A famous assembly line

This is a famous scene of Modern Times, a 1936 Charles Chaplin comedy film. The character Chaplin plays, a tramp, works on an assembly line and has problems to follow the rhythm of the machines. On this film Chaplin wanted to criticize the dehumanizing effects of machines in the Industrial Age and he also reflected the hard conditions many unemployed people had to face during the Great Depression era. 

I strongly recommend you the whole film. This was the first time the audience could listen Charles Chaplin´s voice. 

More information about the film: 

http://www.filmsite.org/mode.html

Presentation about industry

Here you have the small presentation we have used today to learn some new concepts about industry. Please, review it. Next day we´ll learn about horizontal and vertical concentrations. 

Industry

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Monday 31st of January

Today in Social Sciences class we have checked one exercise about products before industrial revolution and after it.

Then we have read page 45, elements of the industrial process and type of industries. When we have finished reading page 45, then we have started a powerpoint about industry. Paqui saids homework for next day and she has given a sheet to make a project at home.

After this we have gone out of the class to do an honoring about something.....

When we have returned we have continued with the powerpoint. We have little time to see it, and the time was over.

Paqui today has established a new law: If we speak in Spanish, we will have to pay 10 cents.

Source: http://www.kalipedia.com/tecnologia/tema/robotica/fotos-robots-cadena-montaje.html?x1=20070821klpinginf_124.Ies&x=20070821klpinginf_96.Kes

Coltan

Hello everybody!

We are Yolanda Rubio and Laura Meco. We would like you to watch this presentation. It's about Coltan mineral. As you can see, this mineral is used to make a lot of elements that we use in our normal life.

It's made by the talantite and comlumbite's minerals and its color is grey.

In Congo, there was a war, and people were exploiting children. It's sad, but that is the truth.

Here you have a video in which you can see how these children were exploited.

http://www.youtube.com/watch?v=2q7s53Ego-Q

We hope you like our video about Coltan, and we are sure about you'll like it.

Bye, bye class!

See you!

Yolanda Rubio and Laura Meco.

Friday, 28th of January

Today we have corrected the exercises 25, 26 an 27 from page 47. Then we have cheecked the crossword. After Paqui has spoken about mines and their differents types, their mains problems... One of the mains problems of mines is that can collapsed, and miners can died. Then we have read the information in the book about industy. And Paqui has said to us that we have to do the box on page 44. Finally Paqui has put on the proyector a photograph of Juan, Cristina's son. ¡Many of us, have been mad about it!

Source: http://www.convip.net/industry.html

Challenge Number 5

Source: http://www.angrywhiteboy.org/index.php/2007/03/09/biofuels/

As fossile fuels are pollutant and oil reserves are exhausting, biofuel production has increased in the last years. This week´s challenge will consist in researching about biofuels and their economic impact.

QUESTION 1

 What are biofuels? What are their types?

QUESTION 2

What are the most common liquid biofuels? What is the difference between them?

Source: http://priceofoil.org/2009/08/17/policy-re-think-needed-for-biofuels-bogeyman/

QUESTION 3

What is the relationship between the development of biofuels and the increase of the price of cereals? How can the development of biofuels affect food supply in developing countries?

The pictures included on this post and the links below will help you to complete your answers:

http://en.wikipedia.org/wiki/Food_vs._fuel

http://www.sciencedaily.com/releases/2009/01/090128074830.htm

Source: http://www.vc4africa.com/group/socialentrepreneurs

Dangerous mines

Source: http://mediacrit.com/covering-coal-mining-by-accident

Today we have learned how dangerous is working in underground mines. Miners are exposed to gas leaks (especially methane) and if the working conditions are not safe, collapses can happen and the miners can get trapped. Precisely today an accident has happened at a coal mine in Colombia. At least 20 miners have been killed. Working underground requires specific safety rules that have to be respected and qualified workers who follow the instructions. Minig accidents are more fequent in the least developed countries. 

Here you have some links where you can get more information about mining: 

- Infomine website: this site provides a lot of information about mining around the world. If you click on "Mines sites", you will have access to a world map with the most important mines. You can know what minerals they extract and the type of mines (open- cast/open- pit or underground mines): 

http://www.infomine.com/minesite/

- Chinese mines are among the most dangerous in the world. This BBC report explores the reasons for this dangerousness: 

http://www.bbc.co.uk/news/business-11497070

- On this link you can get information about the world´s worst mining disasters: 

http://worldnews.about.com/od/disasters/tp/Worlds-Worst-Mining-Disasters.htm

- Finally, a piece of news about today´s mining accident in northest Colombia: 

http://www.reuters.com/article/idUSTRE70P4GP20110126

Wednesday 25th of January

Today we have finished the Unit 3, so for homework we have to do the crossword in the photocopy that Silvia has given us and the exercises 25, 26 and 27 of the Review.

The exam of this unit is going to be on the 4th of February, all the unit for the people who didn't pass the project and only of fishing and the Primary Sector in Spain for people who passed the project.

In this picture we can see an old gold mine in La Cabrera (Madrid).

Source:http://www.leonoticias.com/frontend/leonoticias/Oro-En-La-Cabrera-vn7927-vst306 (in Spanish)

Afterwards we have started the new unit, The Secondary and Tertiary Sectors and Paqui has explained us the projects that we have to do if we don't want to do all the exam which are in the pages 48 and 53, they are about the Secondary or Tertiary Sectors.

Then we have copied the index of the unit and we have read the page 43. In that page we have seen that mining is a very important activity because we need the minerals to make a lot of things that we use in our life but is also a very dangerous activity because mines are dangerous. But like is very important, there are a lot of problems with mining, there are wars, like the First African War caused by the fights for the control of coltan mines.

In the Secondary Sector we also include the production of energy, that is also very important. We classify the energy sources in renewable, like solar power, and non renewables, like the oil.

In this picture we can see an oil field in Neuquén (Argentina)

Source:http://www.corrienteshoy.com/vernota.asp?id_noticia=71588 (in Spanish)

Study for all the exams of tomorrow! Bye!

Pirates of every kind

Source: http://www.cartoonstock.com/directory/a/affirmative_action.asp

Source: http://www.biyokulule.com/view_content.php?articleid=3117

The dictionary defines "piracy" as a robbery committed at sea. Today we have been talking about piracy in the Indian Ocean, next to the Somali coasts. If you think in the definition of piracy and you relate it to the overexploitation of some fishing grounds and the practices of some developed countries in this area, you will reach interesting conclusions. 

Here you have some links where you can read more about the origins of present piracy in the Indian Ocean: 

http://towardfreedom.com/home/content/view/1567/1/

http://wardheernews.com/Articles_09/Jan/Waldo/08_The_two_piracies_in_Somalia.html

http://www.independent.co.uk/opinion/commentators/johann-hari/johann-hari-you-are-being-lied-to-about-pirates-1225817.html

http://www.alternet.org/story/136481/why_we_don't_condemn_our_pirates_in_somalia/?page=entire

And this last cartoon compares Somali pirates with other land pirates: 

Source: http://www.bendib.com/black/new.html

Monday 24th of January

Today we have started the class correcting one ejercice about CAP, that is the common agricultural policy.We have talked about the main problems are:
- Subsidies to abandom crops and subsidies to recover the same crops a few years later.

-Very rich producers who don´t live from agriculture receive subsidies.

-Shortage of some products due to the subsidies ´policy of abandoning certain production(milk).

-The import of some products damages the prices and beneficts of the farmers.

And the main actions are:

-The EU gives subsidies to the farmers to keep some crops or to abandom some others.

-The EU signs trade agreements with some countries to import their products at a cheaper price.

We have talked about fishing. Paqui has told us that Spain has a big fishing power, it has thousand of kilometers of coasts and there are a lot of indutries related to fish. Also paqui has told us that overfishing reduced the territories that are from Spain, this fact obliged to Spain to look for fishing in other places. Paqui has given to us a sheet of paper that talks about CAP news. But that´s not fair because the 73%of the recipients are part-time,and they received 17% of the CAP subsidies. And the 22% of the recipients are full-time farmers and they got 60% of the subsidies. Finally as of navember 2010 it si forbidden to make the list of the list of the CAP recipients public, because a court of justice has considered that this is a violation of the law of protection of personal data. Today kelly has been with us.

See you on wednesday.
Dani

Source: http://www.bized.co.uk/educators/16-19/economics/markets/presentation/pricecontrol2_map.htm

21st of January 2011

Hello everyone, well I'm going to write Friday's journal because JUAN CARLOS didn't write it!!!

So on Friday we checked some exercices of the review:

-In the exercice 18 we can think that the best places to fish are in continental shelves, cold currents and in confluence of cold and warm currents.

19.- This was about territorial waters that are the international laws recognize the right of every costal country to delimitate, that is, area of 200 marine miles from the coast to the international waters.

20.- What's fishing agreement? It's a treaty between countries that allows one countries boats to fish in the territorial waters of another country. In exchange for fishing in their territorial waters, the fishing companies have to hire native workers or give them a part of the fishes catches.

21.- We think about the main problems of fishing are pollution and overfishing. These problems have reduced considerably the quantity of fish avalible. This had led to limit the fish catch and to establish close seasons for some species. But the problems persist.

22.- What's aquaculture? It's an alternative. It consist in cultivating aquatic spieces in enclosed places:

-Fish farms: freshwater fish and algae are raised in tanks or enclosed sections of rivers or dams.

-Mariculture: it consists in raising saltwater fish, molluscs or algae in marne farms, in an enclosed section of the sea: sellyfish, oysters, clams, seaweeds, cultured pearls...

After checking the exercises we read the information about the primary sector in Spain.

We wre talking about the CAP(Common Agricultural Policy) belongs to the European Union, it main objectives, actions and problems.

-OBJETIVES:
*To achive self-comsuption: to produce the products needed by the EU members and to avoid surplus.
*To keep the standards of living of the producers.

-ACTIONS:
*The EU gives subsides to the farmers to keep some crops or to abandon some others.
*The EU signs trade agreements with some countries to import their products at a cheaper price.

-PROBLEMS:
* to achieve self-sufficiency
*to avoid surplus
* to keep the standars of living of the producers.

For homework Paqui gave exercice 24, but this is not on Friday, so bye bye.

I think that it's all, if I forgot something please tell me!! =)

Images:

http://adventure.howstuffworks.com/outdoor-activities/fishing/fish-conservation/fish-populations/salmon-population1.htm

http://www.dcnr.state.al.us/research-mgmt/mariculture-center.cfm

http://www.flickr.com/photos/seafdecaqd/2329750371/

This week's challenge

Source: http://fr.wikipedia.org/wiki/Fichier:EU_fishing_agreements.png

This week the challenge is a little bit different. During class this week we discussed the topic of fishing agreements. On paper, these agreements seem like a great idea, which benefit both the EU and other countries. However, in reality it's not a perfect or fair situation.

So for this week's challenge I want you to think about the advantages and disadvantages of these fishing agreements for the countries where the EU fishes. Please comment and write your ideas about these advantages and disadvantages.

You can use these two links to help you research this topic.

http://ec.europa.eu/fisheries/cfp/international/agreements/index_en.htm

http://ec.europa.eu/fisheries/documentation/publications/cfp_brochure/partnerships_en.pdf

Record prices due to overfishing

Some days ago two Japanese sushi restaurants paid almost 300,000 € for a bluefin tuna (red tuna) of 342 kilos. This was the highest price ever paid for a fish in the world. Overfishing has almost exhausted wild red tuna and there is a real danger of extinction of this species. This is why red tuna is so expensive. Last November, the ICCTA (International Commision for the Conservation of the Atlantic Tuna) decided to reduce fishing catches of red tuna in 4%, so this fish can recover, but this is not enough for the ecologists.

Here you have more information about the record price for a bluefin tuna in Japan: 

http://www.bbc.co.uk/news/world-asia-pacific-12117010

Ecologists´campaign for the reduction of tuna catches: 

http://www.greenpeace.org/international/en/campaigns/oceans/tuna/

Wednesday, 19th of January

Hello, classmates.

Today in Social Sciences we have checked an exercise of a diagram about the relation between the fish catches and the development of aquaculture. I have checked it but I have had it incomplete. Paqui has given an explanation to us that the capture fisheries don't increase because fish was exhausting, so the aquaculture was an alternative. In the Cantabrian Sea there were a lot of anchovies, but then there weren't because Spain and France fishing them. They had to establish a close season. Now there are very few anchovies.

Everyone has read a part of point 4: The primary sector in Spain. Ana Margarita has been with us and she has asked us some questions about this part. The majority of the questions had the answer in the climate. One of the questions has been: why there are a lot of vines and olive trees in the middle of Spain? The answer has been that because the plateau is placed there and these crops don't need a lot of water and in these zones it doesn't rain a lot.

Paqui has explained to us these things with a map.

Source: http://www.vmapas.com/Europe/Spain/Spain_Land_Use_Map_1974.jpg/maps-en.html

At the end of the class Paqui has told us a little explanation and her conclusion about the projects. It has been a very good work. They have been better than the last projects, so Paqui is very happy for the majority of us.

The next day we will check 5 exercises about fishing of page 42.

Bye

Where do fishers fish?

Where do fishers fish?

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Here you have the Powerpoint presentation we saw last Monday. Remember the contents: best places for fishing, the Exclusive Economic Zones or territorial waters every country has, the main problems that affect fishing, the development of aquaculture and some of the problems derived from marine aquaculture.

Monday 17 January 2011(written Tuesday 18 January)

Today in social sciences we have started checking the exercise that Paqui gave us on Friday. She also gave us to read pages 36 and 37 about fishing. The differences between the places to fish like inshore fishing and

high-sea fishing. She also has shown us a presentation with the best places to fish. I thought at first that the warm currents were better to the fish than cold currents because of the temperature, but, as Paqui told us in the cold currents less water evaporates and because of this there is less salinity, and that propitiates to the accumulation of

plankton. I knew that in the union of cold and warm is very good for the fish because the temperature is milder and also there is more plankton. The presentation talked about aquaculture and capture of fish and how the fish catches has established and stayed in more or less the same numbers, and how the aquaculture has grown to satisfy the demand

of fish. This is a good way to prevent overfishing.

The last thing I want to say is the division of the seas in the countries. 200 km from the coast to the ocean and the only way to fish in those waters is to be from this country( or from the E.U. in its waters).

Sorry, I wanted to write it yesterday but I started to study French and I forgot.

Images: 

http://recursoslibart.blogspot.com/2010/03/corrientes-marinas.html

http://www.bobesponjaweb.com/imagenes_bob_esponja.html

http://www.crystalscomments.com/graphics/221/p/1/sorry

Cartoons about fishing

As the person in charge of writing yestarday´s journal hasn´t done it, here you have some cartoons related to the concepts we studied yesterday. Can any of you explain what do these cartoons refer to?

Source: http://blogs.cofc.edu/pols405/category/final-project/

Source: http://www.cartoonstock.com/newscartoons/directory/o/over-fishing.asp

Source: http://www.greenberg-art.com/.toons/.Toons,%20Environ/Overfishing.html

Source: http://www.gret.org/publications/ouvrages/infoomc/en/F07en.html

14th of January the 2011

Today in Social Science first, Paqui has told us something about eggs. If their number start with 0 they are for a enclosed hen and if they start with 1 they are for a free hen.  Then we have checked the four exercises about stockbreeding. After Paqui has told us, that on Monday she is going to return us the projects about stockbreeding and agriculture in Campo de Criptana with the marks.

Later Paqui has become a litte angry with because we don´t let her to continue with the class. After we have talked about organs donor, that in United Kingdom, the meat is contaminated for the "mad cow disease" and the people can´t be blood donor.

And if we don´t have finished to explain the section about fishing because we don´t have time, Paqui has guiven us for homework read the text about fishing and the exercise 1 from page 37.

This is inshore fishing

This is a factory ship, that fishes in the ocean (high-seas fishing)

Images: 

http://www.thedailysheeple.com/one-poor-harvest-from-chaos_012011

http://www.novinite.com/view_news.php?id=114670

http://www.mylot.com/w/photokeywords/blood+donation.aspx

http://www.kalipedia.com/geografia-general/tema/definicion-tipos.html?x=20070417klpgeogra_150.Kes&ap=0

http://www.fotolog.com/cast_no_shadowb/66362340

Challenge number 3

Types of fish

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This time you will have to research about different types of fish. You will have to answer to four questions:

Question 1

Watch the PowerPoint presentation and write the names in Spanish of the fish that appear. Here you have the list, so you can copy, paste it and don´t have to waste time writing all the names again:  

TROUT

CARP

SALMON

EEL

STURGEON

SARDINE

ANCHOVY

MACKEREL

HORSE MACKEREL

HERRING

RED MULLET

TUNA

COD

GILTHEAD BREAM

SEA BASS

HAKE

WHITING

SWORDFISH

GROUPER

TURBOT

SOLE

HALIBUT

CONGER EEL

MONKFISH

Question 2

How do we call in English a large group of fish that swim together? The following picture can give you a clue:

Source: http://www.elrincondelascuatropatas.com/2008/07/pretenden-crear-un-banco-genetico-de-peces-moluscos-y-crustaceos/

Question 3

How do we say in English “pescado blanco” and “pescado azul”? What is the difference between them?

Question 4

What kind of fish do you mostly eat at home? Name at least 3 different types of fish you eat and the way you eat it (boiled, fried, in sauce, roasted…).

I hope this time you don´t complain about the level of difficulty of the challenge. See you on Monday!

Glogster poster about fishing

Today we have discovered a new Internet tool that can be very useful to present and summarize concepts: Glogster Edu. This tool allows the users to create glogs, that is, interactive multimedia posters, that can include texts, pictures, sound, videos, graphics and data attachments. The main advantage of Glogster Edu is that it makes possible to organize the information in one only page and it´s very visual. We´ll learn to use Glogster Edu very soon (if someone is so kind to let us use the Althia room). This way you will be able to prepare your own interactive posters to study, review vocabulary or organize your ideas for an oral presentation.

You can use the "Fishing" glog to review the definitions and the new vocabulary we have learned today. Click on "View full size", if you want to observe the pictures with more detail. See you on Friday!

Hello everybody!

Today in Social Science, Ana Margarita has been with us. We have given to Paqui the project about the agriculture or the stockbreeding. Paqui has said that we have to participate in the blog, because we don't write.

Paqui has explained us what is the transhumance, is a traditional practice of Mediterrean countries that it consists in moving herds in search of fresh pastures and milder weather, depending on the season of the year:

· In winter the herds move to the South, it's starts in November (red arrows)

· In summer the herds move to the North, it's starts in May (yellow arrows)

Ana Margarita has said to us, that probably we'll go to Ireland, it's fantastic!

Then Paqui has given us some exercise to do about stockbreeding, after that we have started with the fishing that it's a economic activity that consists in extracting resources from the aquatic environment. We have seen the fishing equipment, techniques, types of fishing that can be: traditional fishing and commercial or industrial fishing.

Source: http://artenara.wordpress.com/2009/11/22/pesca-para-toda-una-vida/

Now some words that we have learned today:

- Herds: rebaño

- Netting: con red

- Harpoons: arpón

- Fishing equipment: artes o aparejos de pesca

- Fishing rod: caña de pesca

- Trap: trampa

- Hook: anzuelo

- Shellfish: marisco

- Trawling: arrastro

- Electrofishing: pesca eléctrica

- Spear- fishing: con arpón

- Angling: con caña

- Hakes: merluza

- Lobsters: langosta

- Prawns: gambas

- Inshore fishing: pescao de bajura

Risks of intensive animal farming

Source: http://www.animanaturalis.org/p/1236/jaulas_en_las_granjas_de_huevos

Raising animals in an intensive way means that the animals have to grow quickly, so that the farmers can use their products as soon as they can. In order to reduce costs and increase profit margins, the animals live in small spaces and they eat fodder provided by the farmers. Despite the sanitary and quality controls, there have been some scandals related to the way of feeding the animals raised in intensive farms:

-    The “mad cow disease” of Bovine Spongiform Encephalopathy (BSE):  This disease affected cows and it passed on humans through beef meat. The cows were infected because they ate feed made with carcasses of different animals (infected sheep, birds, dogs, cats, other cows…). Ruminant vegetarian cows were fed with feed made with meat and bone meal coming from other animals.

You can read more about this disease on the following link:

http://faculty.washington.edu/chudler/mcd.html

-    The most recent scandal related to intensive animal farming is the “dioxin affair” in Germany: some feed producers used industrial oils to include fats (proteins) in the feed chicken, hens and pigs eat. These industrial oils contained dioxins, which are carcinogenic. The proportion of dioxins found in the feed was 79 times higher than the allowed. Around 5,000 farms had to close in Germany last week, but the problem is far to be solved: many eggs were exported to the Netherlands and the United Kingdom and they were used to make different products (cakes mainly).

You can get more information on the following links:

http://www.bbc.co.uk/news/world-europe-12133361

http://www.dailymail.co.uk/health/article-1344914/Dioxin-scandal-Food-containing-contaminated-eggs-Germany-shops-3-WEEKS.html

Journal

Today in Social Sciences we had doubts about some project. Then Paqui explained several things, one of which is like has been created, sterile male flies this is done to end the fruit flies in the field. After we also talked about the people that made the feed of cows, made it with dead animals like sheep, the sheep disease passed from them to the cows and from the cows to the humans. The consecuences was the brain becomes a spongue and the person isn't able to walk, talk...

Kisses, Carmen.

Image: http://www.nk.com/es/colza/recital

¡¡2011!!

Source: http://inglesparaprofesionales.wordpress.com/2011/01/02/happy-new-year/

See you on Monday!!