Start up Businesses

During the past first term in Business classes we have been analyzing in groups different topics all related to businesses. To do this, we were divided into couples and we each had to develop a presentation full in deep on a topic we were assigned. I got to work with Tomi Borda and our topic was “Start Up Businesses”.

HERE you can see some of my classmate’s presentation.
Hope you liked it!

“Evening in Paradise” from Paradise Lost

In our literature class we analyzed the poem “Evening in Paradise from the book Paradise Lost written by John Milton. We did the analysis all together in class and now our teacher gave us some tasks to develop.
THIS is the analysis we made in class and at throughout the slideshare there are the tasks.

TASK #1
During the first set of lines (from 1 to 12) Milton uses an analogy, a comparison between things that have similar features often used to help explain a principle or idea.He uses this analogy between evening and heaven as referring to paradise. Night is portrayed as peaceful, beautiful and meant to sleep just like paradise is. He also refers to the fact that night is the best way to end a long day, just like paradise is the best way to end life.

TASK #2
Milton portrays three semantic fields during the first part of the poem. First we can identify a semantic field connected to nature because of the diction he uses “beast and bird”, “nests” and “nightingale”. We can also find a semantic field in relation to day and night due to some words he uses “Still evening on”, “Twilight”, “moon”, “light”, “dark” and “Silence”. At last we can also identify a semantic field connected to jewels, also due to the diction he chooses to use “Saphirs”, “glowed”, “Hesperus”, “brightest” and “majesty”.

TASK #3
“Evening in paradise” is a poem full of literary devices. Among the most significant we can find analogy, personifications and excessive punctuation. We find analogy throughout the first part of the poem referring to day and night or evening and paradise. This literary device is used to explain his idea of peaceful night so as to explain paradise. We can also find a personification of the moon “till the Moon, Rising in clouded majesty, at length Apparent queen…” Milton uses this personification so as to describe the majesty of the evening. At last, Milton uses lots of punctuation all throughout the poem which as you read it is very evident. He uses this excessive punctuation so as to slow down, and create his own pace. We can also find a metaphor in this punctuation since, at night we slow down the pace so as to relax.

TASK #4
Throughout the first part of the poem, there is a peaceful natural scene predominating. This scene could also be a funeral one since all the characteristics of stillness and darkness are shared. Still we cannot say the same during the second part of the poem since is more centrallised with the dignity of labour and the differences between man and animals which is not related to a funeral scene.

TASK #5
It is already done on the slideshare (page 10)

 

 

Proteins

In our Biology classes we started working on macromolecules. In this case, we were split into three groups, each group was assigned with one molecule. I had to work with Catu, Rochi, Epi, Juani, Pancho and Nico. Our macromolecules was proteins.

THIS is our presentation.

Here you can also check the other presentations my classmates did on the left macromolecules:

Lipids
Carbohydrates
Cata’s

Biomolecules chart

In Biology, in the past few classes, we’ve been studying and learning about some of the most important biomolecules: carbohydrates, proteins and lipids. Then, we had to confiscate a chart comparing these 3. I worked with Rochi Hartmann and Bauti Olaizola.

Carbohydrates Lipids Proteins
Chemical elements Carbon, hydrogen and oxygen Carbon, hydrogen and oxygen Carbon, nitrogen, hydrogen and oxygen
Bonds Glycosidic bonds Ester bonds Peptide Bond
Components Monosaccharides, disaccharides and oligosaccharides Fatty acids + glycerol Aminoacids
Solubility All solubles except from oligosaccharides that are not soluble Insoluble Some are soluble (ex: haemoglobin) and others are not (ex: keratin)
Functions Provide energy to respire, regulate blood glucose and use proteins in other beneficial ways Act as insulators, a source of energy and also are used as storage for energy Help cell growth and makes new ones. It’s a source of energy. Proteins also repair tissues and produce enzymes
Chemical Tests Benedict solution. We have to test for reducing sugars. We carry out this test by adding the benedict reagent to a food sample and then heat it up. If sugars are present then an orange/red colour will appear. Ethanol emulsion. We first chop the food sample and put it into a test tube. We then add ethanol and shake it up. If a milky emulsion appears at the top of the mixture, then lipids are present. Biuret Solution. We add some drops of the biuret reagent to our food sample and if a purple color appears then proteins are present, if not the mixture will remain the same.
Sources Bread, sugar, pasta Oil, avocado and butter Egg, meat and soya

We also had to search for a definition for HYDROLYSIS and we came up with this:

Definition: Hydrolysis is the break-down of a component because of its reaction to water.
– Hydrolysis is the opposite of condensation. In the last one, two molecules join together into a larger one and eject a water molecule. Hydrolysis adds water to break down, whereas condensation builds up by removing water.

The Emergence of Capitalism

We recently have been talking about the change from feudalism into capitalism. Now, our teacher Lenny, asked us to read a document that talked about this transition and then get into groups. Each group was assigned a different topic. My group is with Luli Giambruni, Gon Vazquez Avila and Tomi Borda and we had to talk about “The Emergence of Capitalism” [TASK]
This is our presentation:

Linking Words: Sequence and Frequency

In Language class, our teacher, Pat Chujman asked that we create posters with linking words. I worked on them with Rochi, Tomi and Juani. Now, we are supposed to create sentences to fill in with frequency and sequence linking words for our peers to complete:

1. ____________ we have 3 meals _______.

2. I _________ go to the gym, but only if I have free time.

3. Get your homework done __________ you get home.

4. ________, I think that recycling should be incorporated in all schools for the reasons above mentioned.

5. ________ that terrifying moment, I knew that I would _________ come back.

6. ______ I had realized that she _________ understood my issue.

7. Let’s eat and go to a movie ___________.

These are our posters: Sigue leyendo

Like a Rolling Stone

For the last weeks in our Language and Literature tutorials, we have worked with Bob Dylan and some of his songs. Our teacher made groups and assigned one song to each group so as for us to analyze it and then present to our partners in class. I worked with Juani Lutowicz and we were assigned the song “Like a Rolling stone”. To present it we did an infographic with the lyrics and some important points we will develop during the oral presentation. THIS is our infographic.

 

Mi Héroe

Un día llego a mis manos una presentación que le había mandado mi abuelo a mi mama. Mi abuelo paso por muchas enfermedades pero siempre se mantuvo positivo y eso era algo que nosotros nos preguntábamos, como hacia para combatir contra un cáncer y al mismo tiempo estar de buen humor. El mando esta presentación junto a un mensaje diciendo que la vida de Pepe, el personaje, tenia mucho que ver con su actitud frente a la vida y que era una buena lección de la que todos teníamos que aprender.

//www.slideshare.net/slideshow/embed_code/key/2VV9fFIhGIaeYC

Entonces mi héroe es Pepe. Son todas las personas que cada día a la mañana se levantan y deciden empezar con el pie derecho, eligiendo estar bien y eligiendo que hoy va a ser un gran día. Son aquellas personas a las que todos deberíamos admirar, respetar y sentir orgullo. Porque ellos con muchísima determinación hoy eligen vivir bien. Porque sus corazones están llenos de amor y esperanza. Porque todos los días tienen la libertad de elegir si estar de buen o de mal humor y con mucha valentía y coraje deciden estar bien. Porque son esas personas que se ponen al servicio del otro para que este le encuentre el lado positivo a la vida. Y porque al final del día se acuestan reflexionando sobre como les fue en el día y su única conclusión es “mejor imposible”.

The Lady In The Looking Glass: A Reflection

In our Literature class we read the short story “The Lady in the Looking Glass” by Virginia Woolf. Our teacher Pato, asked us to look for quotations that showed the exposition, rising action, climax, falling action and resolution of the story. Then she also asked us to chose quotations to support some themes and at last, she told us to write down a theme we thought that go with the story. I worked with Luna, Rochi and Cata.

Tarefa Português

Na aula de português nos vimos uma Ted Talk onde um rapaz contaba sua experiência na África. Logo nossa professora Eugi, nos pediu que respondamos umas perguntas. Eu fiz o trabalho com Jose Catani.

1. Quando o rapaz começou a questionar-se sobre a vida dele?
Ele começou a questionar sua vida, numa palestra na Universidade de Santa Catarina no Maio do 2013. Lá ele escutou três intercambistas que falaram de sua experiência na Índia, ao leste de Europa e outro tinha ido a África. O rapaz fico maravilhado pelas histórias e começou a questionar-se sua vida.

2. O que ele estava fazendo nessa época?
Ele tinha acabado de estudar administração, mas estava na sétima fase de direito e trabalhava oito horas por dia. No acadêmico e profissional ele estava bem mas precisava de uma experiência de vida como as que tinha escutado.

3. Que decisão ele tomou? O que ele fez?
Ele começou a pesquisar locais que ele tinha interesse, ele estava principalmente interessado em Ásia e África. O rapaz começou a falar com seus amigos, ele perguntou  aonde eles tinham ido e o que eles tinham achado. Depois duas amigas dele que tinham ido ao Quênia, falaram com ele. Elas contaram com tanta paixão e com tanta nostalgia até, que ele quis ver com seus próprios olhos e sentir com sua pele o que elas estavam contando. Então ele decidiu ir para o Quênia.

4. Quando ele começou a ter contato com a realidade africana? Como foi?
No primeiro dia ela já começou a ter contato com a realidade Africana. No aeroporto, a companhia aérea perdeu a mala. Logo a pessoa que tinha que buscar ao rapaz pelo aeroporto não apareceu e ele teve que ficar quatro horas sozinho lá. Também, a casa onde ele ia ficar não existia e teve que ficar indo para outra casa. Mais ele queria uma aventura então encarou de frente.

5. O que ele começou a fazer quando chegou em Nairobi?
Ele acordou bem cedo, às sete da manhã, e saiu da casa com seus dois amigos. Eles foram em um matato (uma Van onde 16 pessoas vão na parte de atras bem apertados e música bem alta). Ele levou uma hora até chegar à favela onde foi professor por uma semana.

6.Descreva o que ele continuou fazendo lá.
Uma semana depois eles demoliram a escola para construir uma nova. A nova escola estava a 500 metros de distância e tinha uma sala de aula para cada turma. Além as melhoras, eles tiveram um problema dentro na aula não podia ver na sua mão. Então eles procuraram uma solução que era um projeto chamado “Liter of Light”.

7. O que aconteceu quando ele voltou ao Brasil?
No momento que ele pisou Brasil, ele contatou ao presidente da organização que espalhou a ideia do Litro de Luz no mundo, e pergunto se ele pudesse criar Litro de Luz no Brasil. Ele falou que podia mais que queria que o rapaz contate a uma menina que um tempo atrás também queria criar Litro de Luz no Brasil para que eles pudessem trabalhar em conjunto. Eles entrarão em contato e logo de uma semana já tinham o equipo pronto.