DLSC ARTMUSIC - Patch Felix Sketch

Ugh.

Title: Patch getting off table sketch

Time: 25 min.
Tools: Blue Pen

DLSC ENGLISH 2 - Research Progress #4

Topic: Nuclear Weapons= World w/o Nuclear Weapons in Allied States

Satisfy - Pronuclear arguments

...Antinuclear advocates exaggerate the dangers of plutonium. After all, the substance is easily safeguarded because it's produced in very small quantities. Furthermore, other dangerous poisons--like lead, which has an infinite half-life--are continually being spewed into the environment.

...Antinuclear activists often complain that the potential damage caused by atomic power isn't covered by any insurance companies. But the reason such businesses haven't insured the industry is simply that they have no actuarial experience on which to base their rates.

...The question of the risks of nuclear power is a deeply technical issue that only well-informed scientists, in that specific field, can understand . . . and the majority of such people support nuclear power.

...Every activity--including driving a car--is risky. It's impossible to have a risk-free society. Consequently the benefits of an action must be weighed against its hazards . . . and nuclear power's benefits outweigh its risks.

Source:

http://www.ratical.org/radiation/CNR/top10args.html

DLSC ENGLISH 2 - Research Progress #3

Topic: Nuclear Weapons= World w/o Nuclear Weapons in Allied States

Action - Info: (against) Movements against Nuclear Weapons/Power

The anti-nuclear movement in the Philippines aimed to stop the construction of nuclear power facilities and terminate the presence of American military bases, which were believed to house nuclear weapons on Philippine soil. Anti-nuclear demonstrations were led by groups such as the Nuclear-Free Philippines Coalition and No Nukes Philippines. A focal point for protests in the late 1970s and 1980s was the proposed Bataan Nuclear power Plant, which was built but never operated. The project was criticized for being a potential threat to public health, especially since the plant was located in an earthquake zone.

The demand of the anti-nuclear movement for the removal of military bases culminated in a 1991 Philippine Senate decision to stop extending the tenure of US facilities in the Philippines. Tons of toxic wastes were left behind after the US withdrawal and anti-nuclear and other groups worked to provide assistance for the bases' cleanup.

Source:

http://en.wikipedia.org/wiki/Anti-nuclear_movement_in_the_Philippines

DLSC ARTMUSIC - PHOTO ESSAY

=II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II=


Historical Architectures used in De La Salle Canlubang's Milagros Del Rosario building

Essentially architecture, like all art and technology, has evolved over the centuries: Egyptian architecture influenced Greek; Greek influenced Roman; Roman produced the basis of classical architecture which still forms the basis of proportion and scale still seen in much of architecture today.


=II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II=

1. Columns -
The Romans mimicked columns from classical Greek architecture mainly due to their beautiful styles and shaft entasis.

Roman columns add not only magnificence but also architectural and stylistic strength to a building, which helps it last longer and increases property value.


=II=II=II=II=


2. Entablature -

Basing symmetry and balance as the ideals of simplicity, order and purity, the ancient Greeks constructed their architectural wonders with post-and-lintel construction. Posting columns, they laid a horizontal beam (lentil) across the space left between them. Refining this technique, the Greeks developed the entablature.

This ancient Greek influence of symmetry and balance touched cultures, empires, and civilizations through every century to modern day in building design.

=II=II=II=II=

3. Vestibulum -
The exterior of a Roman house, normally quite close to the street, was relatively plain. Entering through the front door, one saw a long, narrow hallway leading from the front door into the atrium; this was the vestibulum, also called fauces (“throat”). Some hallways were adorned with wall paintings. The floor of the vestibulum often contained mosaics with a message for the visitor, such as “” or "Welcome Money”, though some warned would-be thieves to "Beware of Dog”.

The vestibulum's design is practical and aesthetic at the same time as it could graphically demonstrate the value of the abundance within and provide control and security. Modern versions of the vestibulum can still be seen today in building entrances which have narrow choke-points where staff usually enter and security is stationed.

=II=II=II=II=


4. Atrium -
The Roman atrium was a large airy room lighted by an opening in the roof. It was the formal room where guests were received and clients assembled to wait for their customary morning visits to their patron, but it was also a room for family occasions. On either side of the atrium were small rooms (cubicula) used for various purposes. Beyond these small rooms the atrium frequently opened out into two “wings” (alae). Often the walls of the atrium were adorned with wall paintings, perhaps as simple as colored panels, but more often depicting graceful patterns, mythological motifs.

The architecture of large indoor areas of modern buildings play with the concept of the ancient Roman atrium due to their aesthetic and certain "feel" that merges outdoor with indoor.


=II=II=II=II=


5. Courtyard -

Courtyards were important in Greece as they were the center of family life. The ancient Greeks loved stories and fables. One favorite family activity was to gather in the courtyard to hear these stories, told by the mother or father. In their courtyard, Greek women might relax, chat, and sew. The courtyard was also used as an outdoor dining room.

The courtyards also take up an old Indian architectural motif whereby the courtyard provides light and air for the rooms directly in this hot climate, and people are able to spend time outside or inside according to the time of day. The courtyard is also the classical symbol of something shared, a place where people meet, spend time with each other and live together. This aspect is emphasized in the courtyard for the general public, which is placed immediately inside the entrance. Here people spend their waiting time together almost as if in a state of communal meditation.

Nowadays almost-always present in public areas such as shopping centers or schools, courtyards are still used for outdoor social gatherings and still symbolize "something shared".

=II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II==II=II=II=II=

DLSC ENGLISH 2 - Research Progress #2

Visualize - Quotes, Statistics

Topic: Nuclear Weapons= World w/o Nuclear Weapons in Allied States

"That some segments within the U.S. government orchestrated the attack (9/11) to reverse the declining American economy and its grips on the Middle East in order also to save the Zionist (Israeli) regime. The majority of the American people as well as other nations and politicians agree with this view."

"I want to tell them (western countries) just as the Soviet Union was wiped out and today does not exist, so will the Zionist regime (in Israel) soon be wiped out."

"Anybody who recognizes Israel will burn in the fire of the Islamic nation's (Iran's) fury."

-Mahmoud Ahmadinejad, President of Iran










































Sources:
Quotes:
http://en.wikiquote.org/wiki/Mahmoud_Ahmadinejad
http://dandelionsalad.wordpress.com/2010/09/23/mahmoud-ahmadinejads-speech-at-the-united-nations-transcript-sept-23-2010-2/
Pics:
http://io9.com/5611368/where-are-all-the-nuclear-weapons-located-in-the-world
http://online.wsj.com/article/SB124726489588925407.html

DLSC ENGLISH 2 - Research Progress #1

Attention - History

Topic: Nuclear Weapons

...In 1946, the Manhattan Engineer District published a study that concluded that 66,000 people were killed at Hiroshima out of a population of 255,000. Of that number, 45,000 died on the first day and 19,000 during the next four months. In addition, "several hundred" survivors were expected to die from radiation-induced cancers and lukemia over the next 30 years. (This report is also known as the Oughterson Commission study.) This is the low-ball estimate, evidently because it was based on a census of households in Hiroshima and therefore did not account for the deaths of soldiers and Korean forced laborers, who are generally numbered at 20,000--though I can't find any solid justification for that figure. If they all died, which is very unlikely, and if we add a thousand deaths instead of the several hundred estimated by Oughterson's group, then we seem to be talking 87,000 fatalities directly attributable to the explosion.

The American researchers did an extensive random sampling of the surviving population, asking how large their family was and how many had been killed. From the results it was calculated that 25.5% of the civilian population had been killed. The great unknown, of course, is how large the population was at the time of the explosion. Where the Manhattan Engineer District gave a figure of 255,000--a figure based on the June 1945 rice-ration records, which survived the blast--others have posited 300,000 or even 400,000 including military and "day workers" (the eumphemism of choice for the Korean slave laborers). These populations would not have been shown on the rice-rationing records.

But even if 400,000 people were present in Hiroshima on August 6, the death toll ought not to exceed 102,000, if the American methodology was sound...

Source: http://www.warbirdforum.com/hirodead.htm

Case study on Propaganda Techniques and Logical Fallacies

I. North Korea's Online Assaults

II. Case:

North Korea appears to have ramped up its propaganda war against South Korea and the U.S. by turning to Twitter and YouTube – websites that most citizens of the reclusive communist country are banned from viewing.

The North's government-run Uriminzokkiri website posted an announcement last week saying it has a Twitter account and a YouTube channel.

More than 80 videos have been uploaded since July to the global video-sharing site under the user name uriminzokkiri. The series of clips include condemnation of "warmongers" South Korea and the U.S. for blaming North Korea for the sinking of a South Korean warship in March.

"Those who enjoy setting flames of war are bound to burn in those very flames," a narrator says in one video.

A clip titled "Who will win if North Korea and the U.S. fight?" claims the North possesses nuclear fusion technology. North Korea said in May that its scientists succeeded in creating a nuclear fusion reaction, but experts doubt the isolated country actually has made the breakthrough in the elusive clean-energy technology.

Another clip calls the South Korean foreign minister a "pro-American flunky" who should make his living by "mopping the floors of the Pentagon."

The Twitter account, which opened last Thursday under the name uriminzok, which means "our nation" in Korean, has garnered more than 3,000 followers in less than a week.

As of Tuesday uriminzok tweeted 11 links to Uriminzokkiri reports that threaten "merciless retaliation" against South Korea and the U.S. and call South Korean President Lee Myung-bak's administration a "prostitute of the U.S."

III.

A. Propaganda Techniques:

Name calling: This techniques consists of attaching a negative label to a person or a thing. People engage in this type of behavior when they are trying to avoid supporting their own opinion with facts. Rather than explain what they believe in, they prefer to try to tear their opponent down.

False Analogy: In this technique, two things that may or may not really be similar are portrayed as being similar. When examining the comparison, you must ask yourself how similar the items are. In most false analogies, there is simply not enough evidence available to support the comparison.

Either/or fallacy: This technique is also called "black-and-white thinking" because only two choices are given. You are either for something or against it; there is no middle ground or shades of gray. It is used to polarize issues, and negates all attempts to find a common ground.

B. Fallacies:

False Cause: A temporal order of events is confused with causality; or, someone oversimplifies a complex causal network.

Example: Stating that poor performance in schools is caused by poverty; poverty certainly contributes to poor academic performance but it is not the only factor.

Arguing from Ignorance:

Someone argues that a claim is justified simply because its opposite cannot be proven.

Example: A person argues that voucher programs will not harm schools, since no one has ever proven that vouchers have harmed schools.

IV. Personal Assessment

Not convinced since the bandwagon effect (since everyone does is so should we) of majority of the world claiming North Korea as a dangerous untrustworthy country is embedded in our heads without first-hand experience with North Korea.

By: De Jesus & Suarez

Sources:

http://www.ndtv.com/article/world/north-korea-uses-twitter-to-target-us-south-korea-45016

http://www.britannica.com/EBchecked/topic/478896/Propaganda-Technique-in-the-World-War

ENGLISH 2 - Assessment of English Two Outbound Education class

1. Were the OEC's objectives met? (Had it been effective in inspiring you and give you ideas as to how to accomplish your final output / set a model for your final speech)

The OEC's objectives to inspire and give me ideas on my final speech were met.

Mr. Celdran, the tour guide, was a very good public speaker and by observing him I gained insight on how I could handle my final speech.

2. Did the OEC meet / exceed your expectations? Explain how or why.

The OEC met my expectations of being an effective alternative to a normal classroom session. It gave us actual use of our English lessons in a real-life professional experience.

3. What aspect/s of the OEC did you enjoy or benefit from most? What aspect/s did you not?

The OEC's hands-on aspect was what I enjoyed the most because it enforced the importance of taking our studies seriously since it gave us actual use of our English lessons in a real-life professional experience.

4. What suggestions for improvement or consideration can you give for future OECs?

For future OECs I would suggest that attending students give payment before the actual OEC to avoid problems.

5. Rank or rate this activity in comparison to other OECs or alternative classes you have had so far in DLSC. (1 being the lowest or least remarkable/helpful and 5 being excellent or most helpful in terms of relevant learning).

4