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

Historical analysis post

origin: This cartoon is from Iran during the times of the Iranian revolution.

purpose: To show the audience that khamenei is relly powerfull and has both the conservatives and the reformists as his puppets. He does with them what he wants.

value: It is portrayed and it is clear and easy to understand.

limitations: It is not a picture it's a cartoon. It also maybe biased from a person who supports Khamenei and it doesn't have other points of view.

Mathematics blog

This is a picture of a snowflake. Snowflakes are fractals becausethey have the property called self similarity and it has a shape that is irregular so its difficult to describe.























This video demonstrates the growth of a snowflake and the patterns it has. It demonstrates how snowflakes are classified before fractals were invented.

Natural Sciences blog

Tuskegee syphilis experiment

It was a clinical study conducted between 1932 and 1972 in Tuskegee, Alabama, by the U.S. Public Health Service. Investigators recruited 399 impoverished African-American sharecroppers with syphilis for research related to the natural progression of the untreated disease, in hopes of justifying treatment programs for blacks.

The 40-year study was controversial for reasons related to ethical standards, primarily because researchers failed to treat patients appropriately after the 1940s validation of penicillin as an effective cure for the disease.

By 1947 penicillin had become the standard treatment for syphilis. Choices might have included treating all syphilitic subjects and closing the study, or splitting off a control group for testing with penicillin. Instead, the Tuskegee scientists continued the study, withholding penicillin and information about it from the patients. In addition, scientists prevented participants from accessing syphilis treatment programs available to others in the area. The study continued, under numerous supervisors, until 1972, when a leak to the press resulted in its termination. Victims included numerous men who died of syphilis, wives who contracted the disease, and children born with congenital syphilis.

http://www.accd.edu/pac/faculty/pmyers/hist1302/tuskegee.jpg

http://www.brown.edu/Courses/Bio_160/Projects2000/Ethics/pic3.jpg

http://minority-health.pitt.edu/archive/00000340/01/Dr_with_subject_&_onlookers.jpg

perception post

"Doubt is the key to knowledge". To what extent is this ture in perception?

Opinion: I believe that this is true in perception because when you have doubts you start to research more or ask on the topic in which you have a doubt. Then you gain more knoweldge on more things. This knowledge help you perceive things in many different ways. Perceiving things in different ways helps you be more emotional intelligent and helps you gain knowledge in your personal life.

support 1: For example if you hate Jews because you're a muslim but you have doubts on why muslism and jews hate each other you can go research. Then when you have researched you have gained more knowledge on the problem and can perceive things differently or at least see things from both points of view.

support 2: Doubting theories in science or psychology may lead you to research and find out new things. Then when you have more knowledge in the topic you can probably talk about it and explain it to other people. Then you can perceive things differently after you have more knowledge on the topic.

Support 3: For example if you doubt that true friendship exists you can start getting along with everyone to find out. When you have found out, you gained knowledge by getting along with everyone and by learning something new from each of your friends.

Emotions Blog

1. Sadness


http://www.youtube.com/watch?v=SXbI-dWKiCE

Everytime I watch something about Haiti, it might be a commercial a video or something that shows how Haiti was damaged by the earthquake I get really sad. I just think that many people died and that this could also happen in Honduras. Haiti got destroyed completely and if this happened in Honduras this would be horrible.

2. Happiness



http://www.youtube.com/watch?v=G3BjYB6TZOc

Two and a half men is my favorite t.v. show. Everytime I sit down and watch it I get really happy. I laugh for 30 minutes and I like it very much. This is a part of one episode that is really funny.

3. Excited



http://www.youtube.com/watch?v=LU2yt6wOoK0

Everytime I watch a commercial of six flags or disney world
I get really excited. I love going to amusment parks and I have a lot of fun in them. When I see the people on these commercials having fun I get a feelingof excitement. This is very fun.

IB assessment blog

Title: what is the role of language and reason in history?

Opinion: Language and reason helps us understand and communicate with different people around the world even if they are of different cultures.

Support 1: Language is a system of communicating that combines sounds, symbols, or gestures accroding to sets of rules about word order and meaning. Body language or symbols are another way of communicating without using words. This helps us understand other people even though we might not speak the same language. For example: similing is an international symbol. If a chinese smiles at me and waves his hand I can understand that he is saying hi to me, vene though we don't speak the same language.

http://dubaimemoir.blogsome.com/images/BodyLanguage1.jpg

Support 2: All cultures are completely different and to understand and tolerate them we need reason. For example in some arab countries they don't eat meat becuase cows are sacred animals. In other cultures it's normal to eat meat. In order to tolerate them we should use reason to understand that it's normal to them not to eat meet and that their culture is completely different.

http://www.dhs.lyon.k12.nv.us/Newspaper/assets/images/Go%20Vegetarian%20pic%202.jpg

I

Historical Reasoning

Yellow Journalism

http://www.solpass.org/7ss/Images/war.gif


Yellow journalism was the nick name they used for two news papers in the U.S. press. Jospeh Pulitzer and William hearst were the owners of two different news papes. Both of the owners of these news papers wanted to compete and see who sold more copies and who won more money. To achieve this both of them started to invent things that were happening in cuba. They didn't know that this would be one of the motives that tirggered the Spanish american war.

War of Iraq

http://images.google.hn/imgres?imgurl=http://lwtc247.files.wordpress.com/2008/09/chavez-salutes-the-crowd.jpg&imgrefurl=http://www.mercatornet.com/articles/view/a_continent_where_communism_lingers_on/&usg=__Aao1B5yq8afP4Z9Lu4d1gA2obXs=&h=361&w=500&sz=35&hl=es&start=13&um=1&itbs=1&tbnid=qJswFLUGSHxk9M:&tbnh=94&tbnw=130&prev=/images%3Fq%3Dchavez%2B-%2Bcommunism%26gbv%3D2%26hl%3Des%26lr%3D%26sa%3DN%26um%3D1

President Bush sent U.S. troop to invade Iraq in order to fight for terrorism. He didn't think of all the bad things that could happen. He was waisting millions of dollars on this war. Many soldiers were killed and their families suffered and others were simply away from their family for a long time.

Communism in Venezuela

http://www.cbsnews.com/stories/2006/08/01/opinion/main1855232.shtml

Chavez has been president of Venezuela for 11 years. When he first won the elections everyone thought it was just for 4 years. Chavez decided to stay in power and Venezuela became communist. He wanted to do this to have an equal society. Now everyone hates Chavez and he has absued his power to his own benefit. He even is trying to make other Latin American countires communists. People are suffering in Venezuela becase they are poor and meanwhile Chavez lives like a rich person.

The Origin of My Name

Meaning of Maria:


Origin: Latin


Meaning: The original Latin name Maria arose as a back-formation from the early Christian female name Mariam. This was taken as an accusative case, with the usual Latin feminine accusative ending -am. In fact, however, it is an indeclinable Aramaic alternative form of the Hebrew name Miriam.


Origin: Spanish


Meaning: In Spain not only is the name María itself enormously common, but a large number of Marian epithets and words associated with the cult of the Virgin are also used as female given names.


Origin: English


Meaning: In English it is a learned revival dating from the 18th century, pronounced both /mari/ and, more traditionally, /marai/.





Meaning of Luisa


Origin: Spanish


Meaning: Spanish form of Louis. Feminine form: Luisa.





Meaning of Izaguirre


Origin: Basque Izagirre, a variant of Aizagirre, a topographic name for someone who lived in a place exposed to the wind, from Basque aize ‘wind’ + ager, agir ‘visible’, ‘exposed.’

Maria Luisa de Borbon

Why my Parents chose Maria Luisa:

I'm the fourth generation of Maria Luisa. My great grandmother, my grandmother and my mother's name is Maria Luisa. Despite this my mom didn't want me to be called like this. She wanted to name me Alexandra because she loves that name and she didn't like hers. My grandmother wanted me to be named Maria Luisa so that's why my mom and dad decided to name me this way, so the tradition wouldn't stop.

http://www.ancestry.com/facts/Izaguirre-name-meaning.ashx?fn=luisa&yr
http://es.wikipedia.org/wiki/Mar%C3%ADa_Luisa_de_Parma

My life

These are the most important things in my life. Without these things my life wouldn't be the same.
1. My family

These two pictures were taken the 31st of December 2009. We had a great time with all my family. The ist picture from left to right is my nuclear family. The second picture are 2 out of my 10 cousins. We had a great time in New Years.

2. My friends

These are my friends. Without them my life wouldn't be the same, it would be completely boring. These are my favorite pictures.The picture on the left was on michelle's birthday. The picture on the right was at a prom.

3. School

The first picture is the induction of the Sociedad Honoraria Hispanica. The second picture is the induction of NHS. These two organizations are very important to me becuase you are chosen to enter them. These two moments are the most important ones during my entire life in school.