post-war era?

In the Yalta Conference, the Big Three (Stalin, Churchill & Roosevelt) agreed on dividing Germany into four zones, the British, the American and the French on the West side, and the East Soviet one. As Berlin, the capital, had ended on the Soviet part, Churchill & Roosevelt not only demanded to divide it into four zones, but also they gave one of the zones to France, as they had done with the country, so the Soviet’s would have less territory.

2. How did Soviet policy towards Berlin differ from that of the West?

While the West countries (Great Britain, USA and France) wanted Germany to recover and grow as a peaceful nation, the Stalin wanted to cripple her to avoid the possibility of another German attack against his country.

3. Why was reform of the German currency a key issue for both sides?

Germany was suffering an economic crisis and the countries of the West wanted to revert the situation. Therefore, they reformed the German currency. All of the worthless German marks were replaced for a new currency that would allow her to achieve economic prosperity.

4. Why was the airlift such a major feat?

They Berlin Airlift was a great demonstration of the Containment policy that the West countries, USA specifically, followed. When Stalin blocked the roads for trading goods from the West Germany into West Berlin, Britain, USA and France didn’t abandon their parts of Berlin for it to fall into chaos under the Soviet power. Instead, they continued to trade tons of goods through the air. This way, West Berlin was able to continue recovering and achieve prosperity whilst East Berlin lived in poverty and was in decadency. This lasted until a year later that Stalin realised his plan had not worked and retired the blockade.

5. In what respect can the USSR and US be responsible for further increasing tensions during the airlift?

Tension suring the Berlin Airlift was extremely strong. The Western countries had found a way to make the Soviet plan fail. Besides, the hundreds of planes travelling from West Germany could be seen as an attack against the Soviets.

6. Why did Stalin eventually agree to talks over the airlift?

Stalin saw the the Allies were not backing down upon the Berlin blockade and were resisting.  His plan of putting the West countries off fromtrading to West Berlin had not worked, and certainly had not contributed in tge crippling of Germany. Their assistance was even more than the one before the blockade. Upon this situation, he finally displayed communications and reopened that roads.

Extension question: Who was more to blame for Berlin becoming a major flashpoint in the Cold War, the Soviets or the Americans?

I believe that the Americansare the ones more to blame for Berlin becoming a major flashlight in the Cold War. Regardless the capital would not have been such a relevant issue if the Soviets hadn’ t blocked the only entrance that the West countries had to their domains in West Berlin, the response was very strategical. They did not involve any kind of aggression. Solely they kept sending resources for the peoples living in their part would not live in poverty as the Esat side did.

Publicado en 3AC2018, Activities, English, History, Homework, Review, Term - Tests | Deja un comentario

La Casa Rosada

En Formación Ética y Ciudadana, próximamente, el viernes 15 de junio, iremos de visita a la Casa Rosada de la Ciudad de Buenos Aires desde donde rige el Poder Ejecutivo de la Nación. Por ello, la profesora María Laura Nasjleti, nos encomendó un Trabajo Práctico para realizar sobre el tema, para entregar el 1 de junio, después de analizar los distintos aspectos en los que el edificio está involucrado.

El TP consistía de, en grupos de a cuatro, elegir 3 temas de siete y desarrollar sobre cada uno de ellos en formato de Presentación. Estos eran:

  1. Historia del edificio
  2. Patrimonio histórico de la Casa Rosada. Museo y salas históricas.
  3. Los presidentes argentinos desde 1826 a 2018, partido político, mandato, profesión.
  4. ¿Qué presidentes no pudieron terminar su mandato, cuál fue la causa y quién lo sucedió?
  5. ¿Qué presidente cumplió más de un mandato? Señale cada uno de sus mandatos.
  6. ¿Qué presidentes asumieron por golpe de Estado? ¿A quien depusieron?
  7. ¿Quién fue el primer presidente de la Nación Argentina: Bernardino Rivadavia, Justo José de Urquiza, Santiago Derqui o Bartolomé Mitre?

Yo lo elaboré en conjunto con Matías Ripoll, Juan de Elia y Juana Zufriategui y elegimos los temas 3, 4 y 6. Esta es nuestra presentación:

La Casa Rosada – Presentación

Luego, comenzamos un concurso de videos.

Antes de visitar la casa de gobierno nacional, la profesora nos propuso lo siguiente: durante el recorrido desde que partíamos del colegio hasta que volvíamos al mismo punto, grabaríamos y sacaríamos fotos. Mas tarde, tendríamos un lapso de 2 semanas para  acoplar todo el material y transformarlo en un video.

Cada grupo realizaría uno y según los criterios de los directivos y de sexto grado, se declararía un ganador del concurso. Siempre y cuando cumpla con las condiciones establecidas. Yo lo hice con Juana Zufriategui, Matías Ripoll y Juan de Elia. Este es nuestro trabajo:

Publicado en 3AC2018, Actividades, Castellano, Ed.civica, Tarea, Work in Groups | Etiquetado , , , , | Deja un comentario

The Maze Runner – Booktube

In this first term, as our Term-Test of Oral or Speaking Skills, we were assigned each a book to read, about which, at the end of the term, we had to record a Booktube. This means uploading a video to YouTube talking about the story and focusing in determined aspects, depending on the task that each picked. The professor gave me the possiblity of choosing the novel I would read. I chose The Maze Runner by James Dashner and centered in some of the major characters. It is about a boy, named Thomas, who suddenly arrives in a box in a elevator and finds himself in the Glade, where no one remembered anything before arriving there, and  there was a Maze filled with wicked creatures. Thomas, unlike the others feels certain attraction to the Maze and believes he might have been there before.

This is my Booktube and I hope you like it:

Publicado en 3AC2018, Activities, BOOKTUBE, English, Homework, Lending Library, Review | Deja un comentario

In Pursuit of Happyness

In Language, one of our homework tasks was to watch the movie “In Pursuit of Happyness”, starring Will Smith and his real life son Jayden Smith. The story revolves around this father and son who are abandoned by the wife/mother and, therefore, are left alone living in the breadline. Nevertheless, with great effort… Will they be able to achieve happiness?

In the wake of this movie and the situation of this people, we learned diverse expressions about money and the different economic situations. With this on mind we had to write a letter directed to a friend, asking for money. This is my letter,

Dear friend,

        Lately, things have gone out of my hands and I have become part of a very struggling economic situation. I am writing to you to ask if you could give me a hand and help me overcome this which has been disturbing me and my family along a long period of various months.

        Some months ago, I became a salesman trying to sell a specific piece of medical equipment in order to support my wife, my recent son and me. At the same time that this resulted to be insufficient to sustain my whole family, my marriage turned out to be in the rocks. Therefore, my wife divorced me, believing she would do better on her own, leaving just Christopher Jr. and me trying to make ends meet.

    It wasn’t long till we had to start tightening our belts; for we lost our car, all our possessions and even our house, leaving us nowhere to sleep but in a homeless shelter, at first, and, later, in the subway station, one night that there was no room for us in the shelter.

        Last week, I applied for a stock brokerage internship program. However, I strain to look after my son while meeting the rigorous demands of the internship, in which, besides, I have to keep in the dark the fact that I am a penniless man in the red, hence striving to keep a roof above my child’s head and provide food for his stomach.

        You see, we, my child and I, both always managed to see the light at the end of the tunnel but facing the circumstances in which we are living from hand to mouth, we are unable to get by.

        My conditions are not contemplated by many people. That’s why I am resorting to one of my closest friends. I would appreciate if you could give me some kind of economic support to deal with this problem. I promise that when I get the job, i’ll pay you back.

Always optimistic,

Christopher Gardner

By: Anouk de Laferrere

 

Publicado en 3AC2018, English, Vocabulary | Etiquetado | Deja un comentario

For My Grandmother Knitting

In Literature, we read the poem by Liz Liz “For My Grandmother Knitting” and analysed the poem as a whole and separately each stanza. It talks about the different stages of life of a elderly aged woman who unlike what her previous youth years, she now feels useless as she belonged to other times; the past.

After analysing this poem, we were asked to write an essay by choosing one essay question from the various options that the professor posted in her blog:

1. Comment closely on how the writer deals with respect and admiration in the poem “For My Grandmother Knitting”.

2. Comment closely on how the generation gap affect the relationship in the family in the poem “For My Grandmother Knitting”.

3.  ‘How does Liz Lochhead powerfully covey her feelings about her Grandmother?’

I chose the second one and my essay is the following:

Comment closely on how the generation gap affect the relationship in the family in the poem “For My Grandmother Knitting”.

    The poem “For My Grandmother Knitting”, written by Liz Lochhead, tackles the generation gap between a grandmother and her children which creates conflict in their relationship. This is done mainly by analysing the appreciation and need of knitting from the past and its non-essentialness from the present times.

    On the one hand, in the past, knitting was a necessity, while, at the present, there are machines that can do the job. The grandmother belongs to the era based in austerity and hard work, as opposed to the stability, comfort and quality of life of modernity, her children’s life. A refrain repeated in the four stanzas of the poem emphasises this; “There is no need they say”. The distanced children reinforce that the grandmother’s tradition of knitting clothes for her grandchildren is not necessary anymore, now they can be bought.

    On the other hand, her children fail to understand that although knitting is no longer a necessity, it is still hers. Reaching an old age is cruel and reductive, for the grandmother starts to lose her “grasp of things”. Her hands are less skillful the same way that her mind is slower. Therefore, knitting not only makes her feel useful and helpful but furthermore it symbolises her still being alive, part of this world. This way, the fact of the children rejecting the scarves and cardigans that she knits equals to the act of rejecting her self, making her feel useless.

    All in all, throughout the poem it is dealt with the relationship between a grandmother and her children which is affected by the generation gap between them. This is either because of the need of knitting from the past compared to its futility from nowadays, and because of the children’s not understanding of her necessity to knit.

By: Anouk de Laferrere

Publicado en 3AC2018, English, Literature, Poetry, Review | Etiquetado , | Deja un comentario

The Story of an Hour

In Language, we read the short story by Kate Chopin “The Story of an Hour” and later discussed it during class. It unfolds around the situation of a woman who has just received the news of her husband’s unexpected, but not so unfortunate, death. One of the students, Francisco Aresi, had to make a presentation about it analyzing the authors life, the characters of the story, the plot, the themes and the vocabulary. This is the presentation:

Publicado en 3AC2018, English, Language, Review, Short Stories, Term - Tests, Vocabulary | Etiquetado , | Deja un comentario

Descriptions into Poems

In Language class, we were assigned, in pairs, the task of taking pictures of a representative place from or city in order to, later, write a description of it. I wrote it with Abril Terán Frías, and we chose the Museo de Bellas artes. This is our work:

            Near the heart of Recoleta, Buenos Aires, it is found the emblem of the national museums’ system of the National Ministry of Culture, the Museo Nacional Bellas Artes. It was founded in 1895 due to a decree of President José Evaristo Uriburu, but is nowadays directed by Andrés Duprat. Its extraordinary artistic heritage, which makes it the largest public collection in Latin America, is one of the characteristics that make this museum unique.

             The antique building where the museum is actually located was built in 1870, with the original purpose of being a drainage pumping station. However, in 1933 the Museo Nacional de Bellas Artes was transferred into this building. The well known architect Alejandro Bustillo was in charge of adapting the place for its current use. Eventually, the building constantly is submitted to remodelations, but it still preserves its vintage style.

             Strolling along the 24 exhibition halls that the ground floor offers, visitors can appreciate the most important Latin American collection of impressionism and post-impressionism, by painters such as Manet and Van Gogh. The first floor is devoted to the art of the 20th century, mostly to Argentinean and Latin American art. Its exhibition rooms present paintings of masters from the beginning of the century such as Picasso and Xul Solar.

           Museo Nacional de Bellas Artes is also characterized by its top-level staff. Its excellency and professionalism is combined with the passion and the thrust with which workers perform their different tasks. The National museum belongs to the community, and therefore, admission is free. This allows more people to visit the museum and live a singular experience as well as it benefits those who feel allured by art and enjoy visiting the museum frequently.

             All in all, the Museo Nacional Bellas Artes provides fascinating expositions to satisfy the extended public that it receives everyday. It does not only appreciate the local and Latin American art, but also Modern European art, including of course the alternative exhibitions that stay temporarily within the museums walls. So take a ride to the museum where you will find great artworks and the best treatment will be at your disposal.

As a project work, in Literature class, we were told to write a poem based on the description that we had done. Although it was not compulsory to rhyme or be grammatical, we had to include literary devices: metaphor, simile, personification, hyperbole, etc, and illustrate the poem with a picture of the monument or place described. This is our poem:

Near the core,
the flow of burgeoning dwellers
beholds an emblem of artistic heritage.

Antique structure,
walls used to conceal
the hollow pumping of drainage,
Like the lub-dub of a heart.

But now filled,
embracing the modern art
of the once colonizers,
and the once colonized.

Alluring beauty of art
maintained with passion and thrust,
Shall reflect awe,
and impression in your view.

By: Abril Terán Frías & Anouk de Laferrere

 

Publicado en 3AC2018, Activities, English, Language, Literature, Poetry, Work in Groups, Writing & Oral | Etiquetado , | 1 comentario

“Of White Hairs & Cricket”, by Rohinton Mistry

Some weeks ago, in Literature, we discussed the story, from Carmbridge’s Stories of Ourselves, “Of White Hairs & Cricket” written by Rohinton Mistry. This one unfolds around the life of a twelve year old kid who comes to understand the difference between reality & fantasy and the finitude & infinitude of life by the figure of his father getting old.

After analysing the text, we were asked to choose an essay question from the professor’s blog:

  1. How does the writer deal with the subject of mortality and acceptance of the pure reality in the story “Of White Hairs and Cricket”?
  2.  “Of White Hairs and Cricket” portrays the emotional difficulty of a young boy when he sees his father as a mortal being.
  3. Comment closely on how the writer of the story “Of White Hairs and Cricket” depicts the boy coming of age.
  4. Explore how the writer of “Of White hairs and Cricket” deals with the passing of time.

Then, develop the essay in pairs. I did it along Luz Esteban and our work is the following:

“Of White Hairs and Cricket” portrays the emotional difficulty of a young boy when he sees his father as a mortal being.

          Rohinton Mistry in his story “Of White Hairs and Cricket” portrays the emotional difficulty of a young boy when he sees his father as a mortal being. The significance of this discovery is put across through the sudden change and gradual build up of his sheltered life before his discovery, either as regards their no longer playing of Cricket or his weekly duty of plucking out his father’s white hairs, and the imagery of best friends’ father lying sick in bed.

           To begin with, the protagonist of the story seems to have an immature, “innocent and joyous” mind until through two epiphanic moments he changes his perspective of life. On the one hand, throughout a flashback to the times in which his father was young and they played Cricket every Sunday, the boy has his first epiphany. In this one, he realises that his father is no longer an active young man and therefore he is not able to practise Cricket as they used to do. This is clearly put by the narrator as follows: “he seemed so much older than he did when he was batting”. At this point the kids while the kids were playing cricket, the father decided to rest instead of keep on playing. The kid understands that his father is growing old and that time has taken his energetic happiness away.

           On the other hand, the child goes through the second epiphanic moment where a different viewpoint about life is revealed. The boy comprehends why he had to do the unpleasant task of plucking out his father’s white hairs every Sunday. He realises that his father was aging and would eventually die. Thus, he now was “hoping he would ask” him to continue. He wanted to spend every possible second left with his father. In addition, he falls into the reality of him being “powerless to stop” “all the white hairs” that grew onto his father’s head. This revealing moment also reinforces the protagonist’s recognition of the approaching death that he couldn’t control. Unlike before, now he felt pleased and happy to do the task every Sunday.

          Furthermore, the boy’s point of view of life has a shift through the specular moment he has by witnessing the conditions of Viraf’s, his best friend’s, father. When he arrives at Viraf’s house, he captures the resemblance of the dying man and his father in the future; “I noticed the lines on his brow, like Daddy’s, only Daddy’s were less deep”. He compares the wrinkles on the dying man with the ones of his father. The adolescent goes through a traumatic experience, as the text depicts the image of the smelling “sickroom” and the “needle stuck into his right arm” that was “connected by a tube to a large bottle”. He develops from the “cosy and comforting” youth to his later acknowledgment of mortality. Besides, the boy leaves Viraf’s house literally but he metaphorically leaves his childhood behind.

           All in all, the boy’s emotional crisis is not only about the discovery of mortality but the entire realization that the world he has always lived in is a fantasy, not reality, and that pain and suffering exist; people age, die and nothing remains the same. In other words, he comprehends the finitude of life, especially his dad’s, although its end is very far away from him.

By: Luz Esteban & Anouk de Laferrere

Publicado en 3AC2018, English, Essay Writings Lit, Homework, Literature, Prose, Stories, Term - Tests, Work in Groups | Etiquetado , , | Deja un comentario