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Archive for March, 2013|Monthly archive page

Team A-Ness: Anne, Hannah, Katrina, and Sam

In Uncategorized on March 30, 2013 at 3:54 pm

The first passage, on page 56-57, is where Lavinia first mentions her recurring dream of her grandfather. Prior to that, Lavinia was talking about how her grandfather was a rebel and the class talked about how this was an important piece of information, especially because she talks about it right after she drinks Itza’s orange juice. Based on Jung’s archetypes, we said that the grandfather was the wise old man who acted as a guide for Lavinia. He guides her by encouraging her to fly by putting wings on her. Dream Lavinia is the shadow archetype. A shadow is the parts that the conscious mind does not want to acknowledge. Dream Lavinia is the shadow because Dream Lavinia is free and Lavinia feels as if she is trapped by the confines of her gender and social status.

The second passage, page 340, is the part where Lavinia meets General Vela’s son and they talk about his dreams of flying. In our discussion, we made a distinction between the two things the boy dreams of flying through: Superman and a bird. Superman has a purpose when he flies. He flies to a place because someone needs him to save them. On the other hand, birds are more passive and fly for leisure.

For our activity, we passed out blank pieces of white paper and had people draw what Lavinia would dream about based on what they know about her character. On almost everyone’s drawings there was an orange tree. This indicates that everyone thinks that the orange tree plays an important part in Lavinia’s dreams as well as in reality.

Most of the problems our group faced were caused by the fact that not everyone knew what the goal or objective was. A lack of communication is what caused people to be confused about what tasks they should complete. An easy solution to this problem is to make sure each member of the group knows the objective and how they will contribute to meeting that objective.

Belli, Gioconda. The Inhabited Woman. 1st. Madison, WI: University of Wisconsin Press, 2004. 56-57, 340. Print.

“Dream Dictionary.” Dream Moods. N.p., 13 Jan 2013. Web. 15 Mar 2013.

“Dream Moods: Dream Theories: Carl Jung.” Dream Moods. Dream Moods, Inc., 20 Jan. 2012. Web. 18 Mar. 2013.

Stephen, Thornton, ed. “Sigmund Freud (1856—1939).”Internet Encyclopedia of Philosophy. University of Limerick, 29 Dec 2010. Web. 25 Mar 2013.

3rd Period, Group A Blog Post

In Uncategorized on March 29, 2013 at 7:15 pm

Summary of Ideas

Since our presentation mainly elaborates the architectural differences between city and rural areas in Nicaragua, we thought it would be helpful to create an activity that corresponded directly to our topic. Applying the information that we presented, the activity was used to solidify and reiterate the information presented and how it applied to the book. In our activity, we decided to pair up our audience and ask them to design two houses in two different areas. One house would be designed for the city, where houses and the economy in general tends to be wealthier. The other house would be designed for the rural parts of Nicaragua, where the people tended to be living in more poverty. In order to encourage our audiences, we asked them to present their houses to the whole class, and we prepared a wonderful price (junior architect certificate) to the person who most accurately encompasses the ideas presented. The results were all very accurate to the presentation and the information presented in the book. For our discussion, we presented two passages that correlated to our main topic and started a Harkness with the class. By selecting those passages, our goal was to help our classmates grasp a deeper understanding of architectural roles and its further influence in the book. For our first passage, we looked at the second complete paragraph on page 28. This passage first describes the community Lavinia visits when she is asked to examine the build site of the mall being put up at the beginning of the book. It then continues on to describe Lavinia’s thoughts on the matter. As a class, we discussed how the imagery in the beginning of the passage suggests that this is a poor house in rural Nicaragua. Near the end of the paragraph, we explored the focalization of Lavinia. We talked about how Lavinia had grown up in a place of wealth, and, because of the very distinct differences between urban and rural living in Nicaragua, Lavinia was startled because of the poverty when she exited the city for the first time. This ignorance hints at how she did not even want to know that there was a place so poor and run down as the place she had visited. We discussed how she was appalled that Felipe would send her to such a place, and that, later in the book, she would fight for the people living in a place such as this. Our second passage was on page 191, beginning at “Yes, so he has a good view,” and continuing to the bottom of the page. Again, we discussed how this passage deals with the idea of rich versus poor. The previous passage discussed the poverty in Nicaragua. The soon-to-be house in the city described in this passage demonstrates the wealth. This economic difference made prominent by architecture demonstrates the economic issues prominent in Nicaragua. This exacerbates the ideas of the Movement and emphasizes why they are doing what they are doing.

Summary of Obstacles

We spent far too much time enjoying each other’s company and procrastinating and watching videos. There are some times in life when a group just works too well together – this could have been one of them, in that case. We all are quite talkative and procrastinate-y, and none of us were looking to take on the role of leader, which severely inhibited our progress. Our presentation was created in a last-minute, high-stress situation by a few of the group members, which wasn’t how we’d planned for it to work out at all. We’d planned to distribute work evenly, but because of time constraints brought on by our incessant inability to focus, we ended up panicking, finding a very big (and potentially harmful) problem with the project, and having to redo almost the entire presentation in one night. Both the stress and the redo-ing could’ve been prevented by one simple strategy: effective group communication. We should’ve assigned roles and checked in with each other, and maybe we shouldn’t have all tried to work in the same room.

Works Cited

“About Nicaragua: Travel To Learn Destinations and Country Information.” About Nicaragua: Travel To Learn Destinations and Country Information. N.p., n.d. Web. 12 Mar. 2013.

“ArchitectureWeek – Culture – Two Cities of Nicaragua – 2003.0305.” ArchitectureWeek – Culture – Two Cities of Nicaragua – 2003.0305. N.p., n.d. Web. 12 Mar. 2013.

“Modern Home for Sale in Nicaragua.” Aurora Beachfront – Nicaragua Real Estate Listing. N.p., n.d. Web. 13 Mar. 2013.

“Aztec Architecture.” ThinkQuest. Oracle Foundation, n.d. Web. 12 Mar. 2013.

“Cathedral of the Assumption, León.” Cathedral of the Assumption, León. N.p., n.d. Web. 14 Mar. 2013.

“Discover the Architecture of Nicaragua.” Architecture of Nicaragua. N.p., n.d. Web. 12 Mar. 2013.

“Spring Break in Granada, Nicaragua” Eastern Illinois University . N.p., n.d. Web. 12 Mar. 2013.

“Encyclopedia of the Nations.” Climate. N.p., n.d. Web. 12 Mar. 2013.

Gunn, Laura Ingalls. “Decor To Adore: Spanish Colonial Architecture.” Decor To Adore: Spanish Colonial Architecture. N.p., 10 Sept. 2008. Web. 12 Mar. 2013.

“Latin American Art and Architecture.” Scholastic, Helping Children Around the World to Read and Learn. N.p., n.d. Web. 13 Mar. 2013.

“León Cathedral.” UNESCO. World Heritage Convention, n.d. Web. 14 Mar. 2013.

“Nicaragua – Ecotourism Destination.” Health Fiend RSS. N.p., n.d. Web. 12 Mar. 2013.

“Nicaragua Weather, Climate and Geography.” Nicaragua Weather, Climate and Geography. N.p., n.d. Web. 12 Mar. 2013.

Penland, Paige R., Gary Chandler, and Iza Prado. “Nicaragua & El Salvador. Ediz. Inglese.” Google Books. N.p., n.d. Web. 10 Mar. 2013.

“Rural Poverty in Nicaragua.” Rural Poverty Portal. IFAD, n.d. Web. 14 Mar. 2013.

Trattner, Douglas. “Spanish Colonial Architecture : HGTV FrontDoor Real Estate.” Spanish Colonial Architecture : HGTV FrontDoor Real Estate. N.p., n.d. Web. 10 Mar. 2013.

Group B Pin, Christy, Megan and Grace

In Uncategorized on March 29, 2013 at 2:35 am

Our presentation was based on how Gioconda’s experiences connected to the book. We came up with this topic to show the similarities and differences between what happened in the book and Gioconda’s real life during the revolution. For example, there were many similarities between Gioconda and Lavinia. First, they were both born in wealthy families. Then, they were both blueprints drawers, and they also joined the revolution. Moreover, they both were influenced by two people before they joined the revolution. Also, there were some differences between them as well. They both had arranged marriage; Gioconda accepted but Lavania refused. After the presentation, we played Jeopardy. We came up with this game because we wanted to test how much attention people paid during our representation so that they could be able to make a comparison between the book and the Gioconda’s life. Also, students can choose questions from easy to hard levels, so they can experience different challenges. Finally, we had discussions on page 138 and 381. The purpose of this discussion for other students is to be able to make a connect of Gioconda’s life to Lavania’s.

One of the obstacles we faced was the distribution of work. At first, we thought we had five people, so we divided the work into five equal parts. However, when we were halfway into the work, we learned that Garnet was not in our group anymore, and we need to redistribute the extra part of work. The solution we followed was to work together on and finish her part. Another obstacle we faced was that it was hard to schedule a meeting outside the class. Our group members were all busy and had different things to work on, and it was hard for us schedule a time that all of us were available. The solution we followed to overcome this obstacle was to have Pin talk to each of us to check our work progress and to schedule a short meeting to put our work together and to revise. A third obstacle we had was to narrow down the information. There was so much information about Gioconda Belli’s life, and we can only choose a small portion of it for our presentation, and thus the choosing process became hard. The solution we followed was to rank topics from important to not as important and to do research on the topics that we thought were the most important. A last obstacle we had was that we procrastinated a lot. When we put all work together, it was already the night before we needed to present. In the future, to solve this, we could make a detailed schedule and ask everybody on the team to strictly follow that.

Works Cited

Hansen, Suzy. “GIOCONDA BELLI.” GIOCONDA BELLI. N.p., 10 Dec. 2002. Web. 26 Mar. 2013. .

Harris, Hermione. “Women in Struggle: Nicaragua.” Third World Quarterly 5, no. 4 (Oct., 1983), pp. 899-908. http://www.jstor.org/stable/3990831

Measured Drawings of the 1903 Wright Flyer. N.d. Photograph. Wright Brothers Aeroplane Company. Web. 13 Mar. 2013. .

N.d. Photograph. Anastasio Somoza García. Web. 13 Mar. 2013. .

N.d. Photograph. Camilo Ortega: Caminante Y Soñador ——. Web. 13 Mar. 2013
.

N.d. Photograph. Defensive Driving Solution. 24 Mar. 2011. Web. 13 Mar. 2013. .

N.d. Photograph. Doing the Right Thing for Tina. Web.13. Mar. 2013. .

N.d. Photograph. Ecuador and Guatemala Volcanoes Erupt. 2010. Web.13. Mar. 2013..

N.d. Photograph. Egypt’s Military Problem. Web. 13. Mar. 2013.
<http://mwcnews.net/focus/analysis/12199-egypts-military-problem.html

N.d. Photograph. FMLN Triumphs in Elections in El Salvador, But the Struggle Continues. Web.13. Mar. 2013. .

N.d. Photograph. Letralia Tierra De Letras. Web. 11 Mar. 2013.

N.d. Photograph. Return to Order. Web. 13 Mar. 2013. .

N.d. Photograph. Writing for Money. By Watkings Glen. 24 July 2011. Web. 13 Mar. 2013. .

N.d. Photograph. My Crazy Adoption. Web. 08 Mar. 2013.

N.d. Photograph.“Good Jobs”: The Economic Issue of Our Time. Web. 12. Mar. 2013. .

N.d. Photograph. International Aid in Spring Lake Shuts down Abruptly over Money Woes. 2009. Web. 13. Mar. 2013. .

N.d. Photograph. Isabel Allende and Gioconda Belli Presente!. Wev. 13 Mar. 2013. .

N.d. Photograph. Sandinista Revolution Marks 30th Anniversary.2009. http://www.globalpost.com/dispatch/the-americas/090719/sandinista- revolution- anniversary.

N.d. Photograph. The Inhabited Woman: A Novel (Americas) (Paperback). Web. 13 Mar 2013. .

N.d. Photograph. This year (2011): Nicaragua. http://www.alanirwin.com/blog/2011/10/19/this-year-2011-nicaragua/. Web. 13. Mar. 2013.

N.d. Photograph. UNCATEGORIZED Still Crazy After All These Years: The Five Worst Latin American Dictators Of The 20th Century. Web. 12. Mar. 2013. .

N.d. Photograph. Web Site of the Communist Party of Canada. Web. 11 Mar. 2013.

N.d. Photograph. Wikipedia. Web. 08 Mar. 2013.

N.d. Photograph. Worldatlas. Web. 11 Mar. 2013.
“Nicaragua, Women and War in (Combatants/Military Personnel).” http://what-when-how.com/women-and-war/nicaragua-women-and-war-in-combatantsmilitary-personnel/
“Sandinista Revolution.” ViaNica.com: Explore Nicaragua Online.

N.p., n.d. Web. 13 Mar. 2013. .
Stevens, Kristina. Central American Women and the Testimonial Genre.

N.p.: Whitman College, 1996. Print.
Stevens, Kristina. “Women’s Role in the Sandinista Struggle.”

Women’s Role in the Sandinista Struggle. Westview Press, 1996. Web. 28 Mar. 2013. .

“Women during the Sandinista Revolution.” Women during the Sandinista Revolution. N.p., 1 Aug. 2011. Web. 28 Mar. 2013. .

Period 3 Group C Interactive Oral Reflection MMASK

In Uncategorized on March 28, 2013 at 10:18 pm

Part A. Works Cited

“Native Legends.” ThinkQuest. Oracle Foundation, n.d. Web. 1 Mar. 2013.   <http://library.thinkquest.org/17749/legends.html>.

Mark E Halliday. “Cacique De Nicarao” Northwest Nicaragua, 2001. Web Mar

13, 2013.

“Nicaragua Volcanoes” Destination360, n.d. Web. Mar 13, 2013.

 “Volcanoes in Nicaragua” Explore Nicaragua Tours, 2006. Web.

 Mar 13, 2013.

Nicaragua,… Volcán Y Frontera: Cacique Nicarao. Un Inteligente Sumiso. Digital image. Web. 28 Mar. 2013.

 

Part B. Summary of ideas derived from the activity and discussion

In the activity, we created a venn diagram to identify the similarities between the myths. We were able to find out that the similarities were the ideas of balance and respecting nature. Through the ideas we found in the activity, we used them as a guide for our discussion and the questions for the discussion were mainly based on the expected outcome of the venn diagram. We discussed the relationship between nature and human and how the characters are influenced by the nature that surrounds them. Moreover, we also talked about the equality and balance between both. We also mentioned the idea of nature being complementary to human. Also, death and life are complementary just as nature and humans are so death is not the end of the story, but rather, the next chapter of the story. There is an idea of a scale that must be set equal between humans and nature. Originally, this scale was thrown off balance because of the war between the Indians and the Spanish. Through the sacrifice of Itza’s friend, the balance of the scale would be set equal again. We also discussed that corn is symbolic of nature because of its ability to do rebirth; the idea of corn was mentioned in both of our passages, though we weren’t able to fully develop the idea. Furthermore, we also identified the idea of people going or return back to nature as a way of paying back to nature in order to maintain balance. We talked about people dying and later on their souls are given back to nature and nourish the next generation. This expresses that nature and people are closely related to one another.

Part C. Description of the obstacles and solutions to your group’s success

One of the obstacle we encountered was that our group members could not meet quite often enough because everyone was really busy in which we seldom had time to get together after school. Our time management was not ideal too because they prepared for our activity and discussion near the day of the presentation. We had Skype sections with each other but it was the day before our presentation. We believe that our interactive oral would be better if we could have finished all our preparation at least a week before the presentation.

Another obstacle that we encountered was that we were not able to come up with an activity that was related to our presentation and also to the book. We put most of our time in making the Pechakucha and therefore; little time was left to come up with an activity. Because we did not spend very much time creating an activity, we later decided that our original ideas were not adequate. Hence, we created another activity a day before the presentation which have contributed to a little confusion for some group members. One way we could have prevented this from happening, would have been to create a better plan as to when we were going to accomplish certain tasks that our group faced. If we had managed our time a little better, we could have avoided feeling rushed in the end.

 

 

2nd Period Group1. Jiyoung, Suize, Tori, Allie.

In Uncategorized on March 28, 2013 at 6:13 pm

                                                      Works Cited List

Columb, Simon. Daniel Craig (2006-Present). 2011. Photograph.     Blogspot. Screen Insight: Top 5 James Bond Actors. 25 Apr.   2011. Web. 23 Feb. 2013.     <http://screeninsight.blogspot.com/2011/04/top-5-james-  bonds.html>.

Ehrenreich, Barbara. “About Barbara Ehrenreich.” Barbara     Ehrenreich – About Barbara Ehrenreich. Barbara Ehrenreich,         2005. Web. 21 Feb. 2013.

Ehrenreich, Barbara. Nickel and Dimed. 2011. Photograph.       Metropolitan Books. Nickel and Dimed. Wikipedia, 28 Sept.          2011. Web. 21 Feb. 2013.

 “Feminism.” Merriam-Webster. Merriam-Webster, n.d. Web. 21        Feb. 2013.

 “Feminist Theory and Resources.” Feminist Theory and Resources.    N.p., n.d. Web. 25 Mar. 2013.

 Get Angry and Smash Patriarchy. N.d. Photograph. Keepcalm-o-matic.        Web. 21 Feb. 2013.

 Goldstein, Joshua S. “Gender Studies.” Gender Studies. Cambridge     University Press, Sept.-Oct. 2001. Web. 25 Mar. 2013.

 “Kinds of Feminism.” Kinds of Feminism. University of Alabama               in Huntington, n.d. Web. 25 Feb. 2013.

 “Machismo.” Merriam-Webster. Merriam-Webster, n.d. Web. 21                Feb. 2013

 N.d. Photograph. TP-18 How To Beat The Bully | Scripts for                      Schools. Loris Walker. Web. 21 Feb. 2013.          <http://scriptsforschools.com/catalog/pl-play-scripts/tp-18-        how-to-      beat-the-bully/>.

Tattooed Man with a Child. 2006. Photograph. Wikipedia. By Jason   Regan. 26 Aug. 2006. Web. 21 Feb. 2013.

Situationist Staff. Barbara Ehrenreich – a Situationist. 2009.     Photograph. WordPress.Never Say Always. WordPress, 14     Oct. 2009. Web. 21 Feb. 2013.

Soong, Roland. “Machismo in Latin America.” Machismo in Latin               America. N.p., 12 Dec. 1999. Web. 21 Feb. 2013.

 

                               Summary of Activity and Discussion.

The main idea is to let the classmate understand what machismo and feminism are in addition to making connections between these two key terms to the book. The activity mainly talked about women and their roles because we discussed about whether they are dependent or independent and the reason behind their identities. By connecting feminism to the events and the relationship between characters, the audience would be able to understand each character better. Also, we talked about how and why the male characters influence and cause the females behave in certain way so e can let the audience to see the interaction between males and females. Hence, we can make connection to the idea of “bullies and victims.” During the discussion, we mainly focused on the idea of machismo and how Felipe’s man characteristics influence and affect Lavinia, which also connect to our the inter-influence cycle between man and woman and the idea of “bullies and victims.” The purpose behind the activity was also to give people a chance at understanding how to rank someone as dependent or independent without looking solely at their financial standpoint. The introduction of the “bully and victim” idea was to allow for the conversation of the cyclical nature of how gender roles affect behavior to become stimulated.

 

                           Obstacles& Plan for Future improvement.

An obstacle that our group had was finishing our presentation on time. To overcome this obstacle, we set goals for what we should accomplish in class as well as outside of class. If we did not set goals, we would have procrastinated more and the presentation would not have gotten done in time. Another obstacle was that we had problems maintaining our roles. For example, some of us didn’t step up when we needed to, while others of us didn’t step down when it was appropriate to. Overall we were working together cohesively, but we have to work on what our roles are in the group. 

 

 

Period 5 Group C: IOP Team Reflection

In Uncategorized on March 27, 2013 at 6:01 pm

Clare Jeong, Juli Jugan, Zoe Keskey

3/26/13

Interactive Oral Presentation- Team Reflective Blog Post

 

Summary of Ideas (derived from activity & discussion):

During the discussion, the class was able to derive many different ideas and discuss various topics, some of which we did not even expect to encounter but were able to further the discussion in a positive way nonetheless.

 

-Each person, or character, and object is perceived differently depending on who is doing the perceiving. One’s perception of a person can drastically change upon a newfound knowledge of or association with that person.

-Spaces (houses, any area, etc.) can become a representation of the people inhabiting them.

-People change the space that they’re in to fit their character/personality and along with that, their needs.

-Spaces can similarly influence those inhabiting them (ex. living in the slum can cause someone to be more submissive)

– There was a disagreement on which was affected to the greater degree.

-One’s perceptions of themselves and of others are also attached to names. (ex. Lavinia feels whole when given a number, yet misinterpreted when Filipe pushes his perceptions of her onto her) (ex. Anne’s name was given to her without her input and therefore does not feel it fits her vs. Serena who chose her own name and likes it).

-Spaces, like people, can be stereotyped. (ex. Lavinia surprised at the farm house because there were no peasants/farmers).

-When people participate in different things, their hidden traits start to emerge based on what is required at the time.

-The title verb, “inhabiting.” Who’s inhabiting who and who’s inhabiting which spaces?

-Itza inhabits Lavinia but did that inhibiting actually begin with the drinking of the orange juice?

 

Obstacles & Possible Solutions that Led to Our Group’s Success:

What we didn’t do for the team:

 

It would have helped to create clearer goals and deadlines  for reading and completing assignments

-Overall we were able to work around our organization through good team communication and technological help (Google Docs). We also overcame this obstacle by allowing some of the team member to spoil parts in the book since some members were farther along.

 

Time was also a constraint for our team.

-It was difficult to coordinate schedules and work times between the three of us, especially since we all have really busy after school schedules. Someone would be gone one class or have something else important to work on, so a few things got pushed back and delayed.

-We overcame this by meeting before school and working a lot individually at home. We delegated jobs and knew what we were each responsible for.  Google Docs made it a lot easier to keep track of what other team members were doing and to make sure everything got completed. We worked hard when we had the time together and made sure to complete the activities that were needed to be completed as a group. None of us slacked off and we distributed the workload very evenly.

 

The time restraint naturally led to less rehearsal than was prefered.

-We only had one set time to practice our pechakucha all together. It wasn’t much of a practice because we were creating the visual aid for the presentation right after, so that had to be coordinated as well as the activity and discussion in only a short amount of time.

-We overcame this by working efficiently and taking the time, when we otherwise would have had a vocab quiz, to do a quick practice right before class. This problem could have been worked out sooner, but the past few nights before our presentation we all had completely different schedules.

-We saw early on that we wouldn’t have a lot of rehearsal time together so we all tried to have our own parts down and well-rehearsed prior to meeting all together.

 

Another obstacle was trying  to merge different ideas.

-We all brought different ideas and were vocal with them. We attempted to incorporate all aspects of our ideas  because they were all  good and had the capability to expand our knowledge of the readings. This made it so that our presentation, activity and discussion were a little confusing; it was difficult to find  logical connections between all three of them. Therefore the transitions between all three didn’t necessarily flow as smoothly as they could have.

-While this was one of our weaknesses, because we couldn’t commit completely to an idea, it also shows that we were open and cohesive as a group. By struggling to incorporate all different aspects, we were listening to each other and  valuing everything that our group members were saying.

 

Works Cited:

“Augusto C. Sandino.” ViaNica.com: Explore Nicaragua Online. N.p., n.d. Web. 19 Mar. 2013. <http://vianica.com/go/specials/16-augusto-sandino.html>.

 

“Historic Earthquakes.” Historic Earthquakes. Ed. Christopher Rojahn. U.S. Geological Survey, 1 Nov. 2012. Web. 18 Mar. 2013. <http://earthquake.usgs.gov/earthquakes/world/events/1972_12_23.php>.

 

Minster, Christopher. “Biography of Anastasio Somoza García.” About.com Latin American History. About.com, 2013. Web. 25 Mar. 2013. <http://ngovolunteeringnicaragua.com/history/the-somoza-years/>.

 

“Nicaragua Timeline.” Understanding the Iran-Contra Affairs. Ed. Ross Cheit. Brown University, n.d. Web. 19 Mar. 2013. <http://www.brown.edu/Research/Understanding_the_Iran_Contra_Affair/timeline-nicaragua.php>.

 

“Nicaragua.” Understanding the Iran-Contra Affairs. Ed. Ross Cheit. Brown University, n.d. Web. 19 Mar. 2013. <http://www.brown.edu/Research/Understanding_the_Iran_Contra_Affair/n-background.php>.

 

“The Sandinistas.” Understanding the Iran-Contra Affairs. Ed. Ross Cheit. Brown University, n.d. Web. 19 Mar. 2013. <http://www.brown.edu/Research/Understanding_the_Iran_Contra_Affair/n-sandinistas.php>.

 

“Somoza Dynasty.” ThinkQuest. Oracle Foundation, n.d. Web. 18 Mar. 2013. <http://library.thinkquest.org/17749/somoza.html>.

 

“The Somoza Years.” Volunteer Nicaragua. Volunteer Nicaragua, n.d. Web. 25 Mar. 2013. <http://latinamericanhistory.about.com/od/historyofcentralamerica/p/somozagarcia.htm>.

 

“Women’s Role in the Sandinista Struggle.” Women’s Role in the Sandinista Struggle. Stanford University, n.d. Web. 18 Mar. 2013. <http://www.stanford.edu/group/arts/nicaragua/discovery_eng/women/>.

Group B Blog Reflection: Christina, Caroline, Serena, and Tessa

In Uncategorized on March 25, 2013 at 9:28 pm

Works Cited

Abraham, Cara. “Women’s Roles in China: Changes Over Time Tags: China, East  Asia, Primary Source World, Primary Sources, Women .” Home. Primary Source, n.d. Web. 25 Mar. 2013.
Boxer, Marylin J. “Mary Wollstonecraft: A Revolutionary Life.” Journal of the History of Sexuality 10.3/4 (2001): 597-601. Proquest.com. Proquest, Oct. 2001. Web. 25 Mar. 2013.
Eccles, J.S. “Gender Roles and Women’s Achievement-Related Decisions.” Psychology of Women Quarterly 11.2 (1987): 135-72. Sagepub.com. SAGE Journals. Web. 25 Mar. 2013.
“The Image and Reality of Women Who Worked During World War II.” Rosie the Riveter. Nps.gov, n.d. Web. 25 Mar. 2013.
Kampwirth, Karen. “Resisting the Feminist Threat: Antifeminist Politics in Post-Sandinista Nicaragua.” NWSA Journal 18.2 (2006): 73-100. JSTOR.com. JSTOR. Web. 25 Mar. 2013.
Lan, Feng. “The Female Individual and the Empire: A Historicist Approach to Mulan and Kingston’s Woman Warrior.” Comparative Literature 55.3 (2003): 229-45. JSTOR. Duke University Press, July 2003. Web. 25 Mar. 2013.
“Roles of Women.” PBS. PBS, n.d. Web. 25 Mar. 2013.
“Social Institutions and Gender Index: Nicaragua.” Gender Equality in. OECD DEV Development Centre, 2012. Web. 25 Mar. 2013.
U.S Library Of Congress. “Nicaragua – WOMEN.” Nicaragua – WOMEN. U.S Library Of Congress, n.d. Web. 25 Mar. 2013.

Ideas derived from Activity/Discussion

For our activity we did something where we had Levina in the middle of the whiteboard and two different columns on each side of her. One side for and the other said against. We asked the class to right down different ideas for each column and place them on the whiteboard. After we had discussed it, we placed the sticky notes on a spectrum and had the class tell us where each one of them went on said spectrum. The ideas we got from the Activity was that Lavinia had a lot of different things that were empowering her to accomplish was she wanted in life and she also had things that were dragging her down. Things that were empowering her: Itza, felipe, and her friends. Things that were dragging her down: Machismo,

The goal of the activity was to enhance the understanding of the people empowering and not empowering Lavinia. The goal was reached after the first part of the activity.

A description of obstacles and possible solutions for group success

An obstacle that we had run into was practicing the pechakucha. We finished the visual and oral aspect of the pechakucha but did not plan enough time to practice and perfect the presentation. Therefore, when it came to the actual presentation, some of the materials went over twenty seconds while others were less than twenty seconds. It could be confusing for the audience because the slides changed every twenty seconds exactly and some topics kept on going even though the slides changed. Another obstacle that we can across was the preparation of the activity and the passages for the discussion. Because we had limited time at the end of our group work for the presentation, we rushed through the step of choosing the activity and the passages for the discussion. Therefore, the questions we asked during the discussion were not as effective as it would be. The solutions to the problems would be to make a specific schedule that we would be strict to follow. Also, by making a specific schedule, it puts more pressure on each of us while working. Thus, we could save much more time in class and we would be more efficient in doing our own work. And use the time we have planned for practicing and make adjustments to the materials that we were supposed to talk about in order to fit the restricted time. Another possible solution would be that we could space out the time that we worked on the pechakucha, we also could have talked more about the passages in order to obtain a deeper meaning and make it easier for the class to understand.

Time management was an obstacle that occurred during the presentation. The activity ran long which then rushed the discussion portion of the presentation. Since the discussion was not as long as we had hoped, it was not able to reach the depth that may have helped the class. A solution to this could be that we needed to either start calling on people and make the class answer instead of continuously asking for volutneers. Another solution would that we could’ve sped up the activity and maybe not have done one of the time lines.

Inhabited Woman Group Reflection

In reflection, Uncategorized on March 25, 2013 at 4:35 pm

English 3

Group C- “The Urbanators” (Julia, Kathy, Kiro, Tori)

Group Reflection

 

A. Works cited list

 

Works Cited

 

“1.  Managua.” Managua Wiki. JungleKey.com, 1 Oct. 2010. Web.

<http://www.junglekey.com/wiki/definition.php?terme=Managua>.

 

“Advantages and Disadvantages of Urbanization.” Publish Your Articles. N.p., n.d. Web.

<http://www.publishyourarticles.net/knowledge-hub/articles/advantages-and-disadvantages-of-urbanization.html>.

 

“Central Places Theory.” Central Places Theory. N.p., n.d. Web.

<http://people.hofstra.edu/geotrans/eng/ch2en/conc2en/centralplacestheory.html>.

 

David G. McComb, “URBANIZATION,” Handbook of Texas Online. Published by the Texas State Historical Association.(http://www.tshaonline.org/handbook/online/articles/hyunw)

 

Dead Zone. Digital image. Time Inc. N.p., n.d. Web.

<http://img.timeinc.net/time/daily/2008/0806/360_dead_zone_0617.jpg>.

 

Drought Corn. Digital image. Purdue. N.p., n.d. Web.

<https://ag.purdue.edu/agcomm/PublishingImages/TopStory/drought-corn.jpg>.

 

Eric Volz. Digital image. Crime and Investigation. Crime and Investigation, n.d. Web.

<http://www.crimeandinvestigation.co.uk/crime-files/eric-volz/biography.html>.

 

Frederickson, Jon. “Guilt: Conscious and Unconscious.” ISTDP Institute. ISTDP Institute, 8 Apr. 2012. Web. 22 Mar. 2013. <http://istdpinstitute.com/2012/guilt-conscious-and-unconscious/>.

 

Goodman, Louis Wolf., William M. LeoGrande, and Johanna Mendelson. Forman. Political Parties and Democracy in Central America. Boulder: Westview, 1992. Print.

 

Harding,Timothy, and James Petras.Democratization and Class Struggle. Vol.15 Thousand Oakes: Sage Publications, 1988. Print.

 

Hoyt, Katherine. The Many Faces of Sandinista Democracy. Athens: Ohio University Center for International Studies, 1997. Print.

 

Joel, Mukungu Philip. Urbanization Level (Nicaragua). Digital image. Nicaragua. N.p., n.d. Web. <http://ww2.unhabitat.org/habrdd/conditions/centamerica/nicaragua.htm>.

 

“Managua.” Managua. Helicon Publishing, n.d. Web.

<http://www.talktalk.co.uk/reference/encyclopaedia/hutchinson/m0004639.html>.

 

Managua.” The Columbia Encyclopedia, 6th ed.. 2012. Encyclopedia.com. 23 Mar.

2013<http://www.encyclopedia.com>.

“Managua.” Urbika. Sdu Uitgevers, n.d. Web. 26 Mar. 2013. <http://www.urbika.com/cities/view/845-managua>.

 

Nicaragua GPS Map. Digital image. Travel Maps. N.p., n.d. Web.

<http://www.gpstravelmaps.com/nicaragua.php>.

 

Nicaragua Land Utilization and Vegetation Map 1979. Digital image. Central Intelligence

Agency, n.d. Web.

<http://www.zonu.com/mapas_nicaragua/Nicaragua_Land_Utilization_Vegetation_Map_2.htm>.

 

Popuation. Digital image. Maps Page on Nicaragua. Matthew Koveleskie, 31 May 2011. Web.

<http://myweb.unomaha.edu/~mkoveleskie/geog3000/maps.htm>.

 

Sandinistas Soldiers. Digital image. History Shows U.S. Viciously Attacks—not Supports—real Revolutions. Richard Becker, 25 July 2012. Web. <http://counterpsyops.com/2012/07/25/watching-syria-remembering-nicaragua/>

 

Seligson, Mitchell A., and William J. Carroll, III. “The Costa Rico Role in the Sandinist Victory.”  N.p., n.d. Web. <http://www.vanderbilt.edu/lapop/cr/1978-sandinista.pdf>.

 

Slums. Digital image. Image Shack. N.p., n.d. Web.

<http://img267.imageshack.us/img267/3858/slums.jpg>.

 

The Nicaraguan Flag. Digital image. Useful Notes: Nicaragua. N.p., n.d. Web.

<http://tvtropes.org/pmwiki/pmwiki.php/UsefulNotes/Nicaragua>.

 

The Sandinistas celebrate defeat of the Somoza regime. Digital image. The Revolution. N.p., n.d.

Web. <http://ngovolunteeringnicaragua.com/history/the-revolution/>.

 

Vanden, Harry E., and Gary Prevost. Democracy and Socialism in Sandinista Nicaragua.

Boulder: L. Rienner, 1993. Print.

 

Volcano. Digital image. North Ampton. N.p., n.d. Web.

<http://blogs.northampton.ac.uk/expertsatnorthampton/files/2012/01/volcano.jpg>.

 

B. Summary of ideas derived from the activity and discussion

 

Through our presentation, we wanted to present urbanization in general and how it relates to society.We focused more on the general ideas of urbanization since it is something that tends to appear in every society, including Nicaragua. In our activity, we tried to connect urbanization in relation to the Sandinista Movement by dividing different topics in space such as wealth vs. poor, work vs. home, and regime vs. movement. These topics were used in our activity, as different characters in the book were scaled depending on their actions or thoughts. We wanted to see how the different scales connected to each other, providing a larger understanding of the characters’ relations to different spaces. Through our discussion, we picked different passages within the book that showed the different spaces and shared further thoughts with the class. We brought questions that inspired the classmates to relate the characters to the given spatial situation. For instance, we discussed a passage in page 27-28 about how Lavinia reacted given a spatial situation of wealth vs. poor. Through the discussions, we thought it was interesting how Lavinia tended to feel pity for the poor while still maintaining a distinct line between herself and the lower class people. As a class, we thought it would be interesting to track down other moments in the book that show different reactions of Lavinia when she was given both wealth and poverty.

Overall, our main goal was to further the understanding of the book in terms of different spatial categories depending on urbanization and the Sandinista Movement in Nicaragua.

C. Description of the obstacles and solutions to your group’s success

 

One of the obstacles our group faced during this project was to connect with the class during our activity. Since it was a fairly complex activity, the class didn’t seem to derive much from it at first. We then thought quickly on our feet and tried a new approach to it, rather than do the same thing over and over again and expect a different result. Our activity was composed of three different scales in which the participants ranked the 6 provided characters on. We then crossed the scales and they were transformed into axes. The characters then became points and we connected all the separate points of each character to create the “space” within which they interact and exist. The point was to compare the different “spaces” and how based on their location in accordance with the axes, this affected the way in which the characters interacted with each other within the book. Sadly, very few people contributed to this discussion and so we then morphed the activity a bit into what the participants seemed to think was the best representation of the characters with the scales. We flipped them, we uncrossed them and when it seemed like there was a bit of discussion we paused, and then continued moving them around to facilitate more. This problem-solving was helpful as we wanted to make sure the class got something out of the presentation rather than just ourselves.

Time management was another obstacle our group faced as we had planned on discussing at least two if not three passages during our allotted discussion time, but we had only left time for one. Our solution was just to drop the other two passages and allow for deeper discussion within the first passage. This solution proved important as the class delved past our prompt and discussed how the interactions between the characters in the passage had to do with the space in which they occupy and then continued to talk about how the space which Felipe occupies and how that might influence his relationship with Lavinia and the reason why she was put in certain situations in the first place.