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ReadaGator: Quick Update

In Uncategorized on April 1, 2014 at 2:50 pm

We’re charging along with ReadaGator these days, with 2nd Grade banking 4,000 minutes already and the entire school well over the 10,000 minutes mark. How far might we continue to charge? How many stories/poems/magazines might we continue to explore?

More updates soon!

Team Tapir Awesome Reflection

In Uncategorized on May 16, 2013 at 9:38 pm

Part A. Works Cited

Clark, Phillip G., Robert W. Siviski, and Ruth Weiner. “Family Relations.” Jstor. National

Council on Family Relations, 2007. Web. 29 Apr. 2013.

 

Heflick, Nathan A. “How Does Death Awareness Relate to Mood?” Psychology Today. Sussex     

Publishers, 28 Sept. 2010. Web. 29 Apr. 2013.

 

“Healing Emotional and Psychological Trauma.” Emotional and Psychological Trauma: Causes,

Symptoms, Help. Helpguide, n.d. Web. 30 Apr. 2013.

 

Kastenbaum, Robert. “The Psychology of Death.” Google Books. Springer Publishing Company,

n.d. Web. 07 May 2013.

 

Lamia, Mary C. “Grief Isn’t Something to Get over.” Psychology Today. N.p., 01 May 2011.

Web.

 

“Psychological Responses To Loss.” Psychological Responses To Loss. National Caregivers

Library, n.d. Web. 30 April 2013.

 

Umberson, Debra. “Effects of a Parent’s Death on Adult Children: Relationship Salience and

Reaction to Loss.” Jstor. American Sociological Review, Feb. 1994. Web. 30 Apr. 2013.

 

Unruh, David R. Death and Personal History: Strategies of Identity Preservation. Rep. N.p.:

University of California on the Behalf of the Society for the Study or Social Problems,

1983. Jstor. Web. 28 April. 2013. < http://www.jstor.org/stable/800358&gt;

 

Jackson, Pamela Braboy. “Negative Life Events and Psychological Distress among Young

Adults.” Jstor. N.p., June 2002. Web. 30 Apr. 2013.

 

Image:

 

You Cried While Watching a Sitcom. Digital image. ChaCha. N.p., n.d. Web. 30 Apr. 2013.

 

Arboleda, Raul. The relative of a Medellin, Colombia, landslide victim cries during the funeral on

June 2, 2008. Digital image. How Stuff Works. N.p., n.d. Web. 30 Apr. 2013.

 

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

From our activity, we discovered that everyone reacts differently to death in a somewhat predictable way. The reaction depends on the person’s personality, their relationship to the victim, and how old they are. In the activity, we went over the various variables in someone’s reaction and how that reaction may look.

From our discussion, we discovered that it was somewhat easy to predict how a character would react to the death of Santiago Nasar. For example, due to her close relationship to Santiago, Maria Cervantes had a reaction close to that of immense sorrow.

 

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

One of the obstacle in our group was that due to several reasons, group members were sometimes not present, which kind of makes it hard to keep everyone on pace. However, our group members were responsible in completing tasks and tried to help other members with what they had missed. We were an efficient group. Although members were missing, we all took responsibility in finishing our own task. Then, we worked on google docs to make sure that we communicated and understood our goals. I was really happy that I could be part of the group because everyone not only completed their tasks but also helped one another to catch up what they missed.

Also, because we knew that our group members would be missing, we worked really efficiently and did not practice a lot of maintenance. However, we still had a great experience working with one another. Our group was more of a working group, we defined our goals and then completed our tasks. That said, we mostly finished the project separately and then combined each other’s. We did this by working on a Prezi separately and recording together. We did not have much group talking but we still had an understanding of what others were doing. Thus, we really enjoyed the working experience. There was no disagreements in the group that were brought forward, and we all worked together very well.

From these so-called ‘obstacles’ I think we can all come to a consensus that we seemed to work individually and come together when it was necessary. It definitely takes a certain personality for this kind of group work to be completed and fortunately all of us seemed to have this kind of trait. We learned to work efficiently and get our tasks done in a timely manner that would benefit the entire group even when we were working on our own. We worked very well together and it was quite evident when we completed our project early!

B-ness Group Reflection

In Uncategorized on May 11, 2013 at 4:40 am

We’re group B-ness and our presentation was focused on the values of virginity in Latin American culture.

Summary of Ideas

-Virginity was valued in the Latin American culture for different reasons according to people’s ages, and this was reflected by how the different age groups reacted to Angela. Angela reflected her generation by losing her virginity and valuing the truth more than having honor. Her older brothers felt more duty bound and responsible for their younger sister. The older people like her mother, had no tolerance for this act without honor.

-A woman’s value often coincided with her social status, virginity, and wealth

-The Catholic religion valued virginity for it’s spiritual aspects and purity

-Many people in Latin America were Catholic, thus followed Catholic views and placed value in virginity

-Angela’s dress was a symbol of either femininity or marriage.

-When this dress was ripped up, it symbolized the violence or opposition towards what it symbolized.

-When the narrator stated that the “disaster had already been consummated,” he said it in the way that people usually refer to a marriage. Yet we do not know how it was consummated because only Pura Vicario knows what happened between the hours when Bayardo returned Angela and when the rest of the family awoke to find Angela at home.

-Colombian people had a hard time deciding between what they thought was morally correct versus what they believed to be religiously correct.

-People had a lot of different reactions to Angela being returned home, and it seemed that different people felt they had different responsibilities that they did not really want to follow through with. The twins felt the need to get back Angela’s honor although they tried to get people to stop them from killing Santiago. Bayardo was dejected, but he still returned Angela to her home. Angela’s mother beat Angela but she never told people what she did, almost as if she were ashamed of how bad she acted although during the moment she felt she had to punish her daughter.

-The narrator stated that there was nothing more humiliating in the eyes of the public than a bride being left at the altar. Yet wouldn’t the returning of a bride also be humiliating? The public eventually finds out why and how, thus this becomes a public affair as well.

Our obstacles during the group project included:

-We had a hard time with the timing aspect and tended to wait until the last minute.

-Organizing meetings together was difficult due to different schedules we had.

-The time given in class was also limited.

-We spent a lot of our time choosing a topic because we had so many ideas. This process didn’t allow us much class time to do the rest of the project. If we had just stuck with a topic we would have been fine but eventually we were all just spreading ourselves too thin.

-We would set assignments to do but a lot of the time people didn’t carry through and we were stuck with no material to work on.

-All of our schedules were really busy, and some people forgot meeting times

-In order to record our prezi presentation, we had trouble figuring out how to make the video and the processes in making the video; therefore, we had wasted our time.

We overcame many of our obstacles with these solutions:

-To organise our schedules we often emailed each other and utilized shared documents

-Because we were so short on time it was sometimes easier for us to split up the work and do things individually when our schedules allowed. We just made sure to do all of our work where other people could see it, so we were still coordinating with each other.

-We eventually figured out the technology by searching google for advice and directions

-We decided on a topic by voting for our favorites on google docs

Works Cited

Arriagada, Irma. “Changes and Inequality in Latin American Families.” Journal of Comparative Family Studies , Vol. 37, No. 4, FAMILIES IN THE THIRD WORLD COUNTRIES (AUTUMN 2006), pp. 511-537. JSTOR. Web. 5/1/2013.

Fitts, Alexandra. “The Persistence of Blood, Honor, and Name in Hispanic Literature: “Bodas de sangre and Crónica de una muerte anunciada”.” Confluencia , Vol. 22, No. 1 (Fall 2006), pp. 133-143. JSTOR. Web. 04/20/2013.

Jones, Robert. “Four Churches in One: Latin American Catholicism .” Christian Century, 22 Feb 1984. Web. 1 May 2013.

Lehfeldt, Elizabeth A. Religious Women in Golden Age Spain: The Permeable Cloister. Aldershot, Hants, England: Ashgate, 2005. Print.

McKendrick, Melveena. Woman and Society in the Spanish Drama of the Golden Age: A Study    of the Mujer Varonil. London: Cambridge University Press, 1974. Print.

Schlegel, Alice. “Status, Property, and the Value on Virginity.” American Ethnologist , Vol. 18, No. 4 (Nov., 1991), pp. 719-734. JSTOR. Web. 04/26/2013.

Streicker, Joel. “Sexuality, Power, and Social Order in Cartagena, Colombia.” Ethnology , Vol. 32, No. 4 (Autumn, 1993), pp. 359-374. JSTOR. Web. 04/26/13.

“The Role of the Catholic Church in Latin America.” Study Mode. N.p., July 2005. Web. 1 May 2013.

Roman, Yoselin . “Survey of Latin-American Culture Through Literature .” Yale University. Web. 1 May 2013.

Vermeersch, Arthur. “Virginity.” The Catholic Encyclopedia. Vol. 15. New York: Robert Appleton Company, 1912. 1 May 2013

“Why Is Sex Before Marriage Wrong?” GW Catholics at the Newman Center. GW Catholics, 2013. Web. 1 May 2013.

Evaluation of Sources


     First of all, Religious Women in Golden Age Spain by Elizabeth Lehfeldt was a valuable source because it was a printed source, which suggested it had been evaluated through other people. This source was also available on a credible website called Jstore. In this source, the author is not trying to persuade anything but analyzing the roles in the society. The author of this book, Elizabeth Lehfeldt, is a Professor and Chair of the History Department in Cleveland State University. In her major, she focused on the religion, gender aspect of the society. Her topic of this book very relevant to her major. Therefore, we could positively suggest that this book is a good source to use due to all the information given above.

    The article Survey of Latin-American Culture Through Literature was a reliable source because of the research that supported all of the claims that the article made. Additionally, the credentials of the author are verified within the article. The information presented in the article was extremely relevant in regards to our topic and allowed us to draw conclusions from the article without directly adapting the article’s view.

A-Ness Reflective Blog Post (5th Period)

In Uncategorized on May 10, 2013 at 12:12 am

Group A-Ness Blog Reflection (Period 5)

(Sam Gabales, Zoe Keskey, Katrina Kalamar, Christina Olivieri)

 

Works Cited:

Achmawi, Randa. “Colombia Awakens to the Arab World.” ANBA.com. Brazil-Arab News Agency, 21 July 2009. Web. Apr. 2013.

 

“Arab-Latin-American Forum.” Arlaforumcom. Arab-Latin-American Forum, 2012. Web. 29 April 2013.

 

“Arab, Palestinian of Colombia.” Joshua Project. US Center for World Mission, n.d. Web. 25 May 2013. <http://www.joshuaproject.net/people-profile.php?peo3=14276>.

 

“Arabian Falconry History | Bible Discovered.” Bible DiscoveredRSS. Arabian Falconry History, 11 Jan. 2011. Web. April.  2013.

 

Berry, LaVerle, Glenn E. Curtis, Rex A. Hudson, and Nina A. Kollars. “A Global Overview of Narcotics-Funded Terrorist and Other Extremist Groups.” The Library of Congress, May 2002. Web. Apr. 2013.

 

“Boletín Cultural Y Bibliográfico.” Biblioteca Luis Ángel Arango. Biblioteca Luis Ángel Arango, n.d. Web. 29 Apr. 2013. <http://www.banrepcultural.org/blaavirtual/publicacionesbanrep/boletin/boleti5/bol29/tierra3.htm&gt;.

 

Jadid, Al. “Arabs Making Their Mark in Latin America: Generations of Immigrants in Colombia, Venezuela and Mexico | Al Jadid Magazine.” Arabs Making Their Mark in Latin America: Generations of Immigrants in Colombia, Venezuela and Mexico | Al Jadid Magazine. Al Jadid Magazine, 2000. Web. 29 April 2013.

 

Luxner, Larry. “The Arabs of Brazil.” Saudi Aramco World Sept.-Oct. 2005: 18-23. Print.

 

Salloum, Habeeb. “Arabs Making Their Mark in Latin America: Generations of Immigrants in Colombia, Venezuela and Mexico.” Al Jadid Winter 2000: n. pag. Print.

Evaluation of 2 Major Sources:

“A Global Overview of Narcotics-Funded Terrorist and Other Extremist Groups” is a report prepared by the Federal Research Division, Library of Congress. It was published in 2002, which was recent enough for our presentation because Chronicle of a Death Foretold was set in the mid 20th century. It is relevant to our presentation because the report addresses the largest Islamic community in Colombia. Many of the Arab immigrants to Colombia were Christian because they came from countries like Lebanon and Syria with a significant Christian population. However, our presentation needed to address the rest of the Arab immigrants that were not Christians. This source is reliable because it comes from a team of researchers that received funding from the U.S. government. The report has multiple sources cited within it. The purpose of the report was to provide more information on narcotics-funded terrorist groups. This is topical because the largest Islamic community in Colombia has ties to these terrorist groups.

Arabs Making Their Mark in Latin America: Generations of Immigrants in Colombia, Venezuela and Mexico is an essay that was published in Al Jadid. It was written during the Winter of 2000. This essay was written to inform the audience about the different cultures that migrated to Colombia and helped shape its culture. The essay is relevant to our presentation because it shows how diverse the history of Colombia is. It also focuses specifically on the Arab community, which is the topic of our presentation. This source is reliable and credible, because the magazine has a good reputation of being politically correct. The magazine is also fact-checked.

 

Summary of Ideas Derived from Discussion:

  • Split community based on race (Arabs vs. others)

    • Community thinks that they are unified but Santiago’s death bring out this problem

    • The fact that the Colombians have a separate name for the Arabs (Turks) shows the cultural divide that they are creating in the village.

  • Due to this split (^^^) there’s an emotional disconnection between the non-Arabs and Arabs

    • Possible explanation for the community members’ motivation for NOT warning Santiago de Nasar that the Vicario brothers were planning killing him

  • Metaphor: The town has an “illness”

    • What are the symptoms?

      • Is the split community a symptom of this disease or the disease itself?

    • They didn’t recognize their illness until the murder of Santiago

      • The narrator doesn’t really emphasize any distinct separation between the Arabs and other town members–> perhaps he was unaware of it

      • When they realized it, they dealt with it in various ways

        • Ex/ Santiago’s fiance ran away with a man, Bayardo becomes a drunkard temporarily

 

 

Description of Obstacles and Solutions:

One of the obstacles our group faced was that our video was too short once we put all of our individual parts together. However, it was easy for us to solve this because we had more than enough research in the first place. All we had to do was include some of the information we had originally cut out.

At first, it was hard to find reliable information about our topic. One way solved this was by expanding our topic so that it was not too specific. Another way was that we used different keywords.

Another obstacle was that we were having technological problems. iMovie creates a certain file that does not directly translate into what it originally was. When we tried to work on the video from our houses, none of us could open it. We solved this by working on it at school and redid the whole video using a different technique, which was much easier than the first technique.

The iMovie file after it was finished was not able to send. This created more problems because we were not able send our imovie file to everyone. A solution to this problem was to put it on YouTube and send the YouTube link to everyone in the class.

Another obstacle was an uneven work distribution between group members. The main reason for this was that we didn’t schedule enough time to complete certain parts of the presentation. We had a clear schedule planned out, but we didn’t anticipate that adjusting and editing various aspects of the video/slideshow would take a lot more time than we had previously thought. Because some group members were unable to stay late after school, a large portion of the extra work fell into the hands of two of the group members.

Group A, Period 3 – Group Reflection: Margaux, Soobin, Kendra, Heidi, Addy

In Uncategorized on May 8, 2013 at 3:27 am

Summary of ideas:

In this presentation and discussion Margaux, Kendra, Soobin, Addy, and Heidi discussed historical violence in Colombia from 1899-1958 and its effect on Gabriel Garcia Marquez as an author. We started by introducing three distinct acts of violence seen in Colombia. These were The Banana Massacre, The Violence, and the 1000 Days’ War. Each of these molded Marquez and fueled his creation of Chronicle of a Death Foretold. Each experience was unique in its own way. For example, Marquez’s experience of the 1000 Days’ War was through the stories of his grandfather. In contrast, he actually experienced the other two in his lifetime.

With the introduction of each new act of violence, we introduced some background information that would later be relevant in our discussion. It was important that we expressed just how violent Columbia’s history was. In order for our group project to go well, it was vital that the other girls in the class knew exactly how many lives were taken. Background information was essential

As a group we recorded our voices with garageband. We recorded person by person so that if there were any mistakes we wouldn’t have a problem cutting the voices and taking out the mistake. This was later beneficial when we realized that we only had dialogue that only took up 4 minutes. After we had 8 minutes of recording, we transferred the garageband into a mp3 file and uploaded it to iMovie. Through iMovie we combined the recordings and pictures to create our final project.

Problems and overcoming them:

In our group, one of the problems that we had were that we had too many absences from different people. This was problematic because if we would have had everyone there all the time then it would have been better to work together as a group and everyone would have known what was going on. We overcame this problem by emailing people updates on the days that they were gone and so they could come to the next class prepared and up to date.

Another problem that we came across was determining a topic and sticking to it. At first we were sure that we wanted to work on violence, and then we maybe wanted to focus more on the accuracy of the description of the town. We spent about two class periods deciding which one that we wanted to use. So not only did it take up time that we could have used more effectively, but we also ended up deciding on violence anyways. But once we came to that conclusion then we stuck to it.

Another problem that we encountered was when we first recorded and it was only 4 minutes long instead of 8. So it fix this problem we added new material that we hadn’t covered before which practically doubled the script length. We had to do slightly more research but it only added to the content of our video, hopefully enhancing the viewers knowledge and understanding.

By: Soobin, Margaux, Heidi, Kendra, and Addy

 

Work Cited:

“”The Banana Massacre”” The Banana Massacre. N.p., n.d. Web. 30 Apr. 2013.

 

“Bestsellers (2007) Covers #2100-2149.” Bestseller Covers. N.p., n.d. Web. 30 Apr. 2013.

 

“Colombia La Violencia.” BBC News. BBC, n.d. Web. 30 Apr. 2013.

 

“Commemorating 80 Years after the Banana Massacre in Colombia.” Dominion Full. N.p., 6 Dec. 2008. Web. 25 Apr. 2013.

 

“El Colectivo Action.” Hemispheric Institute E- Misferica. N.p., n.d. Web. 25 Apr. 2013.

 

Forero, Juan. “A Storyteller Tells His Own Story; García Márquez, Fighting Cancer, Issues Memoirs.” The New York Times. The New York Times, 09 Oct. 2002. Web. 25 Apr. 2013. <http://www.nytimes.com/2002/10/09/books/a-storyteller-tells-his-own-story-garcia-marquez-fighting-cancer-issues-memoirs.html?pagewanted=all&gt;.

 

“Gabriel García Márquez.” 2013. The Biography Channel website. Apr 25 2013, <http://www.biography.com/people/gabriel-garc%C3%ADa-m%C3%A1rquez-189132.>

 

Johnston, Ian. “On Marquez’s One Hundred Years of Solitude.” Lecture on On Marquez’s One Hundred Years of Solitude. British Columbia, Vancouver Island. 25 Apr. 2012. Lecture.

 

Martin, Gerald. “Gabriel García Márquez: A Life.” Gabriel García Márquez: A Life. NY Times,

27 May 2009. Web. 23 Apr. 2013. <http://www.nytimes.com/2009/05/28/books/chapter-Gabriel-Garcia-Marquez.html?pagewanted=all&_r=0>.

 

Novotny, Kate. “History of Latin America.” N.p., n.d. Web. 30 Apr. 2013.

 

Roper, Caitlin. “The Paris Review Perspective.” Salem Press. Salem Press, 2010. Web. 25 Apr. 2013. <http://salempress.com/store/samples/critical_insights/marquez_paris.htm>.

 

Ruch, Allen B. “The Uncertain Old Man Whose Real Existence Was The Simplest of His Enigmas.” Garcia Marquez – Biography. The Modern World, 2 June 2003. Web. 25 Apr. 2013, http://www.themodernword.com/gabo/gabo_biography.html

 

Group B’s blog post and work cited

In Uncategorized on May 7, 2013 at 9:11 pm

Here is our blog post!

As a team, we felt that we had strengths and weaknesses that influenced finishing the project. Our biggest weakness was that we were often missing one or more group member. Most of us had certain periods in which we had to miss part of or all of the class. At the beginning of our project, it was difficult to assign everyone roles when not everyone was there. Because of this, it was later difficult for members to catch up and find something to do when they missed a day. Other than that, the biggest problem wasn’t that the work wasn’t getting done – mostly due to this uncoordinated absences. We all needed a time where we could meet together to record our video, but unfortunately, when we finally found this time, it ended up being a very limited period. Because of the lack of cohesion, our biggest fear as a group was that the video was going to seem a bit choppy.

Although we had some weaknesses in our group, our strengths generally outweighed them, and the experience was overall quite positive. We seemed to be strongest at getting solo work done. Despite our difficulties coordinating research times and topics, we ended up coming up with a relatively organized schedule for research and an outline to fill in, along with assigned roles, which helped our organization immensely. At the end of the project, we ended up having more research that we could end up using. The challenge wasn’t finding enough material to put into our video, but it was choosing which information we needed to cut from the project. We all put very good, in-depth research into the project and stayed loyal to our parts in the group.

As a group, we felt our group discussion with the class went fairly smoothly. It was a little intimidating walking into the discussion with only 3 out of 5 of our group members. Thankfully, Marissa put together an outline of what our activity was going to cover and what we should learn from it. Our activity was based less on looking at the book and more at looking at the symbols we covered in the book and having the class give their input on these symbols. The discussion was led mainly using the outline rather than needing one of the group members lead the discussion.

As a whole, our group worked together quite nicely. There were some bumps along the way, but in the end, we were able to produce a video and activity that we were, as a whole, proud of. What we can take away from this experience is better understanding of how to work together as a group. Our biggest problem was our communication – but we were proud that, despite that, we still managed to act in a generally cohesive manner that led to a feeling of success. Each of us stepped up to the plate when needed and took responsibility for a piece of the project.

Work Cited

“An Online Guide To Dream Interpretation.” An Online Guide To Dream Interpretation. N.p., n.d. Web. 01 May 2013. .

“Anima.” Dictionary.com. Dictionary.com, n.d. Web. 29 Apr. 2013. .

“Animus.” Dictionary.com. Dictionary.com, n.d. Web. 29 Apr. 2013. .

Boeree, George. “Carl Jung.” Carl Jung. 2006. Web. 29 Apr. 2013.
.

“Carl Jung.” Psychology History. Web. 29 Apr. 2013.

“MYTHS AND MAGICS OF THE CARIBBEAN.” Americanewsne.com. N.p., n.d. Web. 28 Apr. 2013.
.

“Myths-Dreams-Symbols-Dream Dictionaries.” Myths-Dreams-Symbols-Dream Dictionaries. Web. 01 May 2013. .

Perry, Christopher. “The Shadow.” The Society of Analytical Psychology (SAP). Web. 29 Apr. 2013.
.

Post, Lauren Ven Der. “Jung’s Understanding of the Meaning of the Shadow.” Jung and the Story of Our Time. N.p.: n.p., 1975. 205-29. Print.
.

Preeti, Suzie, Kathy, and Allie’s Presentation (Period 2)

In Uncategorized on May 1, 2013 at 4:01 am

M.H.K.S.A.’s English Project

In Uncategorized on April 30, 2013 at 10:08 pm

Team Goat! Alexa, Aquene, Kendra, Makana, and Sydney!

In Uncategorized on April 9, 2013 at 10:41 pm

Here’s our blog post!

The biggest obstacle for (aside from being late on this post) our group was formally deciding on how to arrange the Pechakucha. Group members wanted specific parts of the presentation, and we couldn’t figure out how to get all the necessary information in the presentation, and have some order about it as well. We didn’t want to have a scattered presentation, and with the way we originally approached the layout, we were in quite a bit of danger of that happening. We had to scrap the original order, and reset our original ideas of what the project was going to entail. Once we did that, we were able to create a really comprehensive presentation that looks seamless and will have easy transitions from idea to idea.

Another small problem was when Joe brought up the concept of “The Goat” to our group. The goat is a person in the group that everyone else shuns, and makes them feel unaccepted to the point of leaving the group. Originally, when one person became off task, someone else in the group would say “You’re the goat!” and it would be just a way to remind each other to get back on task. But then, being the goat became a badge of honor. So much so that we would take ten minute shifts on who was the goat. For example, Kendra would say “Okay, I’ll be the goat from now until 1:55.” and then Sydney would pipe in “I’ll go from 1:55 to 2:05.” and so on until everyone had a goat shift. This actually turned into a sly form of group maintenance, because each of us would have some much needed down time from actually getting work done, and give us a good solid break before we went back to work. It also gave everyone a little bit of responsibility, knowing that their break was coming in the future and they’d have a whole ten minutes of doing nothing.

We had two passages and an activity to compliment them. Our passages were about Lavinia’s style of dress and how this affected the way people perceived her as a woman. The first was about how her future boss perceived her, and the second was about how the construction workers at the construction site perceived her. Our activity involved having each group pick a “Barbie” to dress up based on three scenarios, and have each group explain why they dressed up their Barbie in that way.

Our discussion brought up some interesting points, and the main idea that was brought up was that if Lavinia is dressing in a certain way, then maybe that’s the way she’s comfortable and feels most confident. A few other ideas that came up were that of her being perceived in a way that wasn’t who she really was, and that she dressed the way she did to challenge society and what society said she needed to look like.

Here are our sources:

“Años 60.” Lamodademoda. N.p., 29 Apr. 2011. Web. 19 Mar. 2013.

Berman, Joshua, and Randy Wood. Living Abroad in Nicaragua. Berkeley, CA: Avalon Travel, 2011. 35-37. EBook.

Bourne, Leah. “What Women Should–And Shouldn’t–Wear In the Workplace.” Forbes. Forbes Magazine, 09 Feb. 2009. Web. 9 Mar. 2013.

“Carol in Nicaragua.” : Clothes. N.p., n.d. Web. 09 Mar. 2013.

“Early 1960’s.” Christine’s 20th Century Fashion Page. N.p., 1 Jan. 2009. Web. 21 Mar. 2013.

“Early 1960’s.” Christine’s 20th Century Fashion Page. N.p., 1 Jan. 2009. Web. 21 Mar. 2013.

“Fashion And Accessories Of The 1970’S.” The People History. N.p., N.d. Web. 21 Mar. 2013.

“Feminists Denounce Nicaragua’s Culture of Impunity.” Nicaragua Dispatch. N.p., n.d. Web. 09 Mar. 2013.

“A Gallery of Bad Teen Fashion Through the Decades.” Best Moms TV. N.p., N.d. Web. 21 Mar. 2013.

Hayden, Nancy. “Business Clothes in the 1970s.” EHow. Demand Media, 17 Apr. 2011. Web. 20 Mar. 2013.

Katie M. “All Things Katie Marie: Katie’s Closet.” All Things Katie Marie: Katie’s Closet. N.p., 26 Dec. 2012. Web. 09 Mar. 2013.

Kilmer, Kimberly. “Women’s Work Clothes of the Sixties.” EHow. Demand Media, 07 Aug. 2010. Web. 21 Mar. 2013.

Kopka, Deborah. Central & South America. Dayton, OH: Lorenz Educational, 2011. 105-106. EBook.

“MOON TRAVEL GUIDES.” Clothing and Neatness in Nicaragua. N.p., n.d. Web. 09 Mar. 2013.

“Nicaragua – People and Places.” Nicaragua – People and Places. N.p., n.d. Web. 09 Mar. 2013.

“Nicaragua | Progressio Ireland.” Progressio Ireland RSS. N.p., n.d. Web. 09 Mar. 2013.

“Nicaragua.” Nicaragua. N.p., n.d. Web. 09 Mar. 2013.

“Packing List for Nicaragua.” Travel Tips. N.p., n.d. Web. 09 Mar. 2013.

“Renee Russo’s First Vogue Cover C. 1974.” The 70’s Fashion Found Archive. Tumblr, N.d. Web. 19 Mar. 2013.

“Reserve Your Tour.” Nicaragua Clothing Tips. N.p., n.d. Web. 09 Mar. 2013.

Shepard, Chaya. “Clothing in Nicaragua.” Vagabond Journey International News Culture and Travel RSS. Vegabond Journey, 10 Jan. 2012. Web. 21 Feb. 2013.

“SurelyMine Clothing and Accessories.” SurelyMine Clothing and Accessories. SurelyMine, 10 Apr. 2012. Web. 09 Mar. 2013.

Thomas, Pauline W. “1960s Fashion History: Costume History Drawings C1962 – 1966.” Fashion Era. N.p., N.d. Web. 21 Mar. 2013.

“Traditional Costumes.” ViaNica.com: Explore Nicaragua Online. N.p., n.d. Web. 09 Mar. 2013.

“Vogue a Través Del Tiempo.” Lola Love, Fashionista. Blogspot, 23 Oct. 2012. Web. 21 Mar. 2013.

“Vogue Covers 1970s.” Style and the Start-Up. N.p., N.d. Web. 20 Mar. 2013.

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“Why Women Should Ditch Their Suits.” Insideology. N.p., 15 Apr. 2011. Web. 20 Mar. 2013.

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.