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Revolution Guidebook Project

In the third marking period of world history, we learned about revolutions. We learned what causes them, what you need for a successful revolution, and we also learned about different revolutions that occurred in the last couple of years. We talked about the effect previous revolutions may have had on future ones, and learned that the Egyptian revolution in Tahrir Square taught a lot of people the do's and dont's for a revolution they may want to plan.
 For example, the people of Ukraine said that they learned the protest is not over once the corrupted leadership is out of power, it is really only the beginning. Next you have to establish the government you want and wait awhile until you see things operating how you want them too. The point of a revolution is too see change, and in no circumstance should you leave before you see drastic improvements. People help others in ways if they realize it or not. Some one is always watching you too see what you do and try to improve on it. And as more countries decide to have revolutions, more people gain freedom and are no longer oppressed.

Revolution Guidebook Project

​In this unit of study in our World History Class, we studied various revolutions. We learned about the causes and conflicts of the french revolution, the impact of social media on the Arab Spring, and a bit about the ongoing Ukrainian Revolution. We asked and answered questions, such as "How do revolutions begin?" and "What methods do they use to succeed?". For our final project this quarter, we had to make a digital storybook about a question we had about revolutions.

For my digital storybook, I talked about the series of events that lead up to revolutions, which may include other revolutions. I asked "Does the impact of revolutions cause more problems than it solves?" I found no clear answer other than that revolutions start a chain of events that cannot be undone, and may lead to other revolutions. I talked about how todays events in Ukraine are part of the aftershock of the events of the Russian Revolution. Cause and Effect is the greatest force for change in the world, especially today.


Revolution Guidebook Project

Throughout this unit we learned that revolution is basically a debatable protist. Revolution an instance for resolving. In today's world mostly revolution is a forcible overthrow of a government or social order in favor of a system. Now when I was doing my research I has to come with a topic. So I thought to myself what is a possible key thing in a revolution? Then it hit to me. The answer is communication.
What is communication? Communication is the successful conveying or sharing of ideas and feelings or social contact. While I was doing my research I was witnessing that people actually used social media to communicate during their revolutions. They used facebook, twitter, youtube, etc. to share their own feeling/emotions and also to show proof of what the world should see. In the past social media didn't even exist. Until now with our modern day technology people were able to communicate faster. I learned that communication is a big part of a specific revolution. Also it can help you, make it widespread so others can see, or even just succeed.

I did not get a chance to post my citations on the video so here are the links from my research....

- Quotes from french revolution

- Quotes about the Haitian Revolution

- The top ten revolutions felt around the world

- Modern Day Social Media Revolution

- The Arab Spring Cascading Effect

- Twitter Revolution (Arab Spring)

- #SyrianRevolution

- Symbols and slogans of Arabic Spring

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Revolution Guidebook Project

In this unit we thoroughly learned about Revolutions. How they started, what caused them to succeed or fail and the different ways messages can get across to people globaly. We learned about the strong opinions of people and what they will do to make sure the change they need and deserve happens. The extents people will go because of how much something means to them is pretty amazing. We learned about whether violent or non violent revolutions are better or worse and why or why not. We looked at different revolutions like the French Revolution and the revolution in Egypyt that look place at the Square which was a very passionate yet emotional experience. I realized that maybe if we had that same, we could get a lot more things done in our country itself. For my individual project, I wanted to focus on what makes a successful revolution and exactly how to do that. No revolution is ever bad. People worked hard to make the process that they did, but its all in how it goes, how it ends and how it continues. 

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Revolutions Guidebook Video

For this unit on the study of revolutions I decided to try my hand at animating a rough presentation to go along with my voice over. The focus of the topic relied heavily on the impact of revolutions throughout history, from the French and Haitian to the more recent Arab spring. I have been pursuing  studying the effects of activism versus pacifism  since we completed a study of civil rights last year. That class garnered my interest in the rivaled works of MLK and Malcolm X. That interest permeates through my presentation and remains the backbone for my other research. 


Primary Sources:

The overthrow of the dictator Milosevic in Serbia represents a truly interesting case for students of revolution, in that it happened so genuinely peaceful and popular. In a sense it represents what today within revolution studies are called the “new revolutions” (started by the revolutions in Nicaragua and Iran but made clear for everyone during the 1989/1990 wave of revolutions in Eastern Europe and Soviet Union). The film “Bringing Down a Dictator” is a documentary that describes the whole process (more info about how to get it here). I think we all have something to learn from the Serbian experience.”

“ If there was a Martin Luther King Jr., there had to be a Malcolm X. Martin Luther King, history remembers. Malcolm X, history tries to forget. But each man in his own way dominated the times in which he lived. . .”

“It was a marvelous thing to see the amazing results of a non-violent campaign. The aftermath of hatred and bitterness that usually follows a violent campaign was found nowhere in India...”

Protesters storm Tahrir square

“Tunisia's revolution was sparked by the death of a young street vendor, Mohammed Bouazizi, in December. In an act of desperation which sparked unrest in several other Arab countries in the region, Bouazizi set fire to himself after officials stopped him selling vegetables without permission.”


Revolution Digital Story

In our tenth grade world history class we have been learning all about revolutions: What causes them? How do they succeed? What methods are used? We explored these questions through many revolutions including the French Revolution and Ukrainian Revolution. For our big quarter assignment, we were tasked with the job of making a digital story about revolutions. For this project we had to explore one specific topic, and make a guide to revolutions. 

I chose to focus on the success of nonviolent revolutions. In the past, and still now, many people believe that violence is effective. I wanted to show people that the peaceful movements are more beneficial. I conducted my research by learning about past revolutions, and also focusing on current ones. Revolutions are inevitable, and it’s very helpful to know how to succeed in them. 

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Revolution Guidebook Project

In class we learned about different rev. We learned about the a little about the revolution in Egypt. How Egypt camped out in a square until their president left. Then they did it again when the military took over. Afterwards the military sent in troops and tanks to remove the people from the area.

We also learned about the Rev. in Ukraine. In Ukraine the President was a very greedy man. He promised to integrate Ukraine with the European Union and he didn’t. He also had a custom made toilet that was made of gold. Then when he left there was a warrant for his arrest.
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What Happen's after a Revolution?

The world history unit of revolutions has been quite interesting. The French Revolution seemed to be an introductory lesson into the wider and more current revolutions that still exist today. Stages and methods of revolutions definitely changed over time and even some old methods are still used today. Revolutions are comprised of long oppression of a certain group/class and happen when that group has reached it's boiling point.

Personally I've taken a lot from this unit. It's very fun and interesting to be able to learn about the events that lead into a new beginning. Revolutions throughout history have occurred in only a few days, and a new nation was born. We as people take notes from each other, even if we are separated by oceans, in how to make the world a better place. The Occupy Wall St. Movement was the most influential protest-type movement in my opinion. It stretched across the entire world and infected every country and place. Revolutions, as seen from the current events in Ukraine and around the world bring us together. 

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Revolution Guidebook Project

This unit we learned all about revolutions. Half of our unit was more so about historical revolutions. We researched and role-played about the French Revolution and how it started and the opinions of people in it. Through this research we figured out what a revolution is made up of and what needs to happen to keep it going. Our class also learned about the Haitian Revolution and what it had to do to with the French Revolution. 

The second half of our unit was surrounding a lot of movements going on right now in the Middle East. Since we learned about revolutions in different time periods, we also investigated how certain aspects of revolutions have changed and might have been made easier or harder to accomplish. 

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Revolution Guidebook Project

During this unit we have worked on revolutions. Working on revolutions have really changed my view on a lot of things. My view on the world is completely different now and it makes me appreciate the things that I am given more. We have researched different revolutions over the century's. One thing that has remained the same was that people are fighting for some type of equality. 

Some other things that I have noticed are the fight for power. When you're fighting for power you can't stop in the middle. You have to keep going and fighting for what you believe in. If you would stop it shows you're weak. In most cases fighting for power is not always pretty. It can be very violent but in some way you can manage to keep the peace. In almost every revolution things don't go as planned when the power is in your hands. When this happens I think it clarify's that a revolution is never really over and that is the most difficult part. It's not about who can have the power but more about what do you do when you're given the power. In my video you can see how the Egyptians fought for power and what happens when you try to "end" a revolution. 
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Revolution Guidebook Project

​In this revolution unit, we studied the french/haitian revolution. We studied on how revolutions impacted the long term. We looked at violent and non violent revolutions. We looked at the Ukraine revolution and the Arab spring and all the events that occurred during that period of time. 

During the Ukraine revolution the president has finally quit but now Russia has invaded Ukraine. With the Arab spring it was talking about protest, riots and things taken place there. 

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The Revolution Guidebook Project

This unit we have focused on revolutions throughout history and the modern day. We have had many discussions about how a revolution starts and why it is important in society.  There are many factors that go into a revolution, we have discussed the French revolution extensively. In fact, we had a trial about what people felt, how it affected them, and ways it could be improved.  

My project is about the Cuban and Egyptian revolution. I centered the project on the pro's and con's of revolutions. My question for the Cuban revolution is how a revolution can benefit the people and my question for the Egyptian revolution is how it can harm them. I found some very interesting and it was an overall controversial topic. I found that many people had different opinions as to how revolutions can harm and help people.


Revolution Guidebook Project

During this unit we have worked on revolutions. Working on revolutions have really changed my view on a lot of things. My view on the world is completely different now and it makes me appreciate the things that I am given more. We have researched different revolutions over the century's. One thing that has remained the same was that people are fighting for some type of equality. 

Some other things that I have noticed are the fight for power. When you're fighting for power you can't stop in the middle. You have to keep going and fighting for what you believe in. If you would stop it shows you're weak. In most cases fighting for power is not always pretty. It can be very violent but in some way you can manage to keep the peace. In almost every revolution things don't go as planned when the power is in your hands. When this happens I think it clarify's that a revolution is never really over and that is the most difficult part. It's not about who can have the power but more about what do you do when you're given the power. In my video you can see how the Egyptians fought for power and what happens when you try to "end" a revolution. 
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Revolution Guidebook Project

In Mr. Block's tenth grade history class, we have been studying revolutions. We started the unit with an in depth research project about the French and Haitian Revolution where we role played people from the time era (people such as peasants, the king and queen, and the second estate). The class then watched some of the film The Square. The Square introduced us to the ideas of revolutions and how and why they form today. By reading passages from a book about the Arab Springs, we were able to get first-hand accounts from people native to Yemen, Libya, and Egypt. 

We were lucky that during our revolution unit there is a revolution occurring in Ukraine. I became interested in studying social media's impact on revolutions when I met a girl through tumblr, a social media platform. There was a post going around that mentioned the conditions in her country and a lot of people saw this post, spreading information about a topic that many people didn't know about - myself included. When we were given this project I decided on social media because I knew there was an impact. I looked further into this on tumblr and found many people who were sharing their feelings on the Ukrainian Revolution, Euro Maiden. Now I was certain there was an impact of social media on revolutions and the way ideas spread. 


Revolution Guidebook Project

In this unit of our World History class we learned about different Revolutions and how they worked. We discussed how a revolution begins and what makes them successful. There are many factors in a revolution and the democracy is what creates the big change. Revolutions happen when people want a change in the government or a change in the way they live. It is to better the situations in the place. People have many different options to start one like using social media and protests. 

In my project I discuss how violent and nonviolent revolutions work and how they were both effective in what they wanted to do. No revolution is guaranteed, the whole point is to fight for the change and the new beginning. Most revolutions that I know about is overthrowing the current leader who is not doing their job right and the people have to pay the price for their irresponsibility. Revolutions overall make a huge impact for people and the history of the world.


YATM Blog Post # 2: Hunger

Hello, everyone! It is Fodie Camara. I’m in the 9th grade and a student of Science Leadership Academy. In English class we were asked to write three blogs about something that we care about. I picked the issue of hunger. To me this a very important topic. If you don’t remember, my first blog post, talked about hunger-related facts and how it affects kids and the local community.

At my old school- Penn Alexander- we had a Food Can Drive every single year. We would have a month to bring in cans that would then be brough tto a food bank next to our school. I have been doing this ever since 1st grade, so I have been giving cans in for 8 straight years. For the second blog post, we had to write about our topic. So what I did for my topic is an interview, survey, and a Food Can Drive.

This survey gave me some responses that helped me give answer to my questions. I ask questions like Where do you think the most hunger takes place in the world? What does the government do to try to stop hunger? Have you and your family been affected by hunger? I ask questions these to see what people think about hunger.  The responses I got for my question was that Africa, Asia, India were the areas where most hunger takes place in the world. The responses I got for my question was that nobody’s family has ever been affected by hunger. The responses I got for my question that nothing is being done in Philadelphia to stop hunger and or food drives and food stamps.

I expected for the question “where do you think the most hunger takes place in the world?”, the answer to be Africa because that is what most people think when they think about hunger. Also for the question “have you and your family been affected by hunger?”, I expected the answer no because people I know won’t tell the truth because they won’t want people to know or something like that. I expected for the question “what does the government do to try to stop hunger?” for to people to say Food Stamps and food can drives and donations and stuff like that and all of the people said that. All this new information I learned about hunger makes me see the world very different now.

The interview I’m having is with my Advisor. I asked him the questions that I put on the survey. He said that places that are hungry are areas that find it hard to grow food like North Africa, India and China. These areas also have a shortage of water, and we all know you can’t grow food without water. He said that hunger affects people because if you don’t have food, you won’t be successful and they can’t be focused and the big impact is that without food it going to lead to bigger problems. He also said that the government does a bad job trying to stop hunger, we could do a lot more to stop it. He said in Philadelphia a lot of group like Philabunces and other group do things without the government. So in Philadelphia the government does a bad job trying to stop hunger. He and his family have been affected by hunger couldn’t eat food from coming from school to home. He had a pretty big family,  food couldn’t always make him full. It was hard growing up because it wasn’t always food when he looked.

I will be doing a Food Can Drive, this will be taking place here at (Science Leadership Academy). I will put bins in each of the freshman classrooms. I’ll be going around through the classrooms giving some information about hunger. All of the classrooms will have about to the end of May to collect cans. After collected all those cans, I will give the cans to the hunger coalition.

Annotated Bibliography

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Revolution Guidebook

In our History class,we compared and looked at historic and modern revolutions through the years. Some revolutions that we looked at were, The French/Haitian revolution,the  Egyptian revolution, and many others.
In my project , I am looking at violent revolutions verses Nonviolent ones, and looking at how successful and effective each are.Depending on how and what kind of revolution it is, depends in the impact to the people. I choose this topic because I wanted to point out the flaws in both options
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Revolution Guidebook Project

In this unit we learned about revolutions from various time periods. We started out learning about the French Revolution. Before going on to learn about more recent revolutions like the Arab Spring. We also looked at the situation in Ukraine and discussed the developments going on in there revolution. For our Benchmark (our final project that ties up the unit) we looked at three different revolution and came up with a question about revolutions in general. Then we made a digital story that looks at the revolutions and answers the question.
For my benchmark I choose to look at the leaders of the revolution. I learned that with more knowledge and ideas placed on the internet for almost everyone to see, the requirements for being a leader seem to have been lowered. While back to the time of the french revolution a leader needs to study and plan for the best ways to rally the people. However now with all the information that is out for the world to see, all a leader needs to be today, is to be someone to act on this knowledge and rally people together. 

Revolution Guidebook Project

​Recently, my World History class finished a unit on revolutions.  We studied several revolutions, past and present, in an attempt to answer the question:  What is a revolution? We were then asked to make a video answering a question about revolutions in general.  The question I asked was: How does a revolution start?  Revolutions are not a simple event to start, it takes a lot for one to be successful.  
We studies several aspects of revolutions, with a focus on the French Revolution and more recently the Arab Spring.  We examined what type of actions made people want change, compared non-violent and violent revolutions, and looked at other parts such as the resolution and the result.  I focused on how they started, and compared the sparks that light the fire of change.  Enjoy!


Revolution Guidebook Project

In  this unit, we studied revolutions  in depth. We looked at how they are started; through social media and pamphlets, or just through word. We looked at what fuels and drives them, and what their goals are, ranging from new government entirely or just more basic rights. We looked at the impacts they have and the effects they leave, and analyzed their significance, like why they are started and how they are finished and have power. To do this, we explored the French and Haitian revolution through an engaging roleplay, we learned about the recent Arab spring throughout the Middle East by delving into firsthand accounts, and we watched sections of "The Square", a powerful Netflix documentary about Egyptian Revolution. But ultimately, there are so many things to be looked at an analyzed about revolutions, so we did this Digital Story Guidebook to revolutions, and through it explored a specific question or angle about revolutions that are much more specific, unique, and sometimes unanswered. Questions ranged from "How has social media affected revolutions" to "What is the role of the individual in a revolution?". What I wanted to explore and show people was how revolutions change History, not just the present, so my digital story (below) processed the question "How have revolutions changed history?". 
From all of this, I have learned a lot on the topic and seen a variety of different angles and lenses. I learned that having a clear goal in mind is key, because if you don't things can fizzle after the government is changed. I understand now that a key part of success in revolution is masses and numbers; the more people, the more strength and more likely it is to be successful. Below, in my story, you will learn all I have learned about of how revolutions change history and what effects they leave behind. To summarize everything learned in this unit in one simple, compact sentence: The greatest impact revolutions have is leaving people empowered and inspired and with more courage than before. Revolutions are essential for keeping the world in check.

Revolution Guidebook Project

​Throughout this quarter, we've been learning about the French revolution and the Haitian revolutions. We had a role play going on in the class in which different students had different important characters from both revolutions as their person. Each student had to write paragraphs from their character's point of view explaining their lives and expressing how they feel about certain aspects of the revolutions. 

Overall, I've been thinking about just how revolutions function and how they affect the world. Furthermore, I was  interested in finding out how non violent revolutions differ from violent revolutions in terms of effectiveness. We each had to choose a topic and create a digital story based around it and use specific quotes to back up our points as the final project on the unit. My video is right below. Enjoy!
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Quarter 3 Reflection 4

Quarter 3 Reflection 4         March 4th, 2014

Zack Hersh         Señorita Manuel

Fregosi y los Phillies

por Will Gonzalez

Este artículo es por Will Gonzalez, un autor de Ponte Al Dia yo leo frequentemente. El le escribe artículos de deportes, más específicamente, béisbol y los Phillies. Me gusta leer sus artículos sobre los Phillies y escribir reflexiones sobre artículos en los Phillies y artículos escribido por él. Señor Gonzalez es uno de mis autores favoritos cuando viene a artículos. Que el escribe es interesante y informativo y me ayuda seguir la pista en que está pasando con los Phillies, mi equipo de béisbol, y equipo por lo general, preferida. Esta vez su articulo es sobre Jim Fregosi, un ex gerente de los Phillies. Fregosi se murio más temprano en febrero, y Will Gonzalez estaba reflejando en su tiempo con Jim. Gonzalez dice que Fregosi fue uno de los más simpáticos personas que él conocía, y que Fregosi siempre estaba dispuesto de hablar con un reportero, aún un joven, novato, y hispánico como Will Gonzalez. Gonzalez parecía contento de hablar con Fregosi también y feliz que él le conoció. Fregosi apreciaba los hispanos y latinos porque él sabe tan mucho esa comunidad contribuían a béisbol. De este artículo, Fregosi parece que un hombre grande y un acto de clase. Gonzalez estaba triste para oir de su muerte.

Palabras: 207
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Spanish Q3 reflection #1

The Tonight Show

El Pais


casi - almost

audicionar - audition

desde - since

Casi diez años hace, un hombre joven fue  a nueva york para poder audicionar en sábado noche vivo. Esta revista es sobre el nueva programa de que hombre. Jimmy Fallon trabajaba en SNL por pocos años y organizaba Late Night por cerca cinco años. Fue mucho popular cuando tiene la 12:00 raruna de tiempo. Recientemente, se mudó al “Tonight Show” y obtuvo la 11:00 raruna. Quizás, piensas esta cambia no está importante, pero, desde su transición de Late Night, está ganado mucho más espectadores. En su primera semana tenía muchos invitados famosos (incluso Jerry Seinfeld, Michelle Obama, y Will Smith). Ahora, estan en su segunda semana y haciendo muy bien.
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Big Cats: Where they at? By DuBois Stewart

Hello! My name is Dubois Stewart, and i’m introducing a new topic: Saving the Big cats! This is my first blog post so all the information I will be sharing should be completely new. For original research, I made a survey and sent it out over Facebook for people to take. Sadly, I only got 16 responses but I was able to sense a trend in the results. I noticed that most people cared about animals, humans and thought about big cats regularly. Most people thought of the tiger first when the word big cat was mentioned. Most of them also stated that they thought the human was ignorant of this issue and that if that most big cats would refer to eating them if they could speak. Finally, most people commented they would hate being ut in the situation that the big cats are currently in: shrinking homes, and shrinking food supply. I figured it was a given that most people would not enjoy someone in their being killed once every week, so I didn’t bother putting that question in. Overall, all the people who took my survey said they would do anything they could to help the big cats and most said they would ban certain things, such as extreme poaching, and deforestation. I also had an interview with the head of the education department, Ms. Houston. Due to her busy schedule, I had to email her the questions and responses. From this interview though, I learned that the Zoo will be holding an event this year to help little kids learn to love and remember to protect the big cats and other endangered species. Through these results I was able to see what people out in the world thought of this issue and what experts in the field were doing to help the big cats. In my opinion, I think that the human race could do a better job to take care of this planet. Its only on rent to us, and we’re driving our roommates to extinction. I think that if every person in the world just donated 1 dollar to any big cat organization that they would be saved. If the big cats were to go extinct, the world would end up being overrun with plant eaters and we’d begin to lose more of  still wonder though why this problem hasn’t been solved yet, given that there are always huge fundraisers every year for the same thing. I also wonder if there could be some way to show people what life would be like without big cats before they go extinct. Finally, I wonder what I could do thats simple enough for everyone else in the world to do on their own to save these magnificent creatures. Anyway, I hope you take something away from reading this and incorporate it into your daily life. Thanks!

My Survey:

My Interview via email with Ms.Laura Houston:
Screenshot 2014-03-02 at 1.47.32 PM
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Toby Mast

In the last blog post I wrote about malaria. I wrote about this deadly disease due to the  lack of knowledge about the disease in the general population.  There are  simple and inexpensive  treatments that people do not know about that could save lives and improve the world. I decided to make a survey to test people’s knowledge.  

They were asked to answer these questions in short sentences:

How is malaria spread?

How is malaria treated?

Where is malaria most common?

(About) How many people die from malaria each year?

Why is there so little malaria in the United States?

What are the symptoms of Malaria?

To conduct the survey, I gave out printed sheets to my peers, and rewarded  them each a piece of chocolate for their  time .

There were some constraints in the answers, but there also was a lack of knowledge. For example 17 out of the 20 people said that mosquitoes spread malaria. From this we can guess that they know what it is: a fatal disease spread by mosquitoes. Also  15 people said that malaria was most common in Africa. Then all except three mentioned some combination of Tropical areas  and 3rd world countries. So it appears  that the same people who basically did not know what malaria was that did not know where it is.

The answer to another telling question about symptoms was hard to record. People often listed multiple symptoms and  quite a few did not make any sense. One person thought that the only symptom was swelling and that a few hundred people died from it each year.  Someone said the symptom were similar to those flu such  fever.  Others simply said they did not know. About five mentioned itching. Another interesting answer mentioned “liquid blood”, hallucinations and coughing up blood. I asked this question which involves  more specific knowledge of malaria. Most people failed to get it right. Therefore we can conclude that most people just know what it is but not all the specifics.

Now this situation causes a problem. People do not know quite enough. To get more in depth we have to look at the second question, how is malaria treated?  Out of the 20, the answers looked like this.  

Looking at the graph, six out of the twenty said they did not know. Ttwo others said going to a doctor, which can I also infer that they did not know. The six people who answered question saying vaccines and the one who answered bug spray misunderstood the question. They thought it meant how do you prevent malaria. I feel like this is a big misinterpretations also. I am going to assume that the person who said,  “depends on the type of parasite”  meant medicine for all of them. The final one said blood transplants and I think they were guessing. chart_1 (1).png

Within  all the legitimate answers,  there was a theme. (I included vaccination because it was such a popular answer and still sensical.) They are all seemingly expensive solutions. Medications are generally expensive. Vaccinations are also very expensive. People therefore conclude that malaria treatments are expensive and that it is difficult to save each person. This is at a time where antimalarial foundations need money. According to the World Health Organization , there are an increasing number of cases where Plasmodium falciparum (the most deadly species) is showing resistance to multiple drugs known as artemisinins. The organization believes that this is mostly caused by failure to receive a second medication. With more medication available, this could change the growing resistance and turn the tide. If we fail to prevent this resistance, the organization estimates it will take 5 years to recover and change the drug. While all that time, cases are increasing, and progress is pushed back.

Here is basically what I believe:  if people don’t  know about the disease,  it could get worse. With funding, we could take big steps forward to eradication. So a simple solution is to teach people. As an agent of change,  I am going to teach a class about malaria and how it affects the world.