GCD: Global Understanding at MUN Conference

During the days of 2017 November 8th to 12th, the YIS MUN team traveled to Bangkok, Thailand to attend the 2017 IASAS MUN conference. This was my first time attending a major conference overseas. It was a very nerve-wracking experience, as there were more than 2o countries in my human rights committee, and I had to read out several speeches in front of all of them. However, after overcoming the first full day, I was able to be more comfortable working with other delegates in my committee.

From this experience, I was able to engage with people who represented different countries with a range of beliefs and stances on international affairs. Some of the topics we debated were promoting the livelihoods and education for refugees and displaced people, and the question of strengthening rehabilitation and reintegration of youth offenders. The conference provided a place for us delegates to come together and exchange perspectives to further understand the complex situations of these global issues at hand.

Debating on these topics with multiple countries, and settling on a mutual resolution expanded my thinking of the world. For example, another delegate had a completely different stance to what my country believed in,

However as he came through with his points, I started to understand where that country is coming from, as his points were incredibly well structured which helped me recognize that my own bias was obstructing my way of understanding of other stances.

We also had refugees from Syria that came in as visitors to talk to us which was a very valuable experience, as they talked about the issue and the challenges they had to face when they became displaced.

This is a picture of me and my fellow delegate Auni at the General Assembly, representing Colombia.

This is how the UN headquarters at Bangkok looked like, and the General Assembly room.

This is the position paper I wrote for my human rights committee.

Honorable chairs and fellow delegates, the delegate of Colombia expresses her support for promoting the livelihoods and education for refugees and displaced people. Currently, Colombia is facing many difficulties in terms of this matter with having the second highest number of internally displaced people in the world. Colombia recognizes this large humanitarian issue and is working towards improvement through policies and measures in areas such as public health and education. However, with the current economic situation, Colombia is not financially stable enough to accept refugees and promise a good livelihood and education for them.

Moreover, Colombia is in favor of strengthening, rehabilitation and reintegration of youth offenders. The juvenile justice system in Colombia emphasizes rehabilitation and restoration over punishment, indicating how Colombia has a developed rehabilitation and reintegration structure with promoting a pedagogical approach for youth offenders.

Furthermore, this delegate acknowledges how Colombia has been behind on ensuring accountability for crimes against women and children with the imperfect execution of regulations. However, in 2008, Colombia passed a law to prevent and punish violence against women recognizing that all government entities have the duty to work in coordination to provide integrated services to female victims.

To ameliorate the present condition, this delegate believes that all nations should come together and financially assist these refugees and displaced individuals.

Learning about the world and its issues by collaborating with others in a debate style environment made learning fun for me and more approachable than the conventional classroom learning. I am looking forward to attending this conference again this year.

GCD: YIS Expeditions

Recently, us students and a few teachers had one week off from the regular school schedule to go on an expedition of our choice. With my past experience with diving, I chose to be certified for the PADI Advanced Open Water Diver in an island called “Ishigaki-Jima” which is located in the south of Japan.

From this experience, I was reminded that if a trash is littered on land, it eventually finds its way to the ocean to disrupt marine life. Around my house, there are a few sightseeing spots which attract many tourists, leading to a lot of litter. However, because I am in that environment every day, seeing trash on the ground starts to feel normal. But by being in a different environment close to the beach, it made me notice that very few litters are on the ground. It showed how the people living around the beach are aware of the consequences of littering near the beach, and also were preventing it by putting up posters that advocated for people to take their trash home. Therefore not only did this experience make me learn how I not aware of the litter around me and in my environment, but it changed me to pick up trash and properly put it in a trash bin. Especially plastics since many are not bio-degradable and take few hundred years to decompose, and damages the animals in the wildlife. (Answering: What did you learn about wilderness, what did you learn about yourself, how has this learning changed you?)


The picture below and on the left are pictures taken at a flower field near the beach. It did not have any garbage lying around.

 

The video below is a video taken at the beach, and no litter can be seen in the ocean as well.

The picture on the left is a picture taken at the beach. It is notable how no litter can be seen lying around on the beach.

How does your Memory Work? | I&S

When people experience an event it is generated and then categorized to retrieve the information in the near future. ut according to medical research, the process is much more similar to plugging your laptop into an Ethernet cable.

-neurotransmitters

a chemical substance which is released at the end of a nerve fibre by the arrival of a nerve impulse and, by diffusing across the synapse or junction, effects the transfer of the impulse to another nerve fibre, a muscle fibre, or some other structure.

-reconfigure

configure (something) differently.

-consolidated

combine (a number of things) into a single more effective or coherent whole.

-vast

of very great extent or quantity; immense.

What is the Difference Between Nature and Nurture? | I&S

Recently in our I&S class, we have just started a unit about Nature and Nurture relating to Psychology. During the past couple classes discussing about this topic, I have found out that characteristics and physical abilities can be passed on to individuals by nature (genes) and can also be shaped by the environment the individual grew up in or/and what she/he learned over the course of he/she’s life.

Our class filled a form which was to figure out if your physical characteristics/physical abilities/behaviors/likes/dislikes were connected to nature or nurture. By filling out this form I have found out that my ability to swim well could be nature, because both my parents are swimmers or, because I have been swimming for over 7 years now. However I discovered that most of my physical characteristics are nature, and my behaviors are mostly nurture.

In class we also watched a few videos relating to Nature vs Nurture. According to the video about identical twins and how they grow, one of the twins receive more nutritions in the womb compared to the other twin. The video talked about how this explains why one twin can grow up to be taller than the other twin and how one can have a higher IQ than the other twin. They tested the twins with the same test over the years and they have found out that even though the twin that got less nutrition in the womb had a lower IQ when they first started testing the twins, over time the twin with the less nutrition’s IQ rose faster than the twin with that got more nutritions. This study shows that even though two kids are identical twins, one can be smarter at first because of the genes. However the environment the twins grow up in (nurture) and what they learn can impact the ones IQ and make them as smart as the one that was smart by genes.

Drama: Comedy Timeline

Ancient Comedy (Greek) 

Ancient Greek comedy was a very popular form of theatre performed across ancient Greece from the 6th Century BCE. Aristophanes and Menander was the most famous playwrights of the genre. The contemporaries made fun of politicians, philosophers, and fellow artists. The plays give an indirect but invaluable insight into Greek society in and provide details on legal systems, education, and more. The creative play also reveals the identity of the audience and show what the Greeks’ sense of humor was like.

Ancient Greek Comedy

Medieval Comics

The middle ages are often referred to the time after the fall of Roman Empire to the rise of the renaissance in Italy. Modern European countries began to solidify their cultural and ethnic identities during this extensive time period that saw the and fall of the Crusades, Carolingian Empire, and the Reformation. A Jester is a professional clown employed to entertain the King or nobleman during these time periods. A Jester can also be referred to as a fool, buffoon or clown. Because there are many similarities between the medieval jesters and the modern circus clown, they are often compared with each other. The medieval Jesters had the privileges which were not afforded to many other people at court. The court Jester was one of the few characters in the court who could freely speak their mind without causing offence and somebody who could humor to mock, and joke about the lord.

Court Jesters

Renaissance Comics

From 1400 AD to 1600 AD, there was a burst of innovative technology, extraordinary pieces of artwork, exploration, trading and beautiful music. During the Renaissance, comedies meant something different from what they currently mean today. Many people think of modern comedy as funny. However, comedies in the Renaissance meant a play having a happy ending. Though comedies do not have to be funny, all have the potential to be. Characters in Shakespeare’s comedies sometimes embarrass themselves during the play. Shakespearean comedies are made of many characteristics. They aided the process of rebirth of entertainment during the Renaissance. Some modern comedies are based upon Shakespeare’s brilliant plays. Even today, his plays are still very popular across the world. Shakespeare truly was a great playwright of his time and his comedies live on to tell the tale.

Shakespeare

Melodramatic Comics

Melodrama is a type of theatre distinguished by exaggerated movements, plots and characters. The characters are usually the stereotypical portrayals of people. Mostly the characters are stock characters. These characters are stereotypical and contain: the hero, the damsel and the villain.

Melodrama

Circus Comics

Circus is a performance of acrobatics, comedy, and equestrian, which has existed since 18th Century. Ancient clowns did exist but not known as clowns. The word clown was not used until the 16th century. These are some of the basic types of clowns, the white face clown, the auguste and the character clown. Circus clowns tend to perform gags. As the people that watch and enjoyed circus clowns increased, more types of circus comedy and clowns were born.

Clown

Cinematic Comics

The silent period was around from 1896 to 1929. After 1900, film became a more middle-class phenomenon, as film makers exploited film’s story telling. From 1907 ~ 1913, many production companies moved from New York City to Los Angeles to take advantages of the warm weather. This made Hollywood a very famous place.

MLA Format Bibilography

Works Cited
“Ancient_Greek_Comedy.” Ancient History Encyclopedia. N.p., n.d. Web. 2 June 2016.
“English Renaissance Theatre.” New World Encyclopedia. New World Encyclopedia, n.d. Web. 02 June 2016.
“Film History: Silent Period (1895–1929).” Spark Notes. SparkNotes LLC, n.d. Web. 02 June 2016.
“Interesting Information About The Jester.” HubPages. HubPages, 2 Mar. 2012. Web. 06 June 2016.
“Medieval Jesters.” Medieval Jesters. Medieval Jesters, n.d. Web. 2 June 2016.
“Terms & Themes.” Terms & Themes. University of Houston Clear Lake, n.d. Web. 02 June 2016.

 

Chapitre 10: Mise en Train

Activity 1:

1. Why does Magali want to buy something new?

Because there is a birthday party that she is going and she does not know what to wear.

2. What is Hélène going to wear? Why?

Hélène is going to wear T-shirt and jeans because it is simple.

3. What type of clothing is Magali looking for?

She wants a clothes for the party and she wants something that is original but not too expensive.

4. What outfit does Magali like?

Magali likes the green outfit.

Activity 2:

  1. «J’aimerais quelque chose d’original et pas trop cher.» -> Magali
  2. «Je peux vous aider?» -> La vendeuse
  3. «Moi, j’aime bien être en jean et en tee-shirt. C’est simple et agréable à porter.»  -> Hélène
  4. «Qu’est-ce que vous faites comme taille?» -> La vendeuse
  5. «Chacun ses goûts.» -> Hélène
  6. «Est-ce que vous l’avez en vert?» -> Magali
  7. «C’est tout à fait votre style.» -> La vendeuse
  8. «Ce n’est pas tellement mon style.» -> Magali

Activity 3:

1. le jean et le tee-shirt d’Hélène

“Pourquoi est-ce que tu ne trouves pas quelque chose d’original? De mignon?”

2. la première jupe que la vendeuse propose.

“Bof. C’est pas tellement mon style.”

3. la jupe verte en 38

“Oui, c’est pas mal, mais elle est un peu large, non? Est-ce que vous l’avez en 36?”

Activity 4:

  1. Qu’est-ce que vous faites comme taille? -> b
  2. Comment la trouvez-vous? -> d
  3. Je peux vous aider? -> c
  4. Ah, très chic! C’est tout à fait votre style. -> a

Activity 5:

  1. express indecision? -> Je ne sais pas quoi mettre.
  2. express satisfaction with your clothes? -> C’est simple et agréable à porter.
  3. tell a salesperson what you want? -> J’aimerais quelque chose de…
  4. tell what size you wear? -> Je fais du…
  5. express dissatisfaction with clothes? -> C’est pas tellement mon style.
  6. ask for a certain color or size? -> Est-ce que vous l’avez en… ?

Activity 6:

Est-ce que tu préfères le style de Magali ou d’Hélène? Qu’est-ce que tu aimes comme vêtements?

Je préfères le style d’Hélène, parce que un jean et un tee-shirt est très agréable à porter. Pour un jean, j’aime bien le couleur bleu et pour un tee-shirt, je peux choisir le couleur aussi.

Chapitre 9: Mise en Train

Tu as compris?
  1. How was Hélène’s weekend?

It was okay but she did not do anything special.

  1. Did Magali have a good weekend? Why? Why not?

She had an excellent weekend. Because she went to see the ancient theater with Florent.

  1. Do you think Magali likes Ahmed? How can you tell?

Yes because she said that he is very nice.

  1. Why does Magali have to hang up?

Because her father wants to call and use the phone.

Magali ou Hélène?

Qui a fait ça, Magali ou Hélène?

  1. aller aux Baux

Magali

  1. faire ses devoirs

Hélène

  1. lire

Hélène

  1. aller au théâtre antique

Magali

  1. regarder la télévision

Hélène

  1. ne rien faire de spécial

Hélène

Mets en ordre

Put Magali’s activities in order according to Un week-end spécial. Elle a parlé avec Hélène au téléphone.

  1. Elle a parlé avec Hélène au téléphone.
  2. Elle est allée au théâtre antique.
  3. Elle a rencontré un garçon sympa.
  4. Elle est allée aux Baux-de-Provence.
C’est qui?

A quelle personne correspond chaque phrase?

  1. Cette personne veut téléphoner.

La père de Magali

  1. Cette personne a passé un bon week-end.

Magali

  1. Cette personne est super gentille.

Ahmed

  1. Pendant le week-end, cette personne n’a rien fait de spécial.

Hélène

  1. Cette personne va téléphoner plus tard.

Magali

Les résultats de ma recherche sur la Côte d’Ivoire

Recently in french class, we have been researching about the food in Côte d’Ivoire.

There are many cultural foods and food productions in Côte d’Ivoire. Many of them include cacao production, banana production, coffee production and more. These foods are used to cook cultural and traditional food and they are also exported to other countries such as cacao which is needed to make chocolate.  The most famous Côte d’Ivoire’s traditional food is “Ivorian cuisine”, which is based on tubers, grains, pork, chicken, seafood, fish, fruits, vegetables and spices.

Ivorian cuisine

(Picture From)

This is the recipe for Ivorian Cuisine (Chicken)

Some of the diet is healthy, and some are not. For example, the Ivorian Cuisine include the vegetables and meat which is a very good balance. But on the other hand, the other traditional food such as the Alloco which are fried bananas, are not that healthy for the human body.  I think Côte d’Ivoire was influenced and has adopted the french way of eating food. They use knives, forks and spoons but in the neighbor countries of Côte d’Ivoire, the way of eating food is different. I think it is very important to care of what you eat and what you put in your body to be healthy and fit. This is because, food you eat make your body. So it all really depends on what kind of food you eat whether it’s a McDonald’s big mac or organic fruits and vegetables. I believe that you should pay close attention to what you put in your body and always check the ingredients if you are willing to stay healthy and fit.

Chapitre 8: Mise en Train

-Tu as compris?-

1. Morning
2. Go buy groceries so she can prepare a traditional dish.
3. Fish, onions, tomatoes and lemons (lime), peanut oil.
4. The english teacher comes to her house.
5. That someone was going to be invited for lunch.

-Vrai ou Faux?-

1. faux
2. vrai
3. faux
4. faux
5. faux

-Choisis la photo-

1. b
2. d
3. e
4. a
5. c

-C’est qui?-

«Tu me fais le marché?»
2. «J’ai aussi acheté un paquet de beurre, de la pâte de tomates, du pain et du riz.»
3. «Non, merci. Je n’ai plus faim.»
4. «Ah, j’ai oublié… »
5. «Va voir qui est à la porte.»

-Cherche les expressions-

1. Encore du pain?
2. Non, merci. Je n’ai plus faim.
3. Tu me fais le marché?
4. Il me faut…
5. Bon d’accord

 

-Et maintenant, à toi-

Usually my mom on week days and me and my mom on weekends.

Comparing Developments of Japan and Kenya || I&S

Recently in I&S class, we have been learning and discussing the different ways a countries development can be measured. For this assessment blog post, we picked two countries and the we compared and contrasted their level of development over the years.

For this blog post I picked to compare and contrast Kenya and Japan’s life expectancy rate (in years) and Income per person (GDP/capita). The first huge gap I noticed about these two countries are that (referring to the statistics in 2012) Japan has a larger life expectancy compared to Kenya which still lies around the part where they only live until 61 when Japan has a life expectancy of 83 in the same year (2012).  Even though Japan is currently at the top of the graph for life expectancy, it was once near Kenya’s life expectancy rate in 1945 (Japan’s life expectancy rate was 31 when Kenya’s life expectancy rate was 29 at that time). Which was the year when World War II ended. Even though Japan had more developed technology, the tables were flipped when they lost in World War II. I believe that this mostly because at that time, Japan’s priority was to win and get the fighting airplanes back safely so they can use them again and not the soldiers and the citizens lives. Which is probably one of Japan’s worst decisions ever made during World War II. While on the other hand, Americas first priority was to get the soldiers back safely. This decision lead to America still having the experts and the experienced soldiers. It is noticeable that the reason America won the war beside the development of technology was that they didn’t act and not care like soldiers were things and not actually living which is what Japan exactly did and killed all their skillful and intelligent soldiers.

From the 1945, it is clear that Japan has recovered and now leads the graph along with other MEDC’s. In addition, the average income per person (2012 data) in Japan is $31274 when Kenya is around $1518 on average which is a huge gap and tells us indirectly that Japan has developed medical care and technology which leads to a higher life expectancy when Kenya is still not that developed. But Kenya also had its ups and downs for example, in Kenya the years, from 1989 up until about 2000, the life expectancy rate has decreased and in 2000 it was 53. This can be explained by the diseases that were around and was epidemic at that time such as HIV and AIDS. Also by the mid 1990’s it was one of the major causes of mortality in the country putting huge demands on the healthcare system including economy.

Japan and Kenya Graph 1945 Japan and Kenya Graph 2012

Then I looked at child mortality rate (0-5 year-olds dying per 1,000 born) and children per women. By looking at this graph, I noticed that the average children per women is 1.4 kids and the child mortality rate is 3 which is extremely low and shows why the population is decreasing now and there aren’t that much young people in the population now of Japan because their are more aged people compared to young people which means that this generation will struggle on this issue in the future. I believe that Japan has a very low risk of a new born dying because, Japan’s medical equipment in hospitals are developed which helps save lives. But on the other hand, Kenya does not have medical equipment and technology as developed as Japan which is why their is a gap between the child mortality rate for Japan and for Kenya which is 73. Also I believe that people that live in Kenya have more children’s compared to Japan because, they need children’s to help them with their farms because most of the people that live in Kenya only gets a small amount of incomes every year so they don’t have enough money to hire helpers that can help them with their farms or their house work like we can if we wanted to.

Graph of Japan and Kenya's Child Mortality and Child per women in 2012

I have learnt a lot from all the research I’ve done and also working with gap minder helped me understand the statistics because it is easily visualized and mainly because I find graphs easier to understand then a big chunk of words about the topic with complicated words and phrases I’ve never heard before. Now I also know terms that I didn’t know before this unit has started. Such as MEDC’s, LEDC’s, child morality and GDP Capita etc.