Big Bang

Stargazing is a form of time travel. You can go million or billion of years back in time. this concept of stargazing was present in the final scences of sophie's world. For example Sophie and Alberto time travel to Hilde's and the Major's life. They see and here everything they are doing but at the same time they cannot be seen by Hilde and his father. This is llike when someone in the Andromeda Nebula is trying to see earth but he wouldn't see anything becuase that was millionof years ago. Maybe Hilde and his father cannot see Sophie and Alberto becuase what happened to them ocurred millions of years ago. Another example is when Sophie lets the rowboat float away but Hilde and her father don't know Sophie is there. Hilde goes back in time to when Sophie lets Alberto's rowboat float away and her father just laughs at her. These examples of traveling back in time make the ending of the book very mysterious. I think that this book leaves the reader confused becuase you never got to know if Sophie and Alberto really exist. But I think that what the author is trying to prove is that everyone has their own reality and that you exist only for yourself. Only you can know about your existence.

www.google.hn/images

Marx's blog

1. Marx says there are 3 basic levels of society:

a. Conditions of production: Natural conditions or resources available to society. The foundation of any society determines the nature and culture of society.

b. Society's means of production: Tools, machinery and raw material found there.

c. Society's production reactions: Division of labor or distribution of work.

2. www.google.hn/images

3. The image that has the national resources on it explains the conditions of production. This is becuase the more natural resources a society has the more things it can produce and the more things it produces this will determine the society's culture and the society's nature.

The image that has all the tools represents the society's means of production. This is becuase a society uses the tools it has to work on the natural resources and to produce things. without the tools you can't produce anything even having a lot of natural resources.

The diagram there respresents the division of labor. In order for a society to be organized it has to divide it's labor. In this way the society can produce more things and all of them will funciont perfectly.

4. I am going to connect Marx's basic society to history and the arts.

a. History: The division of society made by Marx can be connected to history because throught many years many countries have fought for land and consequently for natural resources. The country that has more natural resources, has more means of production and is more developed. For example: The Spaniards came to america and colonized many parts of it due to the gold or the other natural resources it had. In this way they exported this new things to europe and europe became more developed becuase it's commerce increased.

b. The arts: It can be connected to the arts because many artisits use the natural resources as a model for what to paint or draw. The natural resources inspire the artists to create things that are more creative and more natural.

Descartes blog

1. I really agree with Descartes way of thinking. Descartes says that we cannot accept anything as being true unless we actually perceive it. He also says that in oreder to understand something we must break it down to simple things and go from the simple to the complex ones. I agree with this because you cannot fully understand something if you don't live through that experince or thing. I aslo agree that you have to break down things and start by analyzing the simple ones that may be the cause of the problem and then analyze the complex ones that may be the real problem.

2. I will conect Descartes philosophy to Mathematics and to history.

Mathematics: In mathematics in oreder to understand the math problems you really have to perceive them, get involved and study them. if you don't pay attention in class you will not perceive the information and you will not understand anything. In math you start by leraning the simple ideas and the simple problems. Those serve as a base for when the time comes and you start learning the complex ideas.

History: In history we learn things that happened in the past. History can be really biased so sometimes to fully understand things that happened in History we would have to live through them. for example is very difficult to understand completely world war 1 and it's causes since we didn't live in that time and we don't know completely what people were living through. In history we start by learning the events that happened before the real event. Which may be the cause. then we learn the consequences of the cause. For example when we learned ab0ut the Holocaust first we learned about Hitler and his childhood and his life before becoming the Nazi dictator and then we learned about what happened during the holocaust.

3. This picture shows the ghettos of the holocaust. this supports my explanation becuase you understand this by breaking up the information. You start form the simplest idea and then you end with the more complex one.

In this math picture you can see all the important math symbols you learn in your life. This is divided into 4 groups and they go in order from easiest to hardest. This is also supporting the idea that you perceive things and understand things better by breaking them down and learning first the simple ones and then the more complex ones.

www.googleimages.com/mathsymbols

www.googleimages.com/holocaust

Aristotle Post

1. Aristotle's view on women:

Aristotle viewed a women as an "unfinished man". He believed women were incomplete in some way. He said that in reproduction woman is passive and receptive while man is active and productive; this is why the child inherits only male characterisitcs. He believed that the man provides the "form" and the women provides the "substance" in their children.

2. In my opinion Aristotle's philosphy on women connects back to History. I believe that aristotle's view on women is kind of male chauvinist. He views women in an inferior way. So this can be connected to history becuase many years ago women were seen as inferior, ans still now a days in certain countries and in certain religions women are male dominated and are seen in an inferior way.

3. Two years ago in summer I went to Morocco on vacations. In mulsim countries women are viewed as an inferior sex. They cannot work, they need to stay home and they are obligated by their husbands to dress up entirely in the black dress covering up everything including their face. this is a global issue now a days, not only in Morocco are women treated this way. Their are many countires in africa, other muslim countries that women are treated inferiorly and are dominated by their husbands.

4.

Arts Blog

The Rose Bible by Hanahiva Rose

Intention of the author: The author's name is Hanahiva Rose. I She's in ninth grade and made this drawing for art class. She is an atheist. In my opinion she did a rose in the bible because for her the bible is not important and she wants to demonstrate that. She named it The rose bible becuase her last name is rose, so what she means is that, that's her bible: a rose.

Quality of the work: The piece of work is very creative and it seems that to build it uo like she did she took a lot of time.

Response of the audience: The art teacher didn't let her student keep this and put it in her portafolio. It was banned because it was a bit to strong.

Art as education: She shows that she is an atheist and that not everyone believes in the bible.

Art as communication: She is trying to communicate what she feels and to tell the people that she doesn't believe in the Bible and in God.

Art as imitation: I think that there is no imitation in this piece of work and it's very creative.

Http://nooks.scoop.co.nz/wp-content/uploads/2009/10/Rose-Bible-2.

Human Sciences post

Milgram Experiment
Three people take part in the experiment: experimenter; learner; and "teacher" (participant). Only the teacher is an actual participant, i.e., unaware about the actual setup, while the learner is a confederate of the experimenter. The role of the experimenter was played by a stern, impassive biology teacher dressed in a grey technician's coat, and the victim (learner) was played by a 47-year-old Irish-American accountant trained to act for the role. The teacher and the learner were told by the experimenter that they would be participating in an experiment helping his study of memory and learning in different situations.
The subject was given the title teacher, and the confederate, learner. The participants drew lots to 'determine' their roles. Unknown to them, both slips said teacher, and the actor claimed to have the slip that read learner, thus guaranteeing that the participant would always be the teacher. At this point, the teacher and learner were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition.
The teacher was given an electric shock from the electro-shock generator as a sample of the shock that the learner would supposedly receive during the experiment. The teacher was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.
The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.
At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.
If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:
Please continue.
The experiment requires that you continue.
It is absolutely essential that you continue.
You have no other choice, you must go on.
If the subject still wished to stop after all four successive verbal prods, the experiment was halted. Otherwise, it was halted after the subject had given the maximum 450-volt shock three times in succession.

In Milgram's first set of experiments, 65 percent of experiment participants administered the experiment's final massive 450-volt shock, though many were very uncomfortable doing so; at some point, every participant paused and questioned the experiment, some said they would refund the money they were paid for participating in the experiment. Only one participant steadfastly refused to administer shocks below the 300-volt level.
http://psychology.about.com/od/historyofpsychology/a/milgram.htm

To execute or not to execute

Australia: Capital punishment has been formally abolished in Australia. It was last used in 1967, when Ronald Ryan was hanged in Victoria. Ryan was the last of 114 people executed in the 20th century and prior to his execution Queensland and New South Wales had already abolished the death penalty for murder. It was removed as a punishment for murder in all states by 1984 when the state of Western australia abolished the death penalty for all crimes, and the next year NSW removed death as a possible punishment.

Canada:The only method used in Canada for capital punishment in nonmilitary contexts was hanging. Before Canada eliminated the death penalty for murder on July 14, 1976, 1,481 people were sentenced to death, with 710 executed. Of those executed, 697 were men and 13 were women. The last execution in Canada was on December 11, 1962 at Toronto's Don Jail.

Italy: Afterwards the death penalty was definitively abolished in the Penal Code in 1889 with the almost unanimous approval of both Houses of Parliament under suggestion of Minister Zanardelli. This is because Italy is a catholic country and the death penalty is killing people. The catholic religion is not in favor of the death penalty.

I believe that capital punishment is a crude way of punishing people. As a catholic person I don't agree with this punishment and believe that they are many ohter good ways of punishing people. Killing people is a sin and youcould just give the person penal servitude for life.

http://www.religioustolerance.org/execute.htm

http://www.frontiernet.net/~kenc/cappun.htm

http://www.capitalpunishmentuk.org/thoughts.html