The Lady In the Looking Glass

On our literature class, we read a story named «The Lady in the Looking Glass» written by Virginia woolf.

I heard that Rosario Vago made an interesting comment in class comparing Virginia’s method towards the mirror in the story with the role that Jorge Luis Borges tackeled in his texts.

That is why I am also going to compare those two important writters in the history of literature.

Borges dealt with several topics such as destiny, labyrinth, an idea of circular destiny or repetition, analysis of the character’s identity, using epiphanies and the role of the mirrors. In this post, I will compare the use of mirrors in both cases, Virginia’s and Broges’. 

The story «The Lady in the Looking Glass» starts with a phrase introducing the mataphore of the mirrors in her story: «People should not leave looking glasses hanging in their rooms». Those words are not only the begining of the text but also the ending. They transmit a sense of reveling the identity and achieving ith a circular destiny imposible to change or to escape.

Both writters played with the mirrors to express their messages. They both dealt with slef reflection in their texts. In both cases, the mirrors represent truth, it is a symbol of revelion the truthful identity.

In Virginia’s story, when the character sees herself reflected in the looking glass, she realizes that her superficial identity was covering something deep inside. The mirror, in the story, shows what no one, even Isabella is avoiding or is not accepting. The mirror does not lie, it forces to see the truth. Something similar happens with Borges…

The characters in Borges’ texts see themselves refelcted with another character and realize their own identiy, as if the character was a mirror which shows and revel the truth.

Finally, I would like to say that in both cases it is inevitable to escape from the destiny, everyone, Isabella or the characters present in Borges’ text will find their identity and within their destiny which will be achieve no matter how many times people try to avoid it. Like Virginia’s story eds as it sarts and Borges’ characters end as their destiny establish

I really like to do this post becuase they are two increible writers and share an important message in their literature.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

War Poetry

The second term in literature, we studied «War Poetry». We analyzed different poems  which expressed the consequences caused by the war and its terrble effects.

I really liked to handle this topic because it remembered me what we  had studied in senior 1 about the cosequences of war.  I felt as if I could really unerstand what the poets tried to express.

I could understand how the soldiers suffer and had to smash into death to achieve the task of «fighting and dying for their country».

I carried out some research looking for soliders’ testimonies which express the suffering under those horrible conditions.

I found an interesting page, which explains that a soldier´s diary was found and it revels the day to day experience at war.

His name was Rifleman Williamas. In his diary he expressed soldiers’ daily life in the trenches during the first winter on the Western Front.

The historical situation by the time the soldier wrote his dary entries was the following: By the end of 1914 the Allies and the Germans had established themselves in a line of trenches running from the Channel to the French-Swiss border.

Since both sides settled down for the first winter of the war, the struggle with the weather proved to be harder than that with the enemy in some sectors of the front. The trenches were destroyed by the bomb. The destruction led to flooding, but it did not  matter how cold or wet they were, the soldiers had to remain in the line.

The diary entries are the followings:

1 Jan:
Guard 3.15-5.15 and then another half hour 10.15-10.45. Went back to billet at about 11 o’clock to act as guard to Relief Guard of the DLI [Durham Light Infantry]. After being relieved went with another chap and had a couple of boiled eggs and coffee then got kit together and went with George for a tass[e] de café. Paraded at 4.45 moved to trenches at 5pm. Got told off with 6 others including George for delving [?] trench, had to go through sewer. Got jolly wet as usual.

2 Jan:
Went for shot to our trenches at rear nothing particular doing. One of our chaps hit by sniper, the bullet just grazed the top of his head.

3 Jan:
Very wet. Germans did a little shelling some falling very close to us.

4 Jan:
Raining hard. Everything in a very bad state. Had card from Mrs Nicholls.

5 Jan:
Sent card to Mrs Nicholls. Sergeant Wilson killed while sniping at flashes of the rifles of enemy snipers. Shot through the head. Dugout progressing favourably. Sent card to Mrs Goshawk.

6 Jan:
At second watch at about 3.40am had close thing, shot hitting sandbag in front of me. Heard cry in night of one of our fellows who was shot in the ankle. Woken up by George, who thought he heard a bughatch [?] fall in, but which was Robinson taken bad in the leg. He left at 5.20 for the dressing station. 3 of ours went out just in front reconnoitring, returned safely. Had cigarettes and letter from Lipport.

7 Jan:
Poured with rain all day and night. Water rose steadily till knee deep when we had the order to retire to our trenches. Dropped blanket and fur coat in the water. Slipped down as getting up on parapet, got soaked up to my waist. Went sand-bag filling and then sewer guard for 2 hours. Had no dug out to sleep in, so had to chop and change about. Roache shot while getting water and [Rifleman PH] Tibbs shot while going to his aid (in the mouth). Laid in open all day, was brought in in the evening, unconscious but still alive. Passed away soon after.

8 Jan:
Very wet day. Captain [MM] Shattock shot through the eye, passed away 2 hours later. Went on wood fatigue at night, had to wait 1 hour at SM and then had to make two journeys. Very muddy, got back just in time, got guard 9.50.

9 Jan:
Orderly. Sent letter card home. Card to Elsa and Mary. One or two aeroplanes passed over which we fired at, the shots going very near.

10 Jan:
Fine day. Heard officially that we are going out tomorrow to return after 4 days. Artillery drill, farms all round shelled, our artillery replying. [Brigadier] General [WN Congreve VC] of the 18th [Brigade] came down the trench at 3.30, was observed by the Germans and one of our fellows next to him shot dead. Rifleman [JD] Ingram.

11 Jan:
Lot of sniping done. One of our chaps being hit, the ones in the next trench all sent here as their place not safe. Lot of firing going on. At stand to went out to officers servants’ quarters and sat by large fire got nice and dry and then had to go on water fatigue. Captain Hewaters [?] led. In one place we had to go through about 2 feet of water. Were sniped at a good bit. Nos 3 and 4 companies relieved by the Durhams for 4 days.

12 Jan:
Quiet day. Very wet. Sent card to Mrs Hedges and one home. Had soup in packets issued for dinner. General Congreve passed down again at about 5pm. Just come off guard. Lot of sniping going on.

13 Jan:
Heavy shelling at houses in our rear. Some incendiary shells. Word passed down to keep close up to parapet as at 3.30 the brewery was bombarded. At 3 the Germans shelled the farm at rear where we get our water, our guns later (to time) replying rapidly. Excellent firing, the brewery being shattered, saw chimney fall. Snipers shot while leaving two of their shots before going through the officers’ hut, missing them by about a foot. The best bit of fun we’ve had.

14 Jan:
A corporal shot dead while passing where sandbag had a hole in it. Tossed with Williamson who should go on fatigues and sand bag filling. I lost. Party consisted of 4 filling and 4 carrying, we filed about 80 in 3 hours.

15 Jan:
Houplines. Were told to be ready to be relieved at 5 in the evening or next morning.

16 Jan:
Stand to with full equipment ready to go at 4am. Waited until about 5.30 before relieved. Marched to billets at Houplines. Got in ripping cottage with 4 others, George included. The people were awfully good, doing anything for us. Boiled water for us to wash our feet and bandaged them. After washing my feet were very bad, went for parcels which made them worse. George in the evening had to go on wood fatigue to trench.

17 Jan:
Paraded sick for feet. Wrote letter home. Gave Madam 5 pcs [postcards] as souvenir. Went to dressing station to go to hospital at 4pm. Waited in a sort of barn for horse ambulance. It arrived at about 8pm took us to Armentieres. Stayed the night in a hospital, had pea soup before turning in. In ripping room, stretchers as beds. Regular gave me German stud and English knife as souvenirs.

18 Jan:
Chaplain came in to us at 9.30 gave us packet of cigarettes and paper and postcards. Sent letter home. Had wash and brush up. Left in motor ambulance for Bailleul. Stopped the night at clearing station, separated from Hall. Got up in room with a lot of regulars waiting to go in train to Base. Midnight in train for Boulogne, Indian troops brought large cans of hot milk for us.

19 Jan:
Collision which buckled 2 rear carriages, but didn’t wake me. Hot cocoa and bread and butter brought along by English ladies, spoke to a Indian from Calcutta who gave me a souvenir. Arrived at Boulogne 4.30 stayed in train till 7. Them went in motor ambulance to hospital at docks. Stayed there all day. Embarked at 3.30. Left for Southampton at 12pm on the St Andrew. Companion got bunk for us two.

20 Jan:
Had breakfast at 8.15 in bunk, then went on deck. Saw Netley Hospital at 10am waiting to go in. Landed at 10.30 went straight in hospital train for Leicester. Stopped for tea at Bedford at 7.15. Got to Leicester about 8.30, taken by private cars to 5th North General Hospital. Had some supper and then went to sleep.

 

To conclude with this post, I want to make a big emphasys on the soldier’s effort and sacrifce they had to do during war and to face the consquences. They gave their life and died for their country. As Rifleman William showed, they had to face very hard and risky challenges under terrible condicions to defend their country, and their own life.

Publicado en 4AC2018, Eportfolio | 1 comentario

CELL DIVISION: Comparing mitosis and meiosis

Last virtual period before the winter holidays!!

Watch the video “Comparing mitosis and meiosis”

a- What is the purpose of meiosis?

is to reduce the normal diploid cells (2 copies of each chromosome / cell) to haploid cells, called gametes (1 copy of each chromosome per cell). In humans, these special haploid cells resulting from meiosis are eggs (female) or sperm (male).

b- Where does it take place?

In male animals, meiosis takes place in the testes and in females within the ovaries. In plants, meiosis occurs in the anthers to form pollen grains and within the ovary to form ovules. In meiosis a diploid cell divides in such a way so as to produce four haploid cells. These haploid cells are known as gametes.

c- Make a drawing showing the parent and daughter cells in mitosis and meiosis.

Resultado de imagen para parent and daughter cells in mitosis and meiosis.

d- Build a table to show the differences between mitosis and meiosis.

Resultado de imagen para table to show the differences between mitosis and meiosis.

e- Do red blood cells divide by mitosis? Explain your answer.

The do not, since they  do not have a nucleus. That means,  they have no genetic material. They do not have the organelles and machinery that is required for cell division. Thus, it does not require to undergo mitosis as it does not have to transfre genetic material to its daughter cells because it does not have any.

Publicado en 4AC2018, biology, Ingles | 1 comentario

«Dulce et Decorum Est” by Wilfred Owen

In Literature, we read the poem “Dulce et Decorum Est” by Wilfred Owen. We had to analyze the poem stanza by stanza and also, answer some questions about the poet and about war poetry. I did this with Maria Roggero.

War poetry (task 2)

We then had to analayze two different poems… Here is the analysis.

Soldier, Rest!

 

Author: Sir Walter Scott (1771-1832)

In this poem, it is expressed an attractive picture of death to the weary and battered soldier. Death is presented as a restful sleep where all the stresses and strains of marital life drift off to nothingness.

The opening stanza sets up this scene of comfort that death represents, before we move onto a description of the disharmony and discord of warfare.  The final stanza is quite a forceful argument that the soldier should give up his fight.

Mini-Glossary

strewing – spreading untidily;

slumber – a deep, restful sleep;

toil – tiring work;

war-steed – a horse;

pibroch – Scottish bagpipe music typically used in the military;

reveillé – a bugle call used to wake soldiers.

Tone: calming & relaxing, reflective, dream.

Themes

  • War
  • sleep
  • death

The poem tackles in the First World War, occurs at that time and deals with that situation and all of what that implies.

This poem constant makes reference that soldiers need to sleep, to rest because of war. They are tired, exhausted, concerned, so the writer uses the term “Rest” as a metaphor for time, as dying. In this poem, thee word “Rest” can be understood as “Die”. They prefer to die, rather than live surrounded by suffering and by pain.

It is possible to say that the poem “invites” soldiers to die, since death is not described and seen as if it is not feared, but rather welcomed.

The Death Bed

Author → Siegfried Sassoon. He wrote the poem during his service in the Second World War.

This poem shows at the soldier at a hospital bed rather than fighting in the actual war. There are constant flashbacks to the war situation, there are constant reviving moments and episodes of war.  The poem can be understood in two different ways → Literally and Metaphorically.

Literary → the voice is in hospital after being at the war service. He is very harmful and is dying… in that context it can be understood that he is laid down in a bed writing the poem.

Metaphorical → the death bed does not only mean that he is in a bed physically dying, but also that he is mentally death. If he recovers physically, we will be mentally ill forever. He is dead in the inside, physiological destroyed.

Extended metaphor of water and waves
It symbolizes how the soldier is in between of life and death, since he is literally dying due to the war and, in a way, also mentally dying because of the trauma that the war has caused that is damaging his mind.
Enjambment
“He drowsed and was aware of silence
Round him, unshaken as the steadfast walls;”
Sassoon uses this literary device so the reader pauses and doesn’t read it without understanding the meaning Sassoon is trying to transmit. Sasson is conveying the trauma that the war caused the soldiers to have.
Tone: Trauma
Theme: Death, War, Life.

My personal opinion towards the poem is the following: I believe that it is a really interesting poem since its conveys the literal consequences and the consequences that are kept inside soldiers mind and own life. The writer is able to show that soldiers are «death» in their inside even though they are physically alive, because leaving in those situations is even worst than being death.

TASK 3

Task 3

I chose two poems which are called the same, “August 1914” . One is written by Isaac Rosenberg and the other by Vera Brittain.

 

August 1914

BY ISAAC ROSENBERG

The writer as a british soldier who thought and died in the first world war.

This poem reflects on the beginning of the First World War, questioning the consequences of its destruction: Rosenberg declares that a hard and cold age of fire, iron and death has been ushered in by the war.

The poem is full of images and symbols.

First stanza. “What in our lives is burnt / In the fire of this?”: The poem starts with those questions— anxious wonder about the consequences of the war. Rosenberg does not shy away from questioning in his poetry, and declaring a lack of knowledge, a limited insight.

“This”, of course, is the war: Rosenberg wonders what is being destroyed by its “fire”, both literal and metaphorical meaning, since it makes reference to  the bullets and the devastation caused by exploding shells but also carries associations with hell and sacrifice.

“The heart’s dear granary?”: A granary is where grain is stored for winter. That phrase is a metaphor which compares the heart to a granary. It  emphasises the emotional cost of war. if the heart has a granary, we might suppose it is where gathered affections are stored for sustenance— but have now been consumed, by the fire of war.  This means tha feelings and emotions are stored, kept inside, forbidden, abandoned because of the war.

 

Second Stanza. “Iron, honey, gold.”: Iron’s hard and cold nature, the sweetness and preserving power of honey, the preciousness of gold.

“The gold, the honey gone— / Left is the hard and cold.”:  Now the iron and the honey are not present. That means that there was not either sweetness or preciousness, but iron, a hard and cold nature. That was caused by war and its effects.

Third Stanza. “Iron are our lives / Molten right through our youth.”:“Iron are our lives” suggests the “hard and cold” nature of the struggle for life alluded to in the previous stanza. This metaphorical element of iron is then transformed, as we read on, into “molten” iron, or heat. This heated iron suggests the misplaced passion of the young men fighting . We can also read these words literally: because molten iron literally is flying right through the bodies of young men on the battlefield, as burning fragments of shrapnel pierce their skin.

“A burnt space through ripe fields,”: As a consequence of war, probably there will have been many burnt fields, but this line can also be read figuratively. The the loss of young men’s lives, razing their “ripe” potential; yet the ripe fields also seem to recall the “heart’s granary” of the first stanza, and the emotional devastation that war has brought with it.

“A fair mouth’s broken tooth.”: The poem ends with a disturbing image of violence done to beauty. Again this line can be read figuratively (a fine civilization is being thoughtlessly destroyed or even every personal life of each soldier) or literally (the faces of handsome young men are being smashed in).

This photo shows the violence present in war… the inevitable death soldiers had to overcome for their country.

“Repression of War Experience” by Siegfried Sassoon

It is a poem making reference to 1918, once the war had finished.

By the title it is show an unwillingness or inability to recall or accept experiences undergone during World War I

“repression,” Siegfried Sassoon pointed out that although a person may not fully register traumatic experiences at the time they occur, repressed memories always return to haunt the sufferer.

In the first stanza, the soldier is at home in England on a summer night. He lights some candles and watches as moths flutter around the flames, wondering why they seek that which will kill them. Almost immediately, however, he finds that the moths trigger memories of his own wartime terrors, thoughts that he has “gagged all day.”

In the second stanza, the longest of the three, the mood changes as the soldier gives himself instructions on how to behave: He resolves to maintain control by lighting his pipe and seeks solace in nature by wishing for a rainstorm “to sluice the dark” with “bucketsful of water.” Needing a more immediate solution, however, he gazes at the books lining the room but becomes unnerved by the sight of a huge moth bumping against the ceiling, which leads him to think about the garden outside the house; he imagines ghosts in the trees, not of his comrades lost in battle but of an older generation, “old men with ugly souls” who stayed at home to die slow, natural deaths. In a final effort to pull himself together, the young man reassures himself that he is far away from the war. All that, makes the reader understands that he tried, forced himself to be “normal”, trying to avoid the effects that war provoked, but it is in vain since he could not forget the suffering he had  gone through.

In this last stanza, however, the soldier imagines that he hears the ominous sound of muffled guns on the front lines in France. They are sounds he cannot silence.

This photograph shows a sloldier trying to avoid his suffering in war. His mind and thoughts are taking over him. He was probably listen to bombs, guns, shouts continously and constantly. He is suffering, and going over a terrible situation.

 

 

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Virtual Period Cell Division

Activities:

1- a- Make a drawing of a body cell which contains one chromosome.

b- Make a drawing of a body cell which contains one chromosome before cell division.

Explain the difference between them.

The difference between those body cell is that cell A is a daughter cell. That means that it contains one chromosome which has already gone through the process of cell division. Cell B is not divided, but it will be, since the DNA has been duplicated. That means that its daughter cells will have the same amount of chromosomes.

2- Explain the difference in the number of chromosomes between a body cell and a gamete.

Body cells go thorugh a cell division process called: Mitosis.  A body cell contains a complete number of chromosomes and is called a diploid cell.

A gamete goes through a process named: Meiosis.  A gamete contains only half the number of chromosomes of its parent cell, and it is called a haploid cell.

By mitosis a cell splits to create two identical copies of the original cell.

In meiosis cells split to form new cells with half the usual number of chromosomes, to produce gametes for sexual reproduction.

CELL DIVISION: MITOSIS

Watch THIS video about mitosis.

1- Make a drawing of a cell with 2 chromosomes.

2- Make a drawing of the same cell before cell division.

3. Make a drawing of the daughter cells.

4- Name examples in which mitosis takes place in the human body.

  • When we cut our skin, so new skin cell is build up to fix what we had cut
  • hair
Publicado en 4AC2018, biology, Ingles | Deja un comentario

The Lady in the Looking Glass: A Reflection (Activity)

Answer the following questions in your blog. 

  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.

The first paragraph makes readers wander why people do not have to leave mirrors in their room. The first paragraph introduces the outside vision of Isabella’s life. The text introduces the mirror too, within all the superficial aspects of Isabella, since the mirror was reflecting the garden and her house, hiding the real truth about her.

  1. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consisits of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the objects… 

The mirror showed the outside of Isabllela. During the story, the garden was reflected which showed the «Expected» truth of the protagonist. The inside of the house was also described as very chaotic. However, at the end, Isabella is reflected and the real identity came out. The inner personality was shown .

The mirror reflected the inner and the outside of her life, which reflects the chaos that Isabella had in her mind, it was very chaotic. The objects inside the house give a sense of chaos while the oustide expressed a much more fragil and quiete. That means that there are two different, almost opposit points of view: one of chaos and another more quiet. That could be seen as two ways of seeing Isabella, the inner and the outside, the truthful and the superficial.

 

  1. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?

The objects inside the house show a chaotic situation while the outside (like the garden) expressed a much more bright image, full of light where objects are much more quiet and luxury. Again, this reflected Isabella’s mind.

 

  1. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror

The narrator had created an identity about Isabella: she was a sprinter and  a rich woman, who had travelled around the world and  who had letters from somebody. We can say that the narrator had created an outside identity about her, the narrator collect all the facts that seemed real, that she let people to know, and build up Isabella’s personality.

What are the known facts about Isabella’s outer self?

During the story, readers cant be really sure about Isabella’s identity.  The only truth fact was that she had flowers and take care of them, she was rich and that she lived alone. However, we are unable to reach a real interpretation towards her.

  1. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?

-Letters ( narrator believed that if the readers were read, more deeper and real information could be know, however they ended up being bills)

 

  1. What are Isabella’s letters supposed to conceal, according to the narrator? What would one know if one could only read them?

According to the narrator, those letters hide deep personal information about the protagonist. If someone was able to read them, they could learn personal features about her, real facts.

  1. At the end of the story, according to the narrator, is it possible to know objectovely one’s inner reality?

Just at the end of the story it was possible to know the inner and real identity of Isabella. When she is reflected in her mirror, she gets «naked» and all her superficiality desapears. Readers are able to identify that she was empty, that she was hiding her emptiness all during the story.

 

  1. In this story Woolf questions whether the inner self of an individaul is finally knowable. What do you think is her conclusion? Provide support for your statement.

I believe that it is a critisim of society of the time. I say this because in that historical context, women were limited by sociality. Isabella reflects all women of that time, showing how custumes could oppress them, pretending being someone that they are not.

 

  1. What do you think is the role of the mirror in the story? How has the mirror been used as a metaphor in literature?

The mirror has a very important role in the story. The mirror will never lie, it reflects the truth and will show reality, meaning that it shows more than superficiality. The mirror reflected the inner personality and identity of the protagonist.

  1. Describe the charactersitics of this story that resemble stream-of-consciousness narrative technique.

First of all, stream of consciousness  is a method of narration that describes happenings in the flow of thoughts in the minds of the characters. This could be understand in two different ways:

a.  The narrator express its feelings towards Isabella during all the story, building up an image about her.

b. Vrigina Woolf, the writer, expressed her personal thoughts during the story to critize social historical context

Find a picture of a room inside and a garden to illustrate the house in the  story

 

Read the following text. How is this related to the story?

Publicado en 4AC2018, Ingles, literature | Deja un comentario

S4 Virtual period: Male reproductive system

 

Act: Use information from the text book to build a comparison table between sexual and asexual

Functions of each of the organs which are part of the male reproductive system.

Penis Function: The penis serves as the male organ used to deliver semen to the female during intercourse and also houses the urethra, which is used to transport semen and urine.
Testicles  

Function: These tubules produce sperm. The two testes produce testosterone, the primary male sex hormone.

Scrotum Function: Because sperm must be produced and develop at a temperature slightly lower than body temperature, the scrotum serves as a method of maintaining proper temperature control by contracting or relaxing in order to bing the testicles closer or further away from the body.
 
 
Urether 

Carries the urine or sperm to outside the body. During intercourse and ejaculation, only sperm is allowed to flow through the urethra.

Bulbourethral glands   Produce a clear fluid that lubricates the urethra for semen transport and to reduce any acidity in the urethra that is harmful to sperm.
Prostate gland  The prostate gland produces fluids that make up semen. These fluids also supply nutrients to the sperm.
Epididymis Take immature sperm and mature them. Once matured, the epididymis stores mature sperm until climax, when they are carried to the urethra.
Seminal vesicles Attached to the vas deferens, these small “pouches” produce fructose, which supplies sperm with energy so that they may swim to fertilize the egg. The liquid produced by the seminal vesicles constitutes the largest single component of semen volume.
 
Ejaculatory ducts These ducts empty into the urethra and consist of the vas deferens and seminal vesicles combining together.

 

4. State the components and the function of semen.

Semen:  Sperm-containing fluid called semen

Sperm exist to unite one half of the man’s DNA with one half of the woman’s. Since it only has a half set of DNA, sperm cells are referred to as haploid, meaning half. These DNA halves combine when the sperm fertilizes a female ova (egg). This creates a complete set of DNA in the fertilized egg, which grows into a human fetus.

It contains sperm cells, which are capable of fertilizing the female eggs. Semen also contains other liquids, known as seminal plasma, which help to keep the sperm cells viable.

5. Make a large labelled drawing of a sperm cell and state how the structure is adapted to its function.

The head contains genetic information and an enzyme to help penetrate the egg cell membrane. The middle section is packed with mitochondria for energy. The tail moves the sperm to the egg.

 

Publicado en 4AC2018, biology, Ingles | 1 comentario

Virginia Woolf

In Literature we started reading a sotry named The Girl in the Looking Glass. Before we read ir, we made this acitivity. I worked with Maria Roggero.

write down important facts about her life

-her influence on women writers

-the technique she introduced in Literature

 

1)-Born in a privilege english household, raised by free-thinking parents

-Raped by her half brothers

-Suffered from deep depression

-her depression got worse when her sister and mother died, and especially when har father died

-Committed suicide

 

2)While Woolf was alive, she was very criticised since she was a female writer. The fact that Woolf focused on women’s rights and double standards in her time while writing, since she was a feminist, influenced many women to write. Writing, as a profession, was poorly seen when being a woman, but Virginia Woolf opened a door for future women in this profession.

 

3)Compelling and unusual narrative perspectives, dream-states and free association prose. She walked a fine line between chaos and order when writing her novels. She implements the usage of metaphors, comparisons and imagery in her writing.

Publicado en 4AC2018, Ingles, literature | Deja un comentario

Sex hormones and puberty

Sex hormones and puberty

Publicado el 21/04/2018 por mravagnan

Sex hormones are responsible of the most dramatic changes that occur in the body. They control puberty, egg and sperm production, pregnancy, birth and lactation.

  1. Read the information about Puberty HERE.
  2. State the female and male hormones which are responsible for the development of the secondary sexual characteristics

Female: Luteinising Hormone (LH) and Follicle Stimulating Hormone (FSH) . They, together stimulate  the production of the sex hormones by the ovaries. ovaries start to produce oestrogen and progesterone which begin the bodily changes that happen during puberty.

Males: The testes start to produce testosterone which begins the development of secondary sexual characteristics.

Build a comparison table between the changes that occur in male and female after puberty.

Search in the internet and summarize the site of production and effects of the following sex hormones:

– FSH, LH, oestrogen, progesterone, oxytocine, Hcg, prolactine and testosterone.

FSH:  is produced in the anterior pituitary via gonadotroph cells. The target tissue of FSH in males are the sertoli cells within the testes and in the female the granulosa cells of the ovary and  it also stimulates follicular development and oestradiol synthesis. FSH stimulates the maturation of germ cells within the testes and ovaries.

LH: LH is a type of glycoprotein that is produced in the anterior pituitary via gonadotroph cells and serves to regulate the function of the gonads. In males LH stimulates the production and secretion of testosterone from the testes via leydig cells. In females LH stimulates the production of oestrogens and progesterone from the ovary via theca interna cells and luteal cells.

Oestrogen:  secreted by the ovaries. it stops FSH being produced – so that only one egg matures in a cycle and  stimulates the pituitary gland to release the hormone LH.

Progesterone: hormone secreted by ovaries. It maintains the lining of the uterus during the middle part of the menstrual cycle and during pregnancy.

Oxytocine: neuropeptide  which is synthesised in the hypothalamus and stored in the posterior pituitary. OT is primarily involved in upregulating the activity of smooth muscle cells in the uterus and the smooth muscles surrounding the alveoli ducts of the mammary glands. At parturition, OT causes strong contractions from the myometrium.

HCG: made by cells formed in the placenta, which nourishes the egg after it has been fertilized and becomes attached to the uterine wall.

Prolactine: hormone that stimulates lactation (production of breast milk). Benign tumors of the pituitary gland that produce prolactin, thereby causing higher than normal blood prolactin concentrations.

Tetosterone: Controls puberty in males. Testosterone moves through our blood to do its work.

 

  1. The chart shows the ages at which the changes associated with puberty take place in boys and girls. Answer questions a, b, c, d and e.

(a) What is the most common age at which boys undergo the changes of puberty?

12

(b) If a girl had not started menstruation by the age of 15, would this be cause for concern?

yes

(c) Which two features of puberty show the greatest range in the times at which they  occur.

(d) Is it unusual for a girl of 9 years to start her menstrual periods?

yes

(e) On average, is it boys or girls who first show the onset of puberty?

girls

Publicado en 4AC2018, biology, Ingles | 1 comentario

The Hollow of the Three Hills

The Hollow of the Three Hills is a very interesting gothic story written by Nathaniel  Hawothrone that tackles different gothic elements.

First, I created a Powtoon which shows the tipical gothic elements…

So we can say that this story is gothic since it accomplish the gothic characteristcs.

The story was set in a desolated space, away from society and movement, far from civilization.  There was an atmosphere of mistery, fulled of hidden secrets that thratened the protagonist (young lady). At the same time the young lady was in state of isolation, she was alone. By that I mean not only physical but also emotional.

Furhtermore, as every gothic story there is a supernatural aspect. In this case the supernatural event is that the old lady is a which who can connect the woman with the people she had asked for, blakc magic can be said. That means that the story counts with visions, since the you lady is able to hears her family, achiving another characteristic of the gothic elements.

Publicado en 4AC2018, Eportfolio, Ingles | 1 comentario