7) sorting a data file means to organize the information in the file.
8) since its on the computer there is room for changes easier, also, let say that you want to count the number of guests for a party, the computer does that instantly while otherwise it would be done manually and get get messed up.
9)
10) we have the right to some privacy, but here in America technology has created new opportunities for people to abuse the system and find out things about people.
11)because now-adays computers hold all the information that generally people wouldn't want other people to know. and all this is exposed to anyone who wants to know it. Stalkers and killers can use the Internet to find someones home, also find out of there going to be home and etc. the computer and Internet are huge threats to security.
Thursday, April 8, 2010
Wednesday, April 7, 2010
Tuesday, February 16, 2010
dfvb//.
Sigh. wow. this seriously does bring back hecka memories. a LOT of work--salma u killed us towards the end of the year by stuffing in that martin lang book--but worth it in every way.
Thursday, February 11, 2010
ITGS Test Practice Questions
Define:
1) simulation: a rendition of a real event/place projected or presented with computer technology to allow an individual to expeirence somehting virtually, without the risks the may come with experiencing it in reality.
2) bandwidth: A term describing the capacity of a computer to download or upload information onto the internet or any network.
Answers:
1) Computer simulations are those programs based on models in order to imitate a certain scenario. Situations can be used in a wide spectrum of areas, including business, traffic, training,communalistic matters and the weather.
2) Bandwidth refers to the speed and capability of a connection (internet) to transfer a certian amoun to of data per unit of time. Most of the time the unit of time is seconds and the data is classified into ks (kbps). It also refers to the phycical measurements of the band through which connection cables pass.
1) simulation: a rendition of a real event/place projected or presented with computer technology to allow an individual to expeirence somehting virtually, without the risks the may come with experiencing it in reality.
2) bandwidth: A term describing the capacity of a computer to download or upload information onto the internet or any network.
Answers:
1) Computer simulations are those programs based on models in order to imitate a certain scenario. Situations can be used in a wide spectrum of areas, including business, traffic, training,communalistic matters and the weather.
2) Bandwidth refers to the speed and capability of a connection (internet) to transfer a certian amoun to of data per unit of time. Most of the time the unit of time is seconds and the data is classified into ks (kbps). It also refers to the phycical measurements of the band through which connection cables pass.
Tuesday, January 19, 2010
January 19th, 2009
I miss this class!!!! :(
We (I) love you Sister Salma. :D
<3
I was just looking back at our posts and remembered how much we accomplished and how I wish we could have you as a teacher again (for any subject, really). :) You were awesome! :D
We (I) love you Sister Salma. :D
<3
I was just looking back at our posts and remembered how much we accomplished and how I wish we could have you as a teacher again (for any subject, really). :) You were awesome! :D
Friday, June 5, 2009
SUMMER READING ASSIGNMENT: incoming 12th graders
Summer Reading Assignment
Seniors English High Level (IB)
DUE: The Second Day of School
(August 11, 2009)
Incoming Seniors:
We will be focusing on literary criticism: how do we read deeply into literature and pull out the important stuff? What do certain symbols or motifs mean? How are texts from different times and places inherently similar? Why do authors include certain elements (characters, plot events, language, etc.)? We will have lots of fun really reaching into and dissecting literature.
The following summer assignments are part of the mandated coursework for our IB class, and will help alleviate some of the work over the rest of the schoolyear.
Remember, this course offers rewards far beyond the ordinary class so please don't be daunted by the work. Have fun completing the summer readings and assignments! See you in August for the beginning of our great adventure!
NOTE: The IB English High Level examination requires extensive preparation and reading. Your summer reading is an important part of that preparation to help you grow as a reader and thinker. As IB scholars, you should consider that students who read more, score significantly higher on standardized tests such as AP Exams, ACTs, and SATs. In addition, reading helps to develop your vocabulary and your ability to connect ideas. Finally, reading will help to avoid the summer “mush” that our brains tend to become when we do not exercise them.
Assignment #1: Read and complete the study guide questions for William Shakespeare’s Hamlet. (TOTAL: 50 points)
Read this play carefully, but because it is Shakespeare, you are not expected to understand each and every word. By all means, take advantage of using study aids, such as “spark notes” or Cliff notes, or using a version that has “modern English” alongside the actual text. The main focus over the summer is to acquaint yourself with the story of Hamlet, so that we can delve deeper into language issues in the Fall. I strongly suggest also viewing a film-version of the play to help you better grasp the overarching story lines. (Kenneth Branaugh has an exceptionally faithful adaptation, but beware of inappropriate scenes.)
You will need to demonstrate your basic comprehension of the play by answering the attached study guide questions for Acts One-Five.
Please label your papers carefully, including the Act and Scene # at the very top. You do not need to rewrite the questions, but your answers should be complete sentences (of course).
Assignment #2: Read How to Read Literature Like a Professor by Thomas C. Foster (TOTAL: 60 points)
This book will help get you into the mindset of literary analysis. You do NOT need to read the entire book, but you MUST read the assigned chapters and answer the prompts that follow. In doing so, you may respond informally. I recommend that you write this as you would a journal, chronicling your answers as you read through the book. These short writing assignments will let you practice your literary analysis, and they will help us get to know your literary tastes. Whenever I ask for an example from literature, you may use short stories, novels, plays, or films (Yes, film is a literary genre). If your literary repertoire is thin and undeveloped, use the Appendix to jog your memory or to select additional works to explore. Be sure to follow the Directions at the top of the assignment sheet.
Assignment #3: Read The Girl of the Golden Horn by Kurban Said (TOTAL: 60 points)
This translated novel is part of our upcoming unit on Gender Roles; however, you will want to start drawing comparisons between this text and the other texts we read last year for our unit on the Hero’s Quest.
-- Write a 1,000-word Reading Response journal
-- Choose an aspect of the novel to explore: father-daughter relationship, husband-wife, men-women, tradition versus modernity, power of religion, assimilation, ethno- centricism, Islam in Europe, etc., and write a THREE-page paper on this self-selected topic.
Do the math – and realize that this entire Summer Assignment makes up for 125 points of your first semester in Juniors English HL! Do not take this lightly.
Although this may seem like an overwhelming and daunting task, don’t forget you have the entire summer to spend working on this – and you’ll have plenty of time to relax as well. Just consider that you are at an important stage in your high school career, and there just may be a few more things more important than sleeping all day and watching movies all night! ☺
For extra credit, you are welcomed to join the Summer Reading Challenge, which means reading an additional 10 books (of high school level), for a total of 30 points. If you have any questions or comments, or if you need help finding the novel, or if you are stuck in writing a response, or if you just want to tell me about your summer, e-mail me at sistersalma@gmail.com.
Good Luck!
Sr. Salma
Hamlet Study Guide Questions
Act I Questions
1. As the play opens, what is the mood? Looking closely at the text, what words or phrases can you find that Shakespeare uses to help set the tone and prepare us for what's to come?
2. Part of Horatio's job in 1.1 is to provide exposition. What has happened that might warrant a ghost stalking the castle?
3. From what you see in 1.2, what kind of a king is Claudius?
4. Hamlet is in stark contrast to the festivity of the coronation. Compare and contrast the physical, emotional, mental, and spiritual differences between young Hamlet and Claudius's court.
5. Read Hamlet’s soliloquy. What is his main concern in this soliloquy?
Act II Questions
1. In Act 2.1. Ophelia is greatly concerned over Hamlet's behavior. What evidence does he give that something is wrong? What are the possible explanations given by Polonius in 2.1 and 2.2? Do you agree with his reasoning?
2. Who are Rosencrantz and Guildenstern and what are they doing at court? How are we supposed to feel about them?
3. One of the play's major themes, illusion versus reality (transformation), begins to take centre stage in Act 2. Where do you find evidence of this theme being explored? What possible messages could Shakespeare be trying to convey?
4. What are your impressions of Polonius ? Give evidence from Act1 and 2 to support your ideas?
5. When the players arrive, at Hamlet's request they reenact a selection from Aeneas and Dido. Why this play? How does it echo Hamlet's main storyline?
Act III Questions
1.3.1 is perhaps most well known for its "To be or not to be" speech. What ideas does Hamlet express in this speech?
2.The idea of Hamlet's madness takes greater hold in this act. Is it merely an idea, though? What support can you find for Hamlet actually being mad? For him faking madness?
3.What is the significance of the inclusion of the play within the play?
4.What function do the players serve? Beyond performing the play in which to catch the king, what themes do they underscore? How do their actions mirror the other characters in the play
5.Why doesn't Hamlet kill Claudius? Should he have used his opportunity?
Act IV Questions
1. As act IV unfolds, Claudius is becoming more and more uncomfortable with having Hamlet around. How does he try to get rid of Hamlet, while continuing to look innocent?
2. Hamlet shows a great deal of wit and cleverness in this act. Where can you find examples of Hamlet's nimble brain?
3. 4.4 has Fortinbras moving over the countryside. Where is he going? Why? What about this journey upsets Hamlet so much? What does seeing Fortinbras do to Hamlet? How is he moved by what he sees?
4. Hamlet's questionable madness is starkly contrasted with Ophelia's real madness in Act 4. What has precipitated her madness? Was it necessary for her to go insane
Act V Questions
1. What purposes do the gravediggers' exchange (with each other and with Hamlet) serve? How do they function in the story? What themes and issues do they introduce?
2. Why do Hamlet and Laertes fight in Ophelia's grave?
3. How did Hamlet escape being killed in England? How does he feel about having Rosencrantz and Guildenstern killed in his stead?
4.What does Hamlet mean by "the readiness is all" (5.2.218)? What does such a statement reflect about him?
How to Read Literature Like a Professor Journal Questions
Directions:
1. DO NOT bother to read every chapter (unless you have a lot of spare time….)
2. Read the following chapters: Introduction, 1, 2, 5, 8, 14, 18, 19, 20, 26, and 27
3. Respond to each prompt on separate sheet of paper. Your responses may be informal, but should be at least 100-150 words long.
*Introduction: How'd He Do That?
You don’t have to write a mini-essay. Just think about it...
How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Has there ever been a time when your appreciation of a literary work was enhanced by understanding symbol or pattern? Jot down a few notes; we’ll be discussing this in class in the Fall.
*Chapter 1: Every Trip Is a Quest (Except When It's Not)
Consider the five aspects of a QUEST and then apply them to something you have read (or viewed). Use the list on p. 3-5 to structure your response.
*Chapter 2: Nice to Eat with You
Choose a meal scene from a literary work (or film) and apply the ideas of Chapter 2.
* Chapter 5: Now, Where Have I Seen Her Before?
Define intertextuality. Discuss 2-3 examples that have helped you in reading specific works.
* Chapter 8: Hanseldee and Greteldum
Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation?
*Chapter 14: Yes, She's a Christ Figure, Too
Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example, Star Wars, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur.
* Chapter 18: If She Comes Up, It's Baptism
Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss.
* Chapter 19: Geography Matters...
Discuss at least two different aspects of a specific literary work that Foster would classify under "geography."
* Chapter 20: ...So Does Season
Find a poem that mentions a specific season. Then, discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Attach a copy of the poem)
* Chapter 26: Is He Serious? And Other Ironies
Find an ironic literary work (long or short – poetry is always good for a quick dose of irony) or film. Explain the “multivocal nature” of the irony in the work.
* Chapter 27: A Test Case
This one will need to be about 2 pages (at least) and must be done AT THE END of your reading!!!!
Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages 265-266, following the directions exactly. Then compare your writing with the three examples. How did you do? Write a brief reflection on what you missed and why. After reading the essay comparing Laura with Persephone, do you understand the story better? Are you confused? What (if anything) does it add to your appreciation of Mansfield's story?
Seniors English High Level (IB)
DUE: The Second Day of School
(August 11, 2009)
Incoming Seniors:
We will be focusing on literary criticism: how do we read deeply into literature and pull out the important stuff? What do certain symbols or motifs mean? How are texts from different times and places inherently similar? Why do authors include certain elements (characters, plot events, language, etc.)? We will have lots of fun really reaching into and dissecting literature.
The following summer assignments are part of the mandated coursework for our IB class, and will help alleviate some of the work over the rest of the schoolyear.
Remember, this course offers rewards far beyond the ordinary class so please don't be daunted by the work. Have fun completing the summer readings and assignments! See you in August for the beginning of our great adventure!
NOTE: The IB English High Level examination requires extensive preparation and reading. Your summer reading is an important part of that preparation to help you grow as a reader and thinker. As IB scholars, you should consider that students who read more, score significantly higher on standardized tests such as AP Exams, ACTs, and SATs. In addition, reading helps to develop your vocabulary and your ability to connect ideas. Finally, reading will help to avoid the summer “mush” that our brains tend to become when we do not exercise them.
Assignment #1: Read and complete the study guide questions for William Shakespeare’s Hamlet. (TOTAL: 50 points)
Read this play carefully, but because it is Shakespeare, you are not expected to understand each and every word. By all means, take advantage of using study aids, such as “spark notes” or Cliff notes, or using a version that has “modern English” alongside the actual text. The main focus over the summer is to acquaint yourself with the story of Hamlet, so that we can delve deeper into language issues in the Fall. I strongly suggest also viewing a film-version of the play to help you better grasp the overarching story lines. (Kenneth Branaugh has an exceptionally faithful adaptation, but beware of inappropriate scenes.)
You will need to demonstrate your basic comprehension of the play by answering the attached study guide questions for Acts One-Five.
Please label your papers carefully, including the Act and Scene # at the very top. You do not need to rewrite the questions, but your answers should be complete sentences (of course).
Assignment #2: Read How to Read Literature Like a Professor by Thomas C. Foster (TOTAL: 60 points)
This book will help get you into the mindset of literary analysis. You do NOT need to read the entire book, but you MUST read the assigned chapters and answer the prompts that follow. In doing so, you may respond informally. I recommend that you write this as you would a journal, chronicling your answers as you read through the book. These short writing assignments will let you practice your literary analysis, and they will help us get to know your literary tastes. Whenever I ask for an example from literature, you may use short stories, novels, plays, or films (Yes, film is a literary genre). If your literary repertoire is thin and undeveloped, use the Appendix to jog your memory or to select additional works to explore. Be sure to follow the Directions at the top of the assignment sheet.
Assignment #3: Read The Girl of the Golden Horn by Kurban Said (TOTAL: 60 points)
This translated novel is part of our upcoming unit on Gender Roles; however, you will want to start drawing comparisons between this text and the other texts we read last year for our unit on the Hero’s Quest.
-- Write a 1,000-word Reading Response journal
-- Choose an aspect of the novel to explore: father-daughter relationship, husband-wife, men-women, tradition versus modernity, power of religion, assimilation, ethno- centricism, Islam in Europe, etc., and write a THREE-page paper on this self-selected topic.
Do the math – and realize that this entire Summer Assignment makes up for 125 points of your first semester in Juniors English HL! Do not take this lightly.
Although this may seem like an overwhelming and daunting task, don’t forget you have the entire summer to spend working on this – and you’ll have plenty of time to relax as well. Just consider that you are at an important stage in your high school career, and there just may be a few more things more important than sleeping all day and watching movies all night! ☺
For extra credit, you are welcomed to join the Summer Reading Challenge, which means reading an additional 10 books (of high school level), for a total of 30 points. If you have any questions or comments, or if you need help finding the novel, or if you are stuck in writing a response, or if you just want to tell me about your summer, e-mail me at sistersalma@gmail.com.
Good Luck!
Sr. Salma
Hamlet Study Guide Questions
Act I Questions
1. As the play opens, what is the mood? Looking closely at the text, what words or phrases can you find that Shakespeare uses to help set the tone and prepare us for what's to come?
2. Part of Horatio's job in 1.1 is to provide exposition. What has happened that might warrant a ghost stalking the castle?
3. From what you see in 1.2, what kind of a king is Claudius?
4. Hamlet is in stark contrast to the festivity of the coronation. Compare and contrast the physical, emotional, mental, and spiritual differences between young Hamlet and Claudius's court.
5. Read Hamlet’s soliloquy. What is his main concern in this soliloquy?
Act II Questions
1. In Act 2.1. Ophelia is greatly concerned over Hamlet's behavior. What evidence does he give that something is wrong? What are the possible explanations given by Polonius in 2.1 and 2.2? Do you agree with his reasoning?
2. Who are Rosencrantz and Guildenstern and what are they doing at court? How are we supposed to feel about them?
3. One of the play's major themes, illusion versus reality (transformation), begins to take centre stage in Act 2. Where do you find evidence of this theme being explored? What possible messages could Shakespeare be trying to convey?
4. What are your impressions of Polonius ? Give evidence from Act1 and 2 to support your ideas?
5. When the players arrive, at Hamlet's request they reenact a selection from Aeneas and Dido. Why this play? How does it echo Hamlet's main storyline?
Act III Questions
1.3.1 is perhaps most well known for its "To be or not to be" speech. What ideas does Hamlet express in this speech?
2.The idea of Hamlet's madness takes greater hold in this act. Is it merely an idea, though? What support can you find for Hamlet actually being mad? For him faking madness?
3.What is the significance of the inclusion of the play within the play?
4.What function do the players serve? Beyond performing the play in which to catch the king, what themes do they underscore? How do their actions mirror the other characters in the play
5.Why doesn't Hamlet kill Claudius? Should he have used his opportunity?
Act IV Questions
1. As act IV unfolds, Claudius is becoming more and more uncomfortable with having Hamlet around. How does he try to get rid of Hamlet, while continuing to look innocent?
2. Hamlet shows a great deal of wit and cleverness in this act. Where can you find examples of Hamlet's nimble brain?
3. 4.4 has Fortinbras moving over the countryside. Where is he going? Why? What about this journey upsets Hamlet so much? What does seeing Fortinbras do to Hamlet? How is he moved by what he sees?
4. Hamlet's questionable madness is starkly contrasted with Ophelia's real madness in Act 4. What has precipitated her madness? Was it necessary for her to go insane
Act V Questions
1. What purposes do the gravediggers' exchange (with each other and with Hamlet) serve? How do they function in the story? What themes and issues do they introduce?
2. Why do Hamlet and Laertes fight in Ophelia's grave?
3. How did Hamlet escape being killed in England? How does he feel about having Rosencrantz and Guildenstern killed in his stead?
4.What does Hamlet mean by "the readiness is all" (5.2.218)? What does such a statement reflect about him?
How to Read Literature Like a Professor Journal Questions
Directions:
1. DO NOT bother to read every chapter (unless you have a lot of spare time….)
2. Read the following chapters: Introduction, 1, 2, 5, 8, 14, 18, 19, 20, 26, and 27
3. Respond to each prompt on separate sheet of paper. Your responses may be informal, but should be at least 100-150 words long.
*Introduction: How'd He Do That?
You don’t have to write a mini-essay. Just think about it...
How do memory, symbol, and pattern affect the reading of literature? How does the recognition of patterns make it easier to read complicated literature? Has there ever been a time when your appreciation of a literary work was enhanced by understanding symbol or pattern? Jot down a few notes; we’ll be discussing this in class in the Fall.
*Chapter 1: Every Trip Is a Quest (Except When It's Not)
Consider the five aspects of a QUEST and then apply them to something you have read (or viewed). Use the list on p. 3-5 to structure your response.
*Chapter 2: Nice to Eat with You
Choose a meal scene from a literary work (or film) and apply the ideas of Chapter 2.
* Chapter 5: Now, Where Have I Seen Her Before?
Define intertextuality. Discuss 2-3 examples that have helped you in reading specific works.
* Chapter 8: Hanseldee and Greteldum
Think of a work of literature that reflects a fairy tale. Discuss the parallels. Does it create irony or deepen appreciation?
*Chapter 14: Yes, She's a Christ Figure, Too
Apply the criteria on page 119 to a major character in a significant literary work. Try to choose a character that will have many matches. This is a particularly apt tool for analyzing film -- for example, Star Wars, Excalibur, Malcolm X, Braveheart, Spartacus, Gladiator and Ben-Hur.
* Chapter 18: If She Comes Up, It's Baptism
Think of a "baptism scene" from a significant literary work. How was the character different after the experience? Discuss.
* Chapter 19: Geography Matters...
Discuss at least two different aspects of a specific literary work that Foster would classify under "geography."
* Chapter 20: ...So Does Season
Find a poem that mentions a specific season. Then, discuss how the poet uses the season in a meaningful, traditional, or unusual way. (Attach a copy of the poem)
* Chapter 26: Is He Serious? And Other Ironies
Find an ironic literary work (long or short – poetry is always good for a quick dose of irony) or film. Explain the “multivocal nature” of the irony in the work.
* Chapter 27: A Test Case
This one will need to be about 2 pages (at least) and must be done AT THE END of your reading!!!!
Read “The Garden Party” by Katherine Mansfield, the short story starting on page 245. Complete the exercise on pages 265-266, following the directions exactly. Then compare your writing with the three examples. How did you do? Write a brief reflection on what you missed and why. After reading the essay comparing Laura with Persephone, do you understand the story better? Are you confused? What (if anything) does it add to your appreciation of Mansfield's story?
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