Comedy Reflection

In Drama class, we learnt about comedy and we made our own comedy routine that incorporates all of what we learnt. We learnt many comedy techniques, tricks, and facts about comedy in class. However we also had two visitors. From these visitors there were many more things that we learnt. Using these knowledge and through different influences, we made our own character and, in small groups we made a comedy routine each.

There were many things that influenced the development of my character. The first influence was from Phillipe. In his lesson, he taught me about different walks; closed, open, and parallel. Since my character is an introverted character, I developed the closed walk into my character. The second influence was from activities we did in class. An example is when we worked on the walks in class. I learned to walk small steps each time for my an introverted character. Another example is from when we worked on the tricks, where I learned the table cloth pulling trick. I really enjoyed doing this, so I developed that into my character. From classes, I also learned about exaggeration to make people laugh. The last influence was from my own personality. I am already a little bit introverted to start with. Therefore, I exaggerated this and made my character a super introverted bumbling person.

We got many feedbacks from many people but, some of the feedbacks we got were not positive. An example feedback was that our comedy routine was not very funny. Since our comedy routine was repetitive, not active and not exaggerated, Ms. Erickson suggested that we do all of our movements more exaggerated and active. I tried to pur my head more into my book to make myself a more bookworm. We also made our plot so that I accidentally win the whole competition for different reasons such as sneezing. From Rene, we got the feedback that the table cloth pulling trick was not put in the routine the right way, the way that made sense. So we also tried to incorporate the table cloth pulling technique into our routine so that it will not be strange. We did this by making table cloth pulling trick a part of the audition. However we tried to do all of these, but found that our comedy routine was not funny. Therefore in the end, we changed our whole play into a completely different story. In the new story the setting is in a restaurant and I am a bumbling waitress.

I found this comedy unit very interesting. The things that I found interesting were not only the drama techniques that we learnt and Phillip’s and Rene’s visits. I also found the history, the types of comedy and tricks of making people laugh, interesting. Through this, I learnt how making people laugh is a very hard thing to do and it made me appreciate comedy more.

English Unit 3 Reflection: Perspective and Prejudice

At the start of the unit, I wrote that perspective change our understanding of the world because not all perspective are correct and that we might get a wrong idea of things by looking at it from a wrong perspective. At that time, I did not know much about stereotypes or ‘us’ vs ‘them’ mentality and therefore I had a vague idea of what perspective really was. However, now that I learned about this unit, I know that in perspective, there are things like stereotypes involved. In the Outsiders, I found out that like the Socs and the Greasers, even though they had a stereotypical idea of each other, people can overcome these stereotypes to change their understanding of the world around them. Now I think that perspectives are a strong idea in which one’s understanding of the world changes. The-outsiders-19

the-outsiders-1983-the-greasers

Does Everyone See “History” In the Same Way?

I believe that everyone sees “history” in different ways. In “history”, there is more than one person involved in it and even if one was not directly involved, people are able to learn and have an opinion about it via ways such as mass media. An example of a history that was not seen the same way by everybody is the Bubble. The Bubble is a period of time in Japan from late 1980s to early 1990s. From late 1980s to 1990, the stock prices and the real estate inflated due to many reasons such as the increase in the price of land, the increase in the consumption rate, and Bank of Japan’s loose monetary policy. According to Bloomberg, in Ginza, a popular place in Tokyo, the price for 3㎡ of land was 120,000,000 Japanese Yen at that time. However in 1990, the Bubble burst. Stock price and the real estate dropped. People started losing jobs. Companies went bankrupt. Due to this the decade after the Bubble burst is called the “Lost Decade”. These emotions, languages and experiences from the primary and the secondary research were different from my father’s story and similar to my mother’s.

 

When I interviewed my father, who lived through Bubble, there were many differences with the research I have done. During the growth of economic Bubble, he was in USA, working in a Japanese embassy. Since he was in USA, he was not really affected by it as much, but he knew about it. Moreover, his job is a public civil servant so his job was not affected as much as private businesses with the rise and fall of stock price. Some of his family were living in Japan at that time, but none of them was affected greatly by it. When he came back to Japan, he still was not affected much by it, other than that it was harder to catch taxis at night and the price of taxis were higher in the night. He said that this was because so many people were going to parties in the night and people used taxis instead of walking because they had money. Other than that he did not find Bubble to be bad or good, but just normal. After the Bubble burst, he said that “the way he saw the Japanese government did not change”. He just did not expect high growth rate anymore and he says that Japan is still in stagnation. As you can see, sometimes, his experience and the way he saw the Bubble was different from information collected from primary and secondary source. It is similar to the research on how he said taxi was hard to catch and the price went up because in both research and interview, it shows that people were going to parties at night. However for other points, it was different. The emotion and the language in the articles were more negative such as the “Lost Decade”. However my father had more neutral emotion and language because he did not find any pros or cons in the Bubble. His experience is different too. In the websites that I have looked at, the experience of the high growth rate were written as “In the late 1980s, on the heels of a three-decade long “Economic Miracle,” Japan experienced its infamous “bubble economy” in which stock and real estate prices soared to stratospheric heights driven by a speculative mania.” (Jesse Colombo) and the experience are very positive about the Bubble and very negative about the Bubble burst. However my father’s experience was more neutral, like his emotion and language. This shows that people does not see “history” the same way and the way they see it might depend on where they were, their job and their experience.

 

Some people do see “history” in the same way. An example is the interview I have done with my mother. During Bubble, she was in university and therefore the Bubble affected her choice of jobs. She said that students older than her in her university got many offers from private businesses and she said that “it was a very easy time to get jobs” for them. However as when she was in the last year of university, the Bubble burst. People started losing jobs and the offers for jobs did not come as much to university students. Therefore she chose to work as public civil servant because then, the work will not be affected by the stock price or the real estate. She said that many people chose the same too. During Bubble, she said that she saw many TV programs about how the real estate increased and how people were going to parties. After the Bubble burst, she went to Malaysia because of her work. There she was told by foreigners that Japan was an amazing country because they saw how Japan grew and therefore, she felt as if Japan had high expectations. Even after the burst, she said that foreigners believed that Japan would come back again. Her story is much closer to the one to the research compared to my father’s. The emotion and language were positive during Bubble, like the primary and secondary sources, because she used languages like “many job offers”, “salary” and “easy time to get jobs”. Her experience of choosing jobs in university and people going to parties are also similar to the one of primary and secondary sources. The way she talked about the Bubble burst was similar too. The emotions and languages were negative such as “loss of job offers” and “drop of stock price”. This shows that some people do see “history” in the same way.

 

From this, I can see that some people do see “history” the same way and some people do not. An example of people not seeing it the same way is my father and the websites. The emotion, language and experiences were different. An example of seeing it similarly is my mother and the websites. Therefore it is important to understand that people do see “history” differently. Some people might say something opposite to someone else and that is their opinion. People reading the history must read from both sides to fully understand history. This is because people living at that time will care about it. If one side says something bad about the other, the reader might get the idea that the other was bad and misunderstand it. This is why people must understand that people do have different opinions and therefore there is no correct “history”.

 

Bibliography:

桑子, かつ代, and Russell Ward. “銀座地価が過去最高に、ブランドや免税店が続々-坪2億円取引も.” Bloomberg. Bloomberg, 23    Mar. 2016. Web. 25 May 2016. <https://www.bloomberg.co.jp/news/articles/2016-03-22/O460BS6JTSF201>.

Colombo, Jesse. “Japan’s Bubble Economy of the 1980s.” RSS. The Bubble Bubble, 4 June 2012. Web. 27 Apr. 2016.            <http://www.thebubblebubble.com/japan-bubble/>.

“Japan.” Britannica School. Encyclopædia Britannica, Inc., 2016. Web. 26 Apr. 2016.  <http://school.eb.com/levels/high/article/106451#23220.toc>.

History of Comedy

Ancient Comics: (Around 800 BCE – 753 BCE)

Ancient Comedy

Comedy is said to have originated from rituals, such as Phallic processions, performed for the Greek God of vegetation, Dionysus.These comedies were called the “Old Comedy” and according to Evolution of Comedy, it was a mix of “farce, fantasy, satire, and parody, the series ending in a lyrical celebration of unity”. After the “Old Comedy”, “New Comedy” was born and the “New Comedy” was more about romance and less sarcastic or critical. However since comedy was for making people laugh, it was not taken seriously, so the origin of comedy is not defined. In Ancient Greek, Aristotle thought “that it first took shape in Megaris and Sicyon, whose people were noted for their coarse humor and sense of the ludicrous” (Origin of Comedy). Aristotle believed that comedy was a positive impact on the society but there were others like Plato who thought it was a negative impact and preferred tragedy over comedy. Comedy was very popular among Athenians and in 425 BCE, Aristophanes wrote many comedies.When the Romans took over Greece, a Roman version of comedy was born. In Roman comedy, everything was set in Rome, not Athens, and Roman dramatists adapted it so that it fits the Roman culture. It was not only Greeks and Romans who had comedy. Ancient Egyptians has comedy as well, though it was different from Greek and Roman comedy. Egyptian comedy was more religious and royal. As you can see there was comedy from old time, even though it was not taken seriously at the time.

Medieval Comics: (476 AD – 16th Century)

Medieval Court Jester

In Medieval times, churches tried to keep the comedy to minimum, but it was still performed in festivals and ceremonies and survived for the next period, Renaissance. In Medieval times, by the 14th century, more clowns and Court Jesters started to appear, as the records start getting better. Court Jesters were people who provided amusement to households and Royal families. In Egypt, there were people whose job was to entertain the Royal family, who imitated Egyptian Gods. These people were start of clowns. In Rome, there were many types of clowns. Sannio, a clown who did not wear any masks and who made people laugh with their funny body and face. Stupidus, who made people laugh with mimicking and was famous for slapsticks. Scurra was good at jesting while Moriones, Stulti and Fatui were funny for their retardedness. As you can see, these Court Jester and clowns were main parts of Medieval comedy.

Renaissance Comics: (14th Century – 17th Century)
In Renaissance times, a new type of comedy, called realistic comedy, was born. It was a mix of Latin comedy and comedy developed by John Heywood. This comedy was mainly expressed in plays by Ben Johnson and William Shakespeare. Shakespeare was very good at writing tragicomedy plays as well as romance comedy plays. On the other hand Heywood wrote plays that were more classical. During this time, there was another type of comedy called Commedia dell Arte, which originated in Italy. This is a comedy with masked characters who improvise their dialogues. This later influenced France to the pantomime comedy. In 17th century, a classical comedy and Commedia dell Arte combined together to make a play called Molière. Renaissance was a period in which new types of comedy was born and when comedy started to get popular.

Commedia dell Arte

Melodramatic Comics: (18th Century – 19th Century)

A melodramatic drama is a drama in which the plot and the characters are exaggerated to appeal to emotions, using stereotypes. It was written in 18th to 19th century and was usually accompanied by music. It is also centred on the idea of good vs. evil. It was the most written theatre in 19th century and was very popular by 1840. In melodramatic comedy there were 6 characters called stock characters and they were the hero, the villain, the heroine, an aged parent, a sidekick and a servant. These characters were used in plots of murder and love. Melodrama is still present in the present day.

Circus Comics: (18th Century)

Circus is a performance of acrobatics, comedy, and equestrian, which has existed since 18th Century. The first ever circus to be performed was by Philip Astley in London. In circus, there are clowns, whose job is to entertain the audience and to make them laugh. There are three basic types of clowns in circus: the whiteface clown, the auguste and the character clown. Circus clowns perform gags. As more people went to and performed in circuses, more types of circus comedy and more types of clowns were born.

Cinematic Comics: (20th Century)
Cinematic comics are films that focuses on the humour part. These films are to amuse and entertain the audience and it is made funny by using exaggeration of real life characters. It started with silent films. Silent films are films without any words used, and therefore it is a comedy of physical action, such as slapsticks. An example of a silent film is “City Lights”. Famous comedians from this time are Charlie Chaplin, Buster Keaton and Harold Lloyd. Charlie Chaplin is a comedian, silent actor and pantomimist. He is very famous. There are many classics from Charlie Chaplin such as “The Tramp”, “The Floorwalker” and “The Kid”. Buster Keaton was famous for his “stoneface” and acrobatic gags. His works include “The Butcher Boy” and “One Week”. Harold Lloyd was a popular silent clown who was called the “third genius” after Chaplin and Keaton. Some of his works are “Just Nuts” and “Safety Last”. After silent films, T.V comedy shows became popular. An example of that is Mr. Bean.

 

Citation:

Photos from CC Search

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 and comfortable to wear.

3. What type of clothing is Magali looking for?

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

4. What outfit does Magali like?

Magali likes the green shirt.

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

Activity 1:

1. How was Hélène’s weekend?

She did her homework, watched television and read a little bit.

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

She had an excellent weekend because she went to the ancient theatre with Florent.

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

I think so, because she says that Ahmed was really friendly and nice.

4. Why does Magali have to hang up?

Because her dad wanted to use the telephone.

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Activity 2:

1. aller aux Baux

Magali

2. faire ses devoirs

Hélène

3. lire

Hélène

4. aller au théâtre antique

Magali

5. regarder la télévision

Hélène

6. ne rien faire de spécial

Hélène

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Activity 3:

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

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Activity 4:

  1. Cette personne veut téléphoner.

Le 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

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Activity 5:

  1. to answer the phone?

Allô?

  1. to identify yourself on the phone?

C’est… à l’appareil.

  1. to ask if someone had a good weekend?

Tu as passé un bon week-end?

  1. to ask what someone did?

Qu’est-ce que tu as fait?

  1. to tell someone to hold?

Attends une seconde.

  1. to ask what happened?

Qu’est-ce qui s’est passé?

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Activity 6:

  1. What do you think happened to Magali at les Baux?

I think that she had a good time at les Baux with Ahmed and Florent, because she was happy and she liked Ahmed.

Informercial

How could you grow as a public speaker?

There were many things that I learnt to grow as a better public speaker. The first thing I leaned is that eye contact is very important. It is not just to see the audience but it is to catch the audience’s attention. If you are looking at them, the audiences are more likely to pay you the attention you want. The second is that I need to act. You have to act confident, even if you are not. You have to act as if you meant it, even if you make a mistake. The last is that I need to be energetic. Loud voice, happy expression and so on. These will not only catch the audiences’ attention but they are more likely to like it. By doing these, I think that I would be able to improve more as a better public speaker.

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There are many opportunities outside of drama to do a public speaking. For example in my GIN CAS. There were times when I had to talk in front of people regarding my service action, such as in assembly and in Red and White Concert. Another example is in other subjects. I did a presentation or speech in individuals and societies and Japanese. Therefore, before the next time I talk in front of people I would like to be a better public speaker.

Persuasive Speech

I did a persuasive speech on junk food in drama class. There were many things that I felt before and during the speech. Before the speech I was nervous but as I started and continued, I felt more confident. I also think that the palm cards really helped me. While I was doing the speech, there were times when I forgot the word and got lost, but I looked at the palm card and got the idea of what I was talking about. There were also things that I did well and things that I could improve on. Firstly, I think that I was able to maintain eye contact with the audience. I tried to look at the audience and only look at the palm cards when necessary. Secondly, I think I was able to organise the speech well, with intro, key points and conclusion. However there are many things that I could improve on and these are, to project my voice, to flow the speech more consistently and pronunciation of words. I think my voice was a little small at first and could have been projected more. To flow my speech more consistently, I could practice more so I know exactly what I will say and don’t get lost. Lastly to pronounce words more clearly, I could also practice more.

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There are many times and events in my life that I could use persuasive speech in my life. For example in job interviews. I would have to persuade the instructor why I should get the job. Also, persuasive speech can be used when raising an awareness about an issue. I would have to tell people how that issue is an issue that must be fixed and tell them how it can be fixed. I would have to be very persuasive so that people will understand and help the issue the way they can. As you can see, there are many times and events in my life when I can use persuasive speech.

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There were many things that I learnt about persuasive speech in this unit. I learnt that knowing how to structure my speech is one of most useful and important thing for speech. This is because the structure of a speech can make the speech more persuasive, and easy to follow and understand. If the structure was not well constructed, the speech will be jumping from one point to another and that will confuse the audience. I also learnt that it is important to be able to present my speech well. There will be a lot of difference between presenting my speech confidently and presenting  it unconfidently. The audience will not listen or be persuaded by people who are not confident. The presenter must be persuaded himself/herself and act confident even if he/she wasn’t and don’t show even made a mistake. By making a good speech and presenting it well, the audience will be more persuaded.

Les Resultats de ma Recherche sur la Cote d’Ivoire

Côte d’Ivoire is a country in West Africa. Its offFlag_of_Ivory_Coasticial language is French because it was colonised by France. Côte d’Ivoire became independent in 1960. There are also many religions in Côte d’Ivoire such as Islam, Christianity and African religions.

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Agriculture is very important for Côte d’Ivoire as it is the main source of its economical growth. There are many food products that are specific to Côte d’Ivoire but the main ones are yams, cassava, cocoa, coffee and rice. Cocoa is the biggest export of Côte d’Ivoire and 20% of the exports are cocoa.

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These food products are used a lot in Ivorian diet. For example, there is a traditional dish called “Fufu” in Côte d’Ivoire. The ingredients of this dish is cassava and plantains. Since cassava is one of the main crops in Côte d’Ivoire, this shows that the Ivorians seems to use what they grow to cook their dishes. Another example is a traditional dish which is baked yams. Again, yams are one of the main crop Ivorians grow in Côte d’Ivoire, so the specific foods of the country are used in the country’s diet.

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Screen Shot 2015-12-16 at 2.34.14 PMSome specific dishes of Côte d’Ivoire are Kedjenou, Fufu, Calalou and Arachid sauce. They are all traditional and they are made at homes, restaurants and many other places.

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Kedjenou is one of the traditional local food in Côte d’Ivoire. In Côte d’Ivoire, there are many religions, such as African religions, Christianity, Islam and so on. For Muslims, there is a period of time in the ninth month of Islamic calendar called Ramadan. In Ramadan, people fast from sunrise to sunset. At the end of Ramadan, there is a ceremony called Eid al-Fitr and in this ceremony, there will be feasts, and Muslims sacrifice sheep, camel or an ox to the God. Kedjenou is a cuisine that is eaten in Eid al-Fitr as the feast at the end of Ramadan. This is meat and vegetable sauce. The recipe is from this source.

Ingredients:

  • 2 chickens, cut into pieces
  • 3 large onions, chopped
  • 6 tomatoes, peeled and diced
  • 1 piece ginger root, peeled
  • 1 clove of garlic, crushed
  • 1 bay leaf
  • Salt, to taste
  • Hot red pepper, to taste

Recipe:

  1. Put the chicken, tomatoes, onions, garlic, ginger and bay leaf in a casserole dish.
  2. Season with the salt and pepper.
  3. Put a lid on. The lid should be tight-fitting and thick so that the steam will not escape.
  4. Put the casserole on medium to high heat.
  5. When the ingredients start to simmer, turn the heat down to medium to low.
  6. Put the casserole away from the heat and do not remove the lid. Shake the casserole to stir the contents inside so it will cook evenly.
  7. Repeat this procedure every 5 minutes for 35 to 40 minutes.
  8. Place the contents of the casserole on a warm plate.
  9. Serve the dish with rice.

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I think that the Ivorian diet is healthy because of several reasons. The first reason is because they use a lot of vegetables. There are many important nutrients in vegetables. As you can see from the recipe of the traditional dish, Kedjenou, there are many vegetables such as tomatoes, onions, ginger, garlic and onions. The second reason is because it is traditional and made by hand. Ivorian diets do not have any factory made chemical or anything that is unhealthy for the body. The third reason is because of the balance. In Ivorian food, there are vegetables, meat and rice. These three things are very well balanced together. From these three reasons, I would say that he Ivorian diet is healthy.

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I believe that our diet is influenced by our culture. Côte d’Ivoire was colonised by France before and this has influenced food products as well as way of eating. For example, the French wanted to increase the export of the country back when it was colonised and this led to the high export now with cocoa and tropical fruits.

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To answer the question “Tell me what you eat and I will tell you what you are”, I think that it is important to eat good food in order to be healthy and fit. This is because if you keep eating food that it not do good, you body will not be healthy or fit. However by eating good food, your body will get nutrients and other important things for your body, making your body healthy and fit.

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Source:

  • “Learn About Cote D’Ivoire.” Africacom. Africa.com, 2015. Web. 17 Dec. 2015. <http://www.africa.com/cote-divoire/about/>.
  • “Côte D’Ivoire.” Food in Every Country. Food in Every Country, n.d. Web. 17 Dec. 2015. <http://www.foodbycountry.com/Algeria-to-France/C-te-d-Ivoire.html>.
  • “CÔte D’Ivoire.” Culture of Côte D’Ivoire. Countries and Their Culture, n.d. Web. 17 Dec. 2015. <http://www.everyculture.com/Bo-Co/C-te-d-Ivoire.html>.
  • “Côte D’ivoire – Agriculture.” Agriculture. Nations Encyclopedia, n.d. Web. 17 Dec. 2015. <http://www.nationsencyclopedia.com/Africa/C-te-D-ivoire-AGRICULTURE.html>.
  • “Cote D’Ivoire.” OEC. OEC, 2013. Web. 17 Dec. 2015. <http://atlas.media.mit.edu/en/profile/country/civ/>.
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