The Destructors

I did it with Lucas Campion and Benjamín Mayol

The Destructors – Rite Of Passage

 

  1. An Object Of Desire: T. wanted to be the leader of the Wormsley Common gang. He wanted protagonism.
  2. Trespassing: breaking into the the house, defying the law, the authority, Blackie’s orders.
  3. Dare / Challenge: destroying the house with his smart plan.
  4. .The mischief: they didn’t realize that what they were doing was wrong. “You got to admit it’s funny.”
  5. Atonement: there is no regret or confession. “It was my house, my house”.

 

Find quotes to prove the following themes:

  • the individual affected by the social crisis: “a former architect and present clerk”
  • the aftermath of the war (how destruction leads to more destruction): “destruction after all is a form of creation”
  • the evil nature of man: “We’ll pull it down.  We’ll destroy it”
  • loss of compassion (as a result of war): “i’m sorry. I can’t help it, Mr Thomas. There’s nothing personal, but you got to admit it’s funny”
  • class struggle: “we’ll burn them”
  • destruction for the sake of destruction: “who cares? It’s only Old Misery’s”

 

Symbols

    • Mr Thomas’ house: it symbolises the remaining hope in the hearts of those who knew about the home after the war. If the wooden house could stand after a blitz, than there’s hope for more.
    • Mr Thomas and the children: each represent a different generation, pre-war and post-war. Mr Thomas is hopeful and can trust the kids while the children can’t trust no one. This is an effect of war upon many, especially younglings.

 

  • Old Misery: the children projected misery in Mr Thomas, someone who wasn’t miserable at all and was trying to help the kids.

 

  • The Debris of the House: the impact and destruction of London, the Blitz.
  • Money Burning: shows how money destroys society, the ones who don’t have much want the see the fortunate ones lose what they have.
  • The Laughter of the Driver:

 

 

 

Comprehension questions

(2/5)

For us, the central theme of the story is humans’ true nature. To start with, the story is set in blitzed London, just after the Second World War. First, the obvious reasons for war were and will always be: the repetitions of mistakes, which the man will never learn about them and will always keep repeating them, and the disagreements between the powerful men in the world.

So after the war, a huge consequence, apart from the fact that every city and nation destroyed, is how the man shows it’s true colours, or true nature: everyone stops being friendly with the other ones, as if you weren’t human or something. There is no empathy left in one single person. We can see this through all the story. Like when the gang decides to destroy the entire house. Or when after the kids destroy the house, the driver that accidentally destroys the house taking part in the plan of the kids, starts laughing despite the sadness of Mr Thomas: ‘“How dare you laugh,” Mr. Thomas said. “It was my house. My house.” “I’m sorry,” the driver said, making heroic efforts, but when he remembered the sudden check to his lorry, the crash of bricks falling, he became convulsed again. One moment the house had stood there with such dignity between the bomb sites like a man in a top hat, and then, bang, crash, there wasn’t anything left—not anything. He said, “I’m sorry. I can’t help it, Mr. Thomas. There’s nothing personal, but you got to admit it’s funny.”’ There is definitely nothing funny on seeing someone getting his home destroyed. This clearly shows how people, although they are of the same country and they had suffered because they were in a war in which other country bombarded their city some months ago, don’t care about no one. They should clearly be helping each other. So now, it is obvious why the central theme of the story is humans’ true nature, which is shown as a consequence of war, that’s why the setting is in a clear post war place.

 

  1. Modern American gangs and other gangs, such as the Wormsley Common Gang, have something in common and it is that they´re formed by young delinquents. The ages of children joining a gang in the US drops by the decade, ranging between 8 and 13 years old. Moreover, children who belonged to these gangs in the US, commit small crimes such as intimidating people or robbing 24/7 shops. Also, youth gangs are prevalent in schools. Another characteristic is the use of colloquial english, otherwise known as slang, pointing out words such as “dude” or “homie”, “bruv” and “man´s” in English slang (man´s stands for “man is”. speaking in third person) and in “The Destructors” phrases like “pinched ‘em”, which means to mug. However, what they do not have in common with the story is the buying and selling of drugs in schools or carrying sharp knives in their pockets. A way of communication between gangs is by graffitis, which are painted shapes, words and symbols seen on mostly any public surface a gangster could reach.

 

8) Finally, T. reaches his goal. As T. reaches his goal, Old Misery stays locked in the loo throughout the night and gets out when the damage has been done. In the morning, a man came to get his cab from the car-park in front of Old Misery’s house, and began to drive away innocently, without knowing what would happen next. The car came to a jolting as if being pulled from behind or towing something. The house falls apart, resulting into debris and rubble everywhere.

 

10) The destruction of Old Misery’s house by the boys seem more senseless than the destruction brought about by the war that had destroyed London because the irony in “The Destructors” is the opposite of what we expect. We see destruction as a way of life for the Wormsley gang and we gain a sense that this level of destruction must have happened for a reason. However, it is the opposite of what we expect as we learn that destruction is senseless.

 

11) The philosophy of nihilism is the viewpoint that suggests the denial or lack of belief towards the reputedly meaningful aspects of life. This viewpoint can be seen represented in actions of the Wormsley Common Gang because of their mentality towards the things that happen during their life. To begin with, when Old Misery gave the kids candy, instead of accepting it, they believed that Old Misery was trying to harm them. This can be considered nihilism because the kids were in denial that Old Misery was doing something rise for them.

And here is my essay:

The setting for this story is London, nine years after the city survived a series of bombing attacks during WWⅡ. How does this setting contribute to the development of the story?

 

The setting in ´The Destructors’, by Graham Greene, is blitzed London after the Second World War. This setting contributed to the story a lot. The story wouldn’t be like that if it wasn’t in a post war setting.

There are several reasons for war, but the most obvious reasons which will always appear are: the repetitions of mistakes, which the man will never learn about them and will always keep repeating them, and the disagreements between the powerful men in the world. After the war, there are also some consequences present in society which are: the fear of everyone or the incapability of trusting others and how man shows it’s true nature.

This story shows the two of these consequences. First, everyone is mistrustful about the other ones, every piece of happiness or solidarity is fake, and if someone is “a good person”, he or she is lying. This is present when Mr Thomas offers chocolate to the kids, nothing out of the normal. The kids every day play outside his house, so he thought of giving them something. But the kids were very suspicious and didn’t accept it. They even thought he was trying to bribe them because they always kick the ball against his wall. Instead of accepting the chocolate, they decided to go and kick the wall against the wall again. ‘ He said glumly, “You belong to the lot that play in the car-park?” Mike was about to answer when Blackie stopped him. As the leader he had responsibilities. “Suppose we are?” he said ambiguously. “I got some chocolates,” Mr. Thomas said. […] “Bet someone dropped them and he picked ’em up” […] “We’ll show him we don’t take bribes,” Blackie said, and they sacrificed the whole morning to the game of bouncing.

Then the other consequence shows all throughout the story. Everyone stops being friendly with the other ones, as if you weren’t human or something. There is no empathy left in one single person. We can see this through all the story. Like when the man who accidentally destroys the house taking part in the plan of the kids, starts laughing despite the sadness of Mr Thomas. Or when the gang decides to destroy the entire house: ‘“We’ll pull it down,” he said. “We’ll destroy it.”[…] ‘“Who cares?” Blackie said. “It’s only Old Misery’s.” They are kids, and they really don’t know what they are doing and how harmful they can be. But kids learn from the older people which surrounds them. This means that they are like that because they learnt to be like that from other people, who all clearly selfish. So, this clearly shows how people, although they are of the same country and they had suffered because they were in a war in which other country bombarded their city some months ago, don’t care about no one. They should be helping each other, not destroying each other’s house.

In conclusion, if the setting wasn’t a post war setting, it would clearly not be like this. Selfish people who show the evil nature of man are present in the world, but war makes almost every pour soul show the true colours of man.

Publicado en 4AC2018, e-portfolio, Important stuff, ingles, literature | Deja un comentario

Biology virtual period: chromosomes and mitosis

1)a-b 

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- 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.

4-

  • 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

Dulce Et Decorum Est ….and other war poems

I did it with Silvestre Braun, Milagros Mendez and Rosario Segura

  • Look for information about Wilfred Owen
  • Characteristics of war poetry
  • Explain each stanza with your own words
  • Which images predominate? Quote and explain
  • What does the title mean? Lo

 

  • Wilfred Owen:
    • Born in 1893 died in 1918
    • War poet
    • English soldier who fought in the WW1
    • He was homosexual
  • War poetry:
    • Themes
      • Rhetoric of honour
        • Early war poets focus on the causes of the war and the emphasize the abstract notion of honour
        • Late war poets are visibly anti-war. Focus on the details of their war experience and the hard reality of war.
      • Injury
      • Death

Explain:

  • 1st stanza:
    • Soldiers are backing up, growing away from the battlefield. They are in very poor conditions. They are exhausted and upset because things aren’t going as planned (ex: “disappointed shells that dropped behind”).
  • 2nd stanza:
    • They throw gas at them. They ran away. People started dying. He saw a man die in front of him, drowning and in agony.
  • 3rd stanza:
    • the man keeps dying and his mind; the voice can’t save him and is clearly hurt because of it.
  • 4th stanza:
    • It starts describing all the bad things about the war, all the suffering and showing the true side of the war. There is an irony when the government explains to the new young soldiers entering the army what war is (pride, honour, defend the country), but in fact, they are hiding the truth.

 

  • The images that predominate are auditory and visual:
    • Visual:
      • “like old beggars under sacks”: they have the same poor conditions as a homeless person.
      • “coughing like hags” the author wants to portray their bad physical condition.

 

    • Auditory:
      • “still was yelling out and stumbling”: Chaos and shouting plus the sound that the boots and the falls made together with the ground.

 

  • The exact meaning of the title is “it is sweet and honourable”. But this really makes sense to the reader when it is followed by “pro Patria mori”, which means “to die for one’s country”. This is the real idea that the author wants to portray throughout the poem: how the people made it sound like in the attempt to encourage them to sign in, but it was really horrible, they died in awful conditions and humiliated.

Deep analysis per stanza:

  • First Stanza:
    • What is the main emotion expressed in the first stanza (verse)?
    • Write an example of a simile used in the first stanza
    • Why were the shells ‘disappointed’?
  • Pity, fury towards the government, sadness and sorrow
  • “like old beggars under sacks”: Simile undermines stereotypes image of soldiers as young and fit. Suggests they are filthy and weak
  • The metaphorical meaning of the disappointed shells is that the enemies throw the soldiers bombs, but they were “disappointed” because they never got to their target.

 

  • Second Stanza:
    • How does the emotion change at the beginning of the second stanza?
    • What were the soldiers ‘fumbling’ for and why?
    • Owen uses a metaphor to describe what the gas looked like. Write it here:
  • The main emotion changes from sadness and pity to shock and madness. We can see this because there is a new unknown element for the soldiers, and they are surprised when they see the effect in people (gas bombs): “GAS! Gas! Quick, boys!” the exclamation mark suggests that something important is happening, and as gas is new to them, they are surprised and scared, so they must act fast.
  • Fumbling: move clumsily in various direction using the hands to find one’s way. Soldiers were fumbling to find their way through the mist and trying not to tumble over bodies on the ground.
  • “through the misty panes and thick green light, As under a green sea”.

 

  • Third Stanza:
    • Why do you think the third stanza is only two lines long? Think about the dramatic effect and the emotion:
  • We think that the stanza is two lines long because the phrase is one of the most important and shocking from the poem. The writer vividly transmits how he was perturbed by the death of his friend, dying in front of him “choking, drowning”, maybe in his own blood.

 

  • Fourth Stanza:
    • What is the main emotion expressed in the fourth stanza?
    • Name three parts of the body that are affected by this sort of gas:
    • Explain the final lines.
  • The main emotion expressed in the fourth stanza is anger towards the government and the way they tried to persuade people into signing in for the war. He describes it as “The old Lie”.
  • The three parts are:
    • The face (eyes): “And watch the white eyes writhing in his face”. The sight of the men was suffering, both from the gas and from the horrible view.
    • The lungs/respiratory system: men were fighting to breathe, as they suffered. Also, the blood they were throwing up didn’t let them breathe, and they started choking.
    • The stomach/digestive system: soldiers, because of the bitter smell of the gas, started throwing up the blood which “Come gargling from the froth-corrupted lungs”.
  • The meaning of the final lines is: Owen tries to make us re-ask ourselves, after giving us another completely new point of view of the war, if it is worth to die for our country or not, by repeating the title and completing the phrase.

 

Extended question:

The poem transmits anger, sadness and fury from the voice, he is clearly upset that he was forced to see a friend die, and it makes him feel desperate for not being able to do anything. The voice is also angry because he was forced to fight in awful conditions:  with few hours of sleep and with heavy and uncomfortable clothing.

Similes as: “Obscene as cancer, bitter as the cud” show us how dark, filthy and bitter the situation was. We believe the author wants to make the reader understand how awful war was, the things that it does to you, the hard time of having to see a friend die and the despair of not being able to do anything about it. Another thing the author wants us to understand is the fact that gases were unknown at the time, so people were surprised by them and killed due to the damage these provoked.

Task 3:

The Kiss: Siegfried Sassoon

To these I turn, in these I trust—
Brother Lead and Sister Steel.
To his blind power I make appeal,
I guard her beauty clean from rust.

He spins and burns and loves the air,
And splits a skull to win my praise;
But up the nobly marching days
She glitters naked, cold and fair.

Sweet Sister, grant your soldier this:
That in good fury he may feel
The body where he sets his heel
Quail from your downward darting kiss.

 

Themes: war, death, loyalty

Tone: maniac, adulating

Literary devices:

  • Alliteration: “Sister Steel”
  • Oxymoron: “To his blind power I make appeal”
  • Imagery: “darting kiss”

Personal opinion: Siegfried Sassoon, through this poem, wants to transmit that war is crazy and that can turn a man into a crazy person, that only wants and loves killing. In this poem, the voice is a soldier who is speaking about his gun: “Brother Lead and Sister Steel”. Brother Lead is the bullet, and Sister Steel is the barrel. In his first sentence he says “in these I trust”. We can see that the has a complete sense of trust over the gun. He gained this from using it a lot of times, so we can assume he killed a lot of people. Then he shows his admiration for the bullet, but also he has a bigger admiration for the barrel, which he keeps “clean from rust”. The second stanza he admires how the bullet goes through a skull. And in the third stanza, the voice talks of killing a man with the barrel, putting his feet on him, and then giving him a darting kiss from the barrel. In conclusion, this poem shows how people can go mad during war, as the voice in this poem, who is adulating the weapon, and he also feels he is in “heaven” when he kills with it.

Everyone sang: Siegfried Sassoon

Everyone suddenly burst out singing;
And I was filled with such delight
As prisoned birds must find in freedom,
Winging wildly across the white
Orchards and dark-green fields; on – on – and out of sight.

Everyone’s voice was suddenly lifted;
And beauty came like the setting sun:
My heart was shaken with tears; and horror
Drifted away … O, but Everyone
Was a bird; and the song was wordless; the singing will never be done.

 

Themes: freedom, hope, liberty, happiness, life.

Tones: hopeful, encouraging, happy, positive.

Literary devices:

  • simile: “As prisoned birds must find in freedom”
  • Alliteration: “setting sun”
  • Imagery: “dark-green fields”

 

Personal opinion: We understood this poem as a hopeful one, we interpreted it as the end of the first world war in 1914, but at the end, we perceive a severe disappointment from the voice, claiming that the war hadn’t ended quite yet. We understand this in the last stanza when it says:

“My heart was shaken with tears; and horror
Drifted away … O, but Everyone
Was a bird; and the song was wordless;

the singing will never be done.”

We believe that the voice refers to the treaty of Versailles when the allies were very harsh on Germany, there were many people that disagreed with the big three end were very afraid of the second world war.

Publicado en 4AC2018, e-portfolio, Important stuff, ingles, literature | Deja un comentario

Presntación de historia:

Presentación de historia

Publicado en 4AC2018, castellano, historia | Deja un comentario

Sex hormones and puberty – biology virtual period

Sex hormones are responsible for 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
  3. Build a comparison table between the changes that occur in male and female after puberty.
  4. Search on the internet and summarize the site of production and effects of the following sex hormones:

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

5. 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?

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

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

 

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

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

 

ANSWERS:

  1. READ
  2. Female: oestrogen and progesterone/Male: testosterone
  3. Answers to A, B, C, D, E
    1. 12
    2. No
    3. The pubic hair in girls and the first menstrual period
    4. No
    5. Girls

 

Publicado en 4AC2018, biology, ingles | Deja un comentario

The Hollow of the Three Hills

This year, we first studied “The Hollow of the Three Hills”. We read it and analysed it.

This story was written by Nathaniel Hawthorne. This is a short biography about him:

The story talks about a girl, who wanted to know about the important people she left behind in her life. So, to do this, she contacted an evil witch, who asked her soul for her to do this. The girl accepted. So the witch made her listen to their voices and the context in which they were, and finally after she finished listening, the evil witch took her soul.

Publicado en 4AC2018, e-portfolio, ingles, literature | Deja un comentario

“Rooms” and “Home is So Sad” poem comparison

Pato gave us an activity in which we had to compare the poems “Rooms” and “Home is So Sad” in terms of style, language and form, paying special attention to their portrayal of abandoned rooms. I did it with Lucas Campion.

“Rooms” by Charlotte Mew

I remember rooms that have had their part

     In the steady slowing down of the heart.

The room in Paris, the room at Geneva,

The little damp room with the seaweed smell,

And that ceaseless maddening sound of the tide—

     Rooms where for good or for ill—things died.

But there is the room where we (two) lie dead,

Though every morning we seem to wake and might just as well seem to sleep again

     As we shall somewhere in the other quieter, dustier bed

     Out there in the sun—in the rain.

 

“Home is So Sad” by Philip Larkin

Home is so sad. It stays as it was left,
Shaped to the comfort of the last to go
As if to win them back. Instead, bereft
Of anyone to please, it withers so,
Having no heart to put aside the theft

And turn again to what it started as,
A joyous shot at how things ought to be,
Long fallen wide. You can see how it was:
Look at the pictures and the cutlery.
The music in the piano stool. That vase.

 

We used canvas. Here is our

_rooms_ and _home is so Sad_

Publicado en 4AC2018, e-portfolio, ingles, literature | Deja un comentario

The Eye as a Sense Organ

PUPIL REFLEX

  • Stimulus: bright light
  • Receptors: cones
  • Coordinator: brain
  • Effector: muscles of the iris
  • Effect: circular muscles –> contract / radial muscles –> relax
  • Response: pupil constricts
  • Neurones involved: sensory neurons

 

  • Stimulus: low light/darkness
  • Receptors: rods
  • Coordinator: brain
  • Effector: muscles of the iris
  • Effect: circular muscles –> relax / radial muscles –> contract
  • Response: pupil dilated
  • Neurones involved: sensory neurons

 

  • The importance of the reflex is that in consequence, you can see well. If there wasn’t any reflex, you won’t see well in bright light or in low light situations.

 

Publicado en 4AC2018, biology, ingles | Deja un comentario

Biology virtual period: Reflex arcs

Male’s activity on her blog

  •  Act: Answer the interactive question and post a screenshot with the answers:

  • Film 2 examples which show reflex actions. (BE CAREFUL IN USING HOT OBJECTS! MIMICS ARE ACCEPTED!)

 

Publicado en 4AC2018, biology, ingles | Deja un comentario

Biology virtual period: Nervous system: neurones and synapse

Activity from Male’s blog: link

(1) ANATOMY OF A NEURONE: state how the structure of a neurone is related to the function.

The structure of the neuron is related to its function because, with the Dendrites, it receives the wave of signals and then to the Axon (and its Schwann cells) and finally to the terminal, here, the signals are transmitted to a muscle or to another neurone. The Dendrites and the Axons, are used to send signals and prevent them from the cell body.

(2) TYPES OF NEURONES: make a labelled drawing of each of the three types of neurones, motor, sensory and relay, and state their functions.

Imagen relacionada

Sensory neurons: get information about what’s going on inside and outside of the body and bring that information into the CNS so it can be processed.

Motor neurons: get information from other neurons and convey commands to your muscles, organs and glands.

Interneurons: which are found only in the CNS, connect one neuron to another. They receive information from other neurons (either sensory neurons or interneurons) and transmit information to other neurons (either motor neurons or interneurons).

(3) SYNAPSE:

  • Post a short video explaining synapse.

  • Describe in your own words how nerve impulses are transmitted from neurone to neurone
Publicado en 4AC2018, biology, Important stuff, ingles | Deja un comentario