How Does Memory Work

There are many things that happen when memory is in action. First of all, the neurotransmitter makes it so that the information is sent to the neurons in the brain. When there is the same information going into the head many times, the information will go to the neurons immediately making them store the information so they could retrieve it later. But when the information is not that important and does not go into the brain that often, it does not go to the transmitter immediately making it hard for us to bring back the memory. Now, when retrieving back the memory, the information goes through a pathway and synapses that connect the neurons. The more the pathways are used, the stronger it gets and is easier to retrieve back the memories. The synapses are like a muscle, and if you do not use it, you will lose it and will be really hard to retrieve the memory.

VOCABS:

Therapeutics – A treatment or a therapy for a disease.

Neurotransmitter – The chemicals that allow the information from the neurons to go through.

synaptic – A structure that connects the neurons and for the information to go through.

long-term potentiation – It’s the long term strengthening of synapses that proves the long term memories.

consolidates – Makes something physically stronger

Phuket Reflection

This year for the grade 9 field studies, we had a choice to go to Phuket or Niigata. I chose to go to Phuket and learn the cultures in Thailand. Because I had never been to Thailand, I was half happy and scared to go for a week. The main activities we did in Phuket was decorating the Burmese mon school and playing with the kids, hiking, snorkeling, mangroves planting and playing with the SOS children.

After the trip to Phuket, I think that the way I think of the world changed. This is mostly because of the Burmese mon school and the students I met there. When I first visited their homes, it was a surprise to me at how the life there is so different from the life I have in Yokohama. This was the first time I went to these kinds of places and it made me thimg_0960-xlink about all the other places like this that I haven’t visited and what I could do to help these people. The way I saw the world and how I think changed a lot from this trip because I saw how and what kind of places the Burmese lived in. From now on, I will not only think about myself but also the people who are suffering around the world where I haven’t even visited.

In this trip, we did many activities including service, learning about the wildness, and outdoor adventure. One main activity that I learned a lot from was the hike. Going on this hike taught me many things from communicating with my peers, and how trees and animals in the rainforest survive. One of the things I learned on the hike was why the trees in the rainforest big and tall. It was because the trees are all fighting for sunlight so they could survive. The reason why the branches were long and the leaves were big was so it could collect more sunlight if the leaves were bigger. Because of going on this hike, I learned that all of the living things in the rainforest are all trying to survive.

One of the skills I learned in an outdoor activity was snorkeling. We learned how to be safe on the boat and in the ocean where there are many creatures. We all had to wear life vests on the boat when there were any problems. There was one time on the boat when the waves were big and the boat almost tipped. In case the boat has tipped or we fell off the boat, we needed life vest on so we don’t drown. We also learned how to read signs and give signs to our peers if it’s safe.

Talking about safeties and communicating with our peers, the hike was an activity our group got stronger as a team. Because we went on a hike when it rained a lot. We had to take a hard route to get out of the mountain. The ground was slippy and there were many spikes on the trees and anyone could have been injured if we hadn’t communicated to each other. We told everyone about the spikes and where to go so no one would get injured. Because of the environment we were put in, our teamwork became stronger as a grade.

Nature vs. Nurture

In Individual and societies class, we’ve been learning about nurture and nature and the differences between them. In class, I have learned from Mr.Mckeown that nature is something that you have from when you were born. Like your hair color, or eye color. On the other hand, nurture is something you learn and gather information throughout the process of your life. This may be something like learning how to whistle or learning how to juggle a soccer ball.

According to the Cambridge study, many people or parents tend to give the boys the cars and hard toys where on the girls, the parents would give the dolls and the softer toys. This affects the way the kids act because of the way they are nurtured and was given to play with when they were little. The boys assume that they are supposed to play with the car toys and the girls assume that they are supposed to play with dolls because they were given these toys when they were young.

According to the Hines studies from Cambridge university, the boy monkeys picked up more boy toys than girl monkeys who picked up many of the girl’s toys. This was because the boy monkeys like the toys with big movement and motion which are the cars and trucks. Where the girl monkeys like to play with the dolls and the brighter colored toys.

According to scientists and the experiments that I just mentioned, nurture plays a big role in the behavior that humans have. But now that we have seen how the monkeys react to the toys, the scientist now predicts that nature also plays a big role in the behavior as much as the nurture.

Drama Comedy Reflection

OVERVIEW OF THIS SEMESTER

In drama class, our unit this semester was comedy. We learned some skills such as slapstick, magic tricks, and many other skills. In the end, we got into groups and made a comedy routine of our own show the class. Many comedy actors came into our class to teach us new skills and ideas to make our comedy routines funnier than before.

What influenced the development of your character?

Many things influenced the development of my character like teachers, professional comedians, and our comedy routine. First, I made a character with Philipe which was a drunk/stupid guy. We tried adding this to our comedy routine but we couldn’t figure out how so we changed my character to a monkey which was a good role in our routine. Because my personality is active and like jumping up and down. This was a good character for me to work on as I have never acted like a character. After Phillipe gave me pointers on this character, Rene helped me improve the character to make it communicate better with other characters. After talking with my group members and trying out new things in the routine, we fond out that it would be best if the monkey is making fun of the old man. This would be funny because the old man would look stupid. I did not choose any hat for my character because it would be weird to have a hat for a monkey. The way my character comes into the scene is roaring like a monkey and just standing still. The walk is one of the things we learned from Philipe and it is an important skill in comedy as it describes the character in one move. My characters walk is having it’s back curled up and is mostly sitting down. This is my character for the comedy routine and I think that this character really communicates with other characters in the routine and is fit for the scene.

What feedback did you receive about your character and comedy routine? How did make changes based on feedback?

Some of the feedbacks I got from Rene, Philipe and Ms. Erickson helped me and our group a lot. One feedback my group got from Rene was to work on the ending and to make it finish the routine at the funniest way possible. His advice was to make the shy character (Meg), change it’s role and make her beat everyone so it is like a plot twist. It was better than our first ending as it did not have any plot twists and changes of characters which did was not as funny. This advice made our comedy routine finish stronger at the end which left a memory in the audiences mind that it was a funny routine. We also got an advice from Ms.Erickson which was to make our characters more exaggerated as it was more normal than exagerated. The advice I got from Phillipe was not a advice but helped me make my base of my character. His idea helped me make my character and was not a advice. But I was used to use his help and make it into a comedy routine with my group members. All of the advices and help I got from profesional comedians and teachers made our comedy routine the best as it could be.

English Unit 3 Reflection: Perspective and Prejudice

In English class, we’ve been working on perspectives and looking at other people’s thoughts. In the beginning of the unit, I said that by looking at other people’s perspective, I can guess what the persons action will be. This what I used to think, but now I know that by looking at other perspectives, I can spread my knowledge and look at the other side of the idea. By doing this, I hear every side of the idea and can make the right decision for me. This can be used in everyday life as it is looking at other people’s thoughts and thinking about it other than just thinking about your thoughts. This is a good skill to use to not get into a fight or a debate about who is right. As you can see, there are many ways to use this skill in life. I used to think that perspectives were only looking at what the other people think. But now, I think that perspective is to look at the other side of your idea, and then choosing what is the right decision. (After looking at all of the ideas)/

How Does People See History Differently?

Many histories was made before we were born, but the history we know today might be a little different from what actually happened. Most of the history were recorded or has been passed down from people to people. These are called sources. There are three sources researchers use to research about history. The primary source, secondary source, and interviewing someone who actually experienced the history. There are both pros and cons for each of these sources. But if you just use one source to research about a certain history, it will be different from how the actual history went. By changing the source to use, the way you look at the history will be different. This has changed many histories for the past decades.

 

On January 17, 1995, an earthquake of 6.9M hit Hanshin Japan. The Great Hanshin Earthquake was the biggest earthquake that hit Japan after the Kanto Earthquake. According to JPRI, “there were more than 6433 deaths and 3000 injuries from this disaster”. Many people lost their homes, relatives and much more. Even though Japan is a big country, there are many plate tectonics under Japan which is the reason there are many earthquakes in Japan. Many electric powers, telecommunication services went down, water and food were not sent to the people in need. Many people died of diseases from lack of water and food. The port of Kobe, one of the largest container facility were damaged and many supplies were sent to a different port. This made a big difference to the business trade in Japan. Even though there were no tsunamis, the earthquake, and the fire damaged over 640,000 buildings.

 

The first source I used to research about the Great Hanshin Earthquake was the primary source. Primary sources are pictures and videos that show what the Great Hanshin Earthquake was. This source was good for seeing what kind of disaster the earthquake was. This is because, in the video, I could hear the sounds and see what the people experienced in the earthquake. But on the other side, the primary source was not good for getting information or facts about the earthquake. This is because it only made me see what the people experienced and did not tell me any information about the earthquake. For Example, some information I got from the primary source is that many houses were burned down and many roads were cracked or gone. These were good information to start my research since I could see what happened in the disaster. However, all the information I found in this source did not tell me any facts about how many people were injured, or what time the earthquake happened. Many photos and videos from the primary source, are from places that had the worst effect in the disaster. Many people would think that everywhere in Japan was this bad when the earthquake happened when it was just that certain place where it was bad. This might change the way people think about the earthquake.

 

Most of my information I found from the primary source did not tell me any facts. But my secondary source gave me facts about the disaster. Secondary sources are websites or blogs made out of people who did not experience the Great Hanshin Earthquake but people who heard about it or researched about it. This source was good to look at after the primary source because this source told me facts and information that the primary source could not tell me. Although this source told me facts and information about this disaster, it did not show me what happened and what people experienced in the earthquake. The secondary source was the opposite of the primary source as it tells me facts and information but does not show me what people saw in the disaster. When I looked at my secondary sources, I thought that the disaster was not as bad as I imagined. This was because the sources only told me numbers of how many people got injured or explained briefly what happened in the disaster. One of my sources, JPRI told me “there were more than 6433 deaths and 3000 injuries from this disaster”. This is a big number of people but it did not surprise me or make me stop and think about how many people were affected by this earthquake. This may change the way people look at this disaster. This is because many people look at numbers and don’t think it’s a lot. This makes people think the disaster is not a big deal. When I looked at both primary and secondary source, the primary source made me think it was a big deal.

 

The third source I used to research about the Great Hanshin Earthquake was my interview. I interviewed my mom who experienced this earthquake when she was younger. She gave me information that the primary source and the secondary source couldn’t tell me. This was because she told me what she did when the earthquake happened and what she saw. This was different from the primary source because it showed videos and photos of how the disaster looked like. But I was able to know what the people who experienced the earthquake felt and thought during the disaster. She said that what she saw during the earthquake is totally different from videos on the news. This was because she could only see what is around her and not the whole city. From talking with my mom, I saw a different part of the earthquake that I could not find in the primary or the secondary source.

 

In conclusion, the way I looked at this disaster changed when I looked at different sources, but it did not change how the disaster went. All the sources told me the same story but made me think differently about the disaster. For example, when I looked at my primary source, it made me feel what the people experienced during the disaster. But when I looked at the secondary source, it explained to me what happened during the disaster but didn’t make me feel as much as the primary source. This might change the way people look at this disaster because the disaster looks more serious and worse in the primary source than the secondary source. Looking at these sources made me feel differently about the disaster differently but did not make me look the disaster differently.

 

Chapitre 10 – Mise en Train

Activity 1

  1. Because it’s Sophie’s birthday
  2. Jeans and T shirt
  3. Original and something no one will where
  4. Green skirt

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.» – Helena 
  4. «Qu’est-ce que vous faites comme taille?» – La vendeuse
  5. «Chacun ses goûts.» – Helena
  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. C’est pas original.
  2. C’est pas tellement mon style
  3. C’est un peu large

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

J’aime bien le style de Helena. Parce que le jeans et le tee- shirt sont style est informel. J’aime bien le tee-shity et le jeans c’est informel. Je n’aime pas bien de vetements comme formal est mal à l’aise.

History of Comedy

THE ORIGIN OF COMEDY

The man with the most important role in comedy was a guy named Aristophanes who was born in 446 B.C. and wrote about 40 plays but only 11 of them survived by today. In these days, TV was not invented and comedy was shown in stages.

GREEK COMEDY (6th century BCE)

Greek comedy was a popular comedy theater performed in ancient greek from the 6th century BCE. The way greek comedy was made is unknown but the way people put on masks and acted as others was a way greek comedy was made. One way we knowTheatre Masks greek comedy was in the 6th century BCE, was because of a painting a pottery. This decoration had actors dressed as horses, other people and many other. Greek comedies play had 2 structures. The first part was the Parados, the second part was the Agon, and the last part the ending was the Parabasis. The Parados was performing of songs and dances and the Agon was a play and the characters would be doing a skit. The last part, the Parabasis was the ending and finished the whole play. All of the plays were played by male actors and no women would perform on stage. Because of the small numbers of actors, many dancers and actors had to play multiple roles. The plays were played on theatre called theatron. Which was open to everyone in town.

MEDIEVAL COMEDY (middle ages)

In the time of medieval comedy, the churches tried to erase comedy but failed as it was still played in folk plays and festivals. Another reason comedy survived was because of court Jesters. Court Jesters were the clowns of the times. Their job was to make the clown or king happy and entertained. This could be anytime whether it is when someone royal is eating dinner, or when they are sick. The clowns would come whenever the royals wanted them to come, their job was to perform and entertain the royals and that was it.

RENAISSANCE COMEDY (14th century)

The renaissance comedy was a special time of the comedy history as comedy meant something different from all the other times. During the Renaissance times, comedy was not meant to be funny or for humor. It was meant to be romance, marriages and to make the people happy when they watch the renaissance “comedy”. One of the artists in the renaissance comedy was Shakespear, he wrote many plays like Romeo and Juliet and Julius Caesar.

MELODRAMATIC COMEDY (18th century)

Melodramatic comedy takes place in 18th and 19th century. This type of comedy exaggerated characters and was mainly stereotypes. It exaggerated the scene, character, setting and the whole story. This comedy also had music because of the fact that in the 18th and 19th century, orchestras were used to assist the dancers. Melodramatic comedy is still used in comedy today as it uses many exaggerated stereotypes and makes people laught even for people today.

CIRCUS COMEDY (1970)

Circus comedy came in around 1970’s and the 80’s. After the renaissance comedy, the funny comedy came back to us. One of the main acts of the circus comedy was the clowns. They were an important role in the circus comedy as it was the mc of the shows. There is 4 different kinds of clowns, the white faced, auguste, the tramp, and the character clown. The white faced clown is pleasant clown which is really good with his movements and dances. This clown is the leader of he clowns and bosses the clowns around. The auguste clown is the funniest one of the clowns which does many wild performances including slap stick and many other movements to entertain the audience. He is the trouble maker. The tramp is the clown that cleans up after the other clowns, and is usually the quite one. The last clown, the character clown is the clown that can be anything he wants to. Depending on the audience, the character clown changes its character to make its audience entertained.

CINEMATIC COMEDY (20th century)

In the 20th century , when TV was created many of the comedy that we know came in. Comedy was now shown for entertainment on TV so people could see it everywhere. It was made to make people laugh. One of my favorite comedians from Japan is a group called anjyasyu. Some of the skills that they use are incredible. Another comedian I like is Mr. Bean. How he makes the audience laugh without talking is amazing and it is a little bit different from mime. Because the skills he uses is different from others people like seeing him and is funny. He plays a role in the Mr. Bean series and many others.

CITATIONS

Cartwright, Mark. “Ancient_Greek_Comedy.” Ancient History Encyclopedia. Ancient History, 25 Mar. 2013. Web. 04 June 2016.

Cash, Justin. “Melodrama.” Theatrelinks. Theatre Links, 2016. Web. 4 June 2016.

Google. “Types of Clowns.” All About Clowns. SBI, n.d. Web. 22 May 2016

“Shakespearean Comedy.” The World of the Renaissance –. NRMS English 7H, n.d. Web. 04 June 2016.

Drama Infomercial

In drama class, we’ve been working on infomercial and persuading people to buy what you’re selling. From this unit, I could grow as a public speaker when I’m giving a presentation to the class. I could speak louder or speak more confident so it sounds better. I could improve on changing the tone of my voice so I could sound more enthusiastic, happier or sadder.